Victorian Curriculum History F–6 Familiarisation - PowerPoint Presentation

Slide1

Victorian Curriculum History F–6 Familiarisation

Gerry Martin

Acting Curriculum Manager

History and Civics and Citizenship Slide2
Slide3

Key featuresStructured

as

a learning

continuum

that

enable teachers to identify

the current

levels of achievement and then plan

for progression

Includes 11

levels

for English and Mathematics

and

bands (5 or 6

) for all other Learning Areas and Capabilities

Levels A-D supporting students with disabilities

Cross-curriculum priorities

(Aboriginal and Torres Strait Islander histories and culture, Asia and Australia’s engagement with Asia, and Sustainability)

are embedded

in the Learning Areas and Capabilities, not represented as additional or separate curriculum

4 rather than 7 capabilities

included in the

curriculum.

Additional 3 general

capabilities

in the Australian Curriculum are Literacy, Numeracy and ICT. T

eachers will develop students’

learning of literacy, numeracy and ICT across the

curriculum. These capabilities

are incorporated in the learning areas

and do not require separate treatment.Slide4

Overview

The

History

curriculum is written for Levels

F

– 10.

The Humanities include four disciplines Slide5

Key changesHistorical methods and procedures are strengthened and explicit in both strands

Two strands

Historical Concepts and Skills

Historical Knowledge

Removal of duplication and pedagogy

Historical questions and research (Australian Curriculum) now sits in the Critical and Creative Thinking Capability- Questions and Possibilities

Explanation and communication- is the product of student historical thinkingSlide6

Key changes11 levels changed to five bands

2 level bands e.g. Level 3-4

Achievement Standard at each two level band

Consistent with other learning areas

Strengthen curriculum coherence

Greater flexibility for schools in how to organise the delivery of the history curriculumSlide7

History Structure

Historical Concepts

and Skills

Historical KnowledgeSlide8

Key Changes

F–2 consolidated

from

three contexts

to

two

to remove duplication and repetition. Renamed as Personal Histories and Community HistoriesLevels 3-4 Community and Remembrance has been renamed Community, Remembrance and

Celebrations

Richer

material has been included to strengthen the historical

content. Level 3-4:

One significant narrative, myths or celebration from the past

(VCHHK075)Slide9

Strand: Historical Concepts and SkillsKey Changes:

Historical

S

kills

strand

has been renamed

Historical Concepts and Skills.Historical perspectives and historical interpretations are sub-strand descriptors under the skill ‘Use historical sources as evidence’

Clear progression of concepts and skills

F–10

Concepts are explicitly

emphasised

in the strand Historical

Knowledge

Located at the beginning of each level to emphasise the discipline of history.

These are explained in the

Learning in HistorySlide10

Strand: Historical Concepts and SkillsSlide11

Progression of concepts and skills

7-8: Identify

and describe patterns of continuity and

change in society and daily life…

9-10: Identify

and

evaluate

patterns of continuity and change…

Identify Continuity and Change Slide12

Scope and Sequence

Progression of Historical Concepts and Skills

Historical Knowledge

Achievement Standards at two level bands Slide13

Strand: Historical Knowledge Levels 3 and 4

Historical Concepts and skills are explicit.

First

contacts

The diversity and longevity of Australia’s first peoples and the

significant

ways Aboriginal and Torres Strait Islander peoples are connected to Country and Place (land, sea, waterways and skies) and the effects on their daily lives 

(VCHHK078

)

The journey(s) of a

significant

world navigator, explorer or trader up to the late eighteenth century, including their contacts with and

effects

on other societies

(VCHHK079

)

Stories of the First Fleet, including causes and reasons for the journey, who travelled to Australia, and their experiences and perspectives following arrival(VCHHK080

)

The nature of contact between Aboriginal and Torres Strait Islander peoples and others, for example, the

