Syllabus implementation timeline

NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARING AND PRIMARY EDUCATION WWW.DEC.NSW.GOV.AU

History K-10Leigh Williams- History & Geography K-6 Advisor, Australian

curriculum August 25, 2014

NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION WWW.DEC.NSW.GOV.AU

Syllabus implementation timeline

Source: Board of Studies, Teaching and Educational Standards


Local lens Local

Aboriginal history

Local history – Gosford City Council

Local history – Wyong Shire Council

Local community perspective


‘…process of inquiry into

the past that helps to

explain how people,

events and forces from

the past have shaped our

world.”History K-10 Syllabus

Why teach history: rationale


Integral to the process of historical inquiry

Linked to Learning across the Curriculum

Overview of the syllabus: aims

• ‘…stimulate students’ interest in and

enjoyment of exploring the past

• …develop a critical understanding of the past

and its impact on the present

• …develop the critical skills of historical inquiry

• …enable students to participate as active,

informed and responsible citizens.’History K-10 Syllabus

Linked to knowledge, understanding and skills

Linked to other KLAsLinked to Quality Teaching


Overview of the K-10 outcomesStage:

Early Stage 1

Stage 1

Stage 2

Stage 3

Stage 4

Stage 5

History Skills:

1x outcome

1x outcome

1x outcome

1x outcome

6 x outcomes

6 x outcomes

Knowledge and Understanding:

1x outcome

3x outcomes

4x outcomes

4x outcomes

4 x outcomes

4 x outcomes


What’s New: Continuum of learning K-10Point of prior knowledge

Common language

Transitioning

Quality TeachingDifferentiation

http://syllabus.bos.nsw.edu.au/hsie/history-k10/continuum-of-learning/

Local, state, national, global


What’s New: K-10 concepts

Concepts:• continuity and change• cause and effect• perspectives• empathetic

understanding• significance• contestability

http://syllabus.bos.nsw.edu.au/hsie/history-k10/continuum-of-concepts/


Historical conceptsContinuity and change

Cause and effectPerspectivesEmpathetic

understandingSignificance

Contestability

The Past in the Present – Stage 1Objective: ‘develop knowledge and understanding about key historical concepts and develop the skills to undertake the process of historical inquiry.’ identifies and describes significant people, events, places and sites in the local community HT1-2 (content outcome)demonstrates skills of historical inquiry and communicationHT1-4 (skills outcome)What remains of the past are important to the local community? Why? (key inquiry question)

Students:The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044) investigate an aspect of local historydevelop a narrative on their chosen aspect of local history which focuses on the remains of the past

Historical skillsComprehension,

chronology, terms and concepts

Analysis of sourcesPerspectives and interpretations

Empathetic understanding

ResearchExplanation and communication


Locate and research your local war memorial using Register of War Memorials in NSW Access HSIE Pinterest board Changing Technologies

Site Study – Environmental Education Centres e.g. Rumbalara

Search the history and heritage of your local council or library website for significant local community sites. Visit a venue for an authentic site study.

Community Links – 8 Aboriginal Ways of Learning

Teaching and learning ideas


What’s New: K-10 skillsSkills:

• comprehension, chronology, terms and concepts

• analysis and use of sources• perspectives and interpretations• empathetic understanding• research• explanation and communication

http://syllabus.bos.nsw.edu.au/hsie/history-k10/continuum-of-skills/


Historical conceptsContinuity and change

Cause and effectPerspectivesEmpathetic

understandingSignificance

Contestability

Community and Remembrance – Stage 2Objective: ‘develop knowledge and understanding about key historical concepts and develop the skills to undertake the process of historical inquiry.’ Example:describes and explains how significant individuals, groups and events contributed to changes in the local community over timeHT2-1 (content outcome)applies skills of historical inquiry and communication HT2-2 (skills outcome)What is the nature of the contribution made by different groups and individuals in the community? (key inquiry question)Students:The role that people of diverse backgrounds have played in the development and character of the local community (ACHHK062) focusing on ONE group, investigate their diverse backgrounds and outline their contribution to the local community using a range of sources, eg photographs, newspapers, oral histories, diaries and letters

Historical skillsComprehension,

chronology, terms and concepts

Analysis of sourcesPerspectives and interpretations

Empathetic understanding

ResearchExplanation and communication


Teaching and learning ideas

Search major source collections for newspapers, diaries, letters, photographs and film to identify significant groups and their contribution to local community using Trove, Flickr, National Library of New South Wales and ABC My Place.

