A good place to start !

Our aim is to develop in students ;

•Interest in & enjoyment of historical study;

•Skills for life long learning;

•The capacity to be informed citizens;

•Knowledge, understanding & appreciation of the past & the forces that shape society;

What does it look like?

Is a disciplined inquiry into the past;Develops student’s curiosity and imagination;Develops understanding of cultural, social & political events and issues that have shaped humanity from earliest timesEnriches our appreciation of the world & how it has changed & the continuities that exist into the present;Enables students to contribute more effectively to creating the future.

History ……

Has its own methods and procedures;

Is based on evidence of the remains of the past;

Is interpretative by nature;

Promotes debate;

Encourages thinking about human values – including present and future challenges;

Develops transferable skills associated with the process of historical inquiry.

Workshop Australian Curriculum: History Brian Hoepper SOSEAQ 16/2/12

Workshop Australian Curriculum: History Brian Hoepper SOSEAQ 16/2/12

InquiryQuestions

The format for each year level follows a similar structure.

Each year level :

Begins with a theme & year level description;

.For each theme there are a number of key inquiry questions;

For each theme there is detail of the key concepts;

Year level content is organised into two strands -

historical skills &

historical knowledge & understanding.

The Curriculum also provides year level specific achievement standards and a

range of work samples that represent a ‘C’ standard.

The content provides opportunities to develop historical understanding through key concepts including:

continuity & change, cause and effect, perspectives, empathy and significance.

These key concepts may be investigated within a particular historical context to facilitate an understanding of the past and to provide a focus for historical inquiries.

The history content of the History Curriculum involves two strands: Historical Skills andHistorical Knowledge and Understanding.

These strands are interrelated and should be taught in an integrated way;

They may be integrated across learning areas and in ways that are appropriate to specific local contexts.

The order and detail in which they are taught are programming decisions.

A framework for developing students’ historical knowledge, understanding and skills is provided by inquiry questions for each Year Level.

The key inquiry questions for Year One include: How has family life changed or remained the same over time?

How can we show that the present is different from or similar to the past?

How do we describe the sequence of time?

To support these inquiry focus questions, the history curriculum provides Year Level Content Descriptions. e.g

Year 1 Content Descriptions

Historical Knowledge and Understanding

Present and Past Family LifeDifferences in family structures and roles today, and how these have changed or remained the same over time (ACHHK028) How the present, past and future are signified by terms indicating time such as ‘a long time ago’, ‘then and now’, ‘now and then’, ‘old and new’, ‘tomorrow’, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons (ACHHK029) Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications. (ACHHK030)

Historical SkillsChronology, terms and concepts Sequence familiar objects and events (ACHHS031) Distinguish between the past, present and future (ACHHS032)

Historical questions and research Pose questions about the past using sources provided (ACHHS033)

Analysis and use of sources Explore a range of sources about the past (ACHHS034) Identify and compare features of objects from the past and present

(ACHHS035)

Perspectives and interpretations Explore a point of view (ACHHS036)

Explanation and communication Develop a narrative about the past. (ACHHS037) Use a range of communication forms (oral, graphic, written, role play) and

digital technologies (ACHHS038)

The Curriculum also provides year level specific achievement standards. e.g.

Year 1 Achievement Standard

By the end of Year 1, students explain how some aspects of daily life have changed over recent time while others have remained the same. They describe personal and family events that have significance.Students sequence events in order, using everyday terms about the passing of time. They pose questions about the past and examine sources (physical and visual) to suggest answers to these questions. Students relate stories about life in the past, using a range of texts.

Work sample 1: Timeline – My life past and present

Relevant parts of the achievement standard

By the end of Year 1 students explain how some aspects of daily life have changed over recent times while others have remained the same. They describe personal and family events that have significance.

The Task : Timeline – My life past and present

• Students sequence events in order, using everyday terms about the passing of time.

• They pose questions about the past and examine sources (physical and visual) to suggest answers to these questions.

• Students relate stories about life in the past, using a range of texts.

This task comprised two parts:

Students were asked to place photographs of their own lives in sequence and to annotate the photographs with comments on how old they were and what they were doing.

Students were asked to answer questions about how they had changed and how they had remained the same over time as revealed in the photographs.

Focus Questions Historical understandings Assessment Cross Curriculum Priorities

How has family life changed or remained the same over time?

How can we show that the present is different from or similar to the past?

How do we describe the sequence of time?

 

Development of historical understanding through concepts of: Continuity and changeCause and effectPerspectivesEmpathy Significance

Assessment for learning:  Assessment as learning:   Assessment of learning: 

Aboriginal and Torres Strait Islander histories and cultures

Asia and Australia’s engagement with Asia

Sustainability

Focus of teaching

Knowledge & Understandings Historical skills General capabilities

Students learn about:

Differences in family structures and roles today, and how these have changed or remained the same over time

How the present, past and future are signified by terms indicating time such as ‘a long time ago’, ‘then and now’, ‘now and then’, ‘old and new’, ‘tomorrow’, as well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons

Differences and similarities between students' daily lives and life during their parents’ and grandparents’ childhoods, including family traditions, leisure time and communications.

o

Students learn to:

Chronology, terms and conceptsSequence familiar objects and events Distinguish between the past, present and future  Historical questions and researchPose questions about the past using sources provided  Analysis and use of sourcesExplore a range of sources about the past Identify and compare features of objects from the past and present  Perspectives and interpretationsExplore a point of view  Explanation and communicationDevelop a narrative about the past. Use a range of communication forms (oral, graphic, written, role play) and digital technologies

Which general capabilities do students need to engage with to ensure successful learning? literacy numeracy competence in information and communication technology (ICT) critical and creative thinking ethical behaviour personal and social competence intercultural understanding

Focus of teaching

Stages of historical inquiry Learning and teaching practices

Stage 1: Engaging the students and framing the focus questions: The purpose of this stage is to: •Engage/motivate students to spark interest •Determine what the students know. •Decide the direction of the learning. (Includes an overarching focus question and sub-questions that need to be answered to be able to make informed decisions. •Develop questions about the past to inform the inquiry

 

Stage 2: Locating, organising and analysing evidence •Identify relevant historical sources and locate information related to the questions •Identify a variety of primary and secondary sources •Locate and record information from a variety of sources

 

Stage 3: Evaluating, Synthesising and Reporting •Compare key ideas and information in a range of sources •Identify points of view, perspectives, values and attitudes in historical sources •Sequence historical events •Use historical terms and concepts

 

Stage 4: Reflecting on the process and conclusion; taking action where appropriate  

Helen Hennessy, of BCE, agreed to share these formats with teachers in the Rockhampton Diocese.

The full range of year level planning formats feature on the My Suite History page.