Macassans

and the Europeans, and the

effects

of these interactions 

(VCHHK081)Slide14

Victorian Curriculum WebsiteLets exploreSlide15

Capabilities

Where appropriate

d

raw on the progression to develop students learning

It is a whole-school decision on how the capabilities are to be taught. Learning Areas do not have to integrate all the capabilities into all of their curriculum. Whole-school planning is fundamental. Slide16

Example 1 Levels 3 and 4

Historical Concepts

and

Skills Strand

Identify

the origin and content features of primary sources when describing the significance of people, places and

eventsDescribe perspectives of people from the past Identify and explain the causes and effects of European settlement and exploration

Historical Knowledge Strand

The nature of contact between Aboriginal and Torres Strait Islander peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions 

Questions and possibilities

Reasoning Slide17

Example 1 Levels 3 and 4

Focus Question: What

was the

effects

of contact between Aboriginal and Torres Strait Islander peoples and early traders, explorers and settlers

?

Activity: 3-2-1 Bridge3 thoughts/ideas2 questions you have

1 example from the

source

Repeat for each source

Bridge: Explain how your response to each source connects and changes from your initial response.

Harvard Project Zero. (2009). 3-2-1 Bridge. Available: http://

www.visiblethinkingpz.org

Liardet, W. F. E.

(1875)

A corroboree on Emerald Hill in 1840, Available at:

http://

digital.slv.vic.gov.au

Schramm, Alexander (

1850) A scene in South

Australia Available at: Art Gallery of South Australia,

http

://www.artgallery.sa.gov.au

Mundy, Godfrey (

1852

)

Mounted

Police and Blacks' depicts the killing of Aboriginals at Slaughterhouse Creek by British

troop Available at the

Australian War MemorialSlide18

Locating information

Curriculum

Resources and SupportSlide19

SupportPhase 1: Professional learning for principals/curriculum leadersPhase 2: School-based planning

Phase 3: Professional learning in specialist areasSlide20

Curriculum planning

Is not the responsibility of the

individual teacher – it is a team effort

Recognises that we are educating the whole child across many years of schooling - curriculum is designed as a continuum of learning

Without the “what” students should learn, pedagogy is a process without purpose

Deep familiarity with the curriculum is essentialSlide21

Curriculum Planning Curriculum Mapping TemplatesSlide22

TimelinesImplementation of the new Victorian Curriculum can commence in individual schools as soon as they choose, with all schools required to implement the new curriculum from the start of 2017. In other words, schools will have the remainder of 2015 and all of 2016 to prepare for full implementation in 2017.

2015-16

From 2015

AusVELS

curriculum available

AusVELS website archived December 2016

Victorian

Curriculum available

Full

implementation from 2017Slide23

Assessment

“ .. the

fundamental purpose of assessment is to establish where learners are in their learning at the

time

of assessment

.”

Reforming Educational Assessment: Imperatives, principles and challenges Masters, G. ACER 2013Slide24

Supporting learning

The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly (Ausubel 1968)

Vygotsky (1978) referred to the ‘zone of proximal development’ the region of ‘just manageable difficulties’ where students can succeed but often only with the support of others for example through scaffolding activities.

… learning is enhanced when teachers pay attention to the knowledge and beliefs that learners bring to the learning task and use this knowledge as a starting point for new instruction (Bransford et al 2000) Slide25

Summary

Discipline of History is strengthened

Duplication and repetition eliminated

Greater clarity

Consistent and explicit use of historical concepts

Clear progressionSlide26

ContactGerry Martin

Acting

Curriculum

Manger

History

and Civics and

CitizenshipTelephone: 61 3 9032 1694Mobile: 04 3911 3496

e-mail

:

martin.gerard.f@edumail.vic.gov.au Slide27

Additional contact details VCAA websites

Victorian Curriculum

http://victoriancurriculum.vcaa.vic.edu.au

/

Curriculum

Planning Resources:

http://curriculumplanning.vcaa.vic.edu.au/home

Contacts

Sharon

Foster

Manager

Victorian Curriculum

Phone

: (03) 9032 1680

Email:

foster.sharon.a@edumail.vic.gov.au