Role plays – Australian Dictionary of Biography or Australian of the Year

HSIE Pinterest – Significant People

How does this resource assist my

students to meet the outcomes


Similarities and Differences K-6 History

HTThe separate history syllabus replaces the Change and continuity strand only of the HSIE K-6 syllabus.

K-6 shift in emphasis of learning e.g. the shaping, impact and contribution of people, places and events


1. The separate history syllabus replaces the Change and continuity strand only. All other strands of the HSIE K-6 Syllabus must continue to be taught

2. K-6 shift in emphasis of learning e.g. the shaping, impact and contribution of people, places and events

3. Scope and sequencing– integration of other HSIE strands

4. Syllabus shaped by a lens of personal, local, national and global sequential content - connections K-10, similar metalanguage, similar expectations, continuums of learning, concepts and skills

5. Transitions – opportunities to create communities of schools. Opportunities for Directors, Principals, Educational Services advisors to encourage collaborative schools programs and mentoring between cluster schools.

Strengths and challenges History K-6


Similarities and Differences 7-10


1. New directions, but outcomes, skills, concepts are basically the same

2. When to incorporate Overviews? Individual school decision

3. Depth studies allow for flexibility within boundaries

4. Incorporation of Literacy Continuum – literacy and numeracy are integral to the document

5. Transitioning – Stage 3 to Stage 4 and mentoring of primary colleagues in a strong community of schools

Strengths and challenges History 7-10


Content, including the AC descriptions and links to LACs

Overview of the syllabus: K-6 topics

Reference to historical concepts and skills

Detailed description of history topics for the stage

Outcomes referenced in the topic

Key inquiry questions


Must teach all 6 Depth Studies

Stage 4


Stage 5

Must teach 4 of the 6 Depth Studies


There are 3 or 4 key inquiry questions for each topic in the history syllabus:•The key inquiry questions provide the foundation for engaging students in historical inquiry.•Teachers will need to support and model the historical inquiry process using these questions.

Overview of the syllabus: key inquiry questions


Overview of historical inquiry process‘The process of developing knowledge and understanding by posing questions about the past, and applying skills associated with locating, analysing, evaluating and using sources as evidence to develop an informed argument or interpretation.’ History K-10 Syllabus


Progression of learning

EngagementVariety of perspectivesCritical thinking

Opportunities for History K-10

• in-depth historical inquiry – concepts, skills, sources and evidence

• broader scope of content topics• significant opportunities to include literacy,

numeracy, ICT and critical thinking• common language K-10• a strong K-6 foundation for Stage 4 and 5

mandatory history• ability to build stronger links within

community of schools.

NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – UNIT/DIRECTORATE NAME WWW.DEC.NSW.GOV.AU

How will teachers be supported?


K-6 historymandatory from 2016

K-6 history optional in 2015

Implementation Plan: History K-10• Familiarise yourself with the online and print syllabus• Access DEC Professional Learning:

• Your school and the history K-6 syllabus• Your school and the history 7-10 syllabus• Programming for quality teaching and assessing• A process for programming a unit of learning:

History K-10• Access DEC building capacity resources History K-6:

• Historical concepts and skills• Historical inquiry in the primary classroom• Building historical narrative using sources

• Access DEC building capacity resources History 7-10:• World history approach• Overviews and depth studies• Patterns of learning

NEW

NEW


Syllabus PLUS K-6 History: The history syllabus in a nutshellCourse Code: NR05975

Syllabus PLUS K-6 History: Snapshots of the history topics – teaching and learning ideasCourse Code: NR05974

Syllabus PLUS K-6 History: Historical inquiry – concepts, skills, sources and evidenceCourse Code: NR05973

Syllabus PLUS K-6 History: The place of history in HSIE- planning for teachingCourse Code: NR05972

History K-6 SyllabusPLUS Series 1


Series 1Session 1 – The essentials and building capacity resourcesSession 2 – Learning across the curriculumSession 3 – Patterns of study and programmingSession 4 – Assessment and professional learning Series 2Session 1 – The Quality Teaching Model and the new syllabusSession 2 – The literacy continuum and EAL/D learnersSession 3 – Integrating ICT and engaging 21st century learners Session 4 – Differentiating the curriculum for gifted and talented learners Process for Programming Session 1: Planning to programming Session 2: The process of programmingSeries 3Session 1: Embedding literacy into history and geographySession 2: Life Skills in historySession 3: The 8 Aboriginal Ways of LearningSession 4: Program Differentiation

History SyllabusPLUS: 7-10


Curriculum Support website

Access to these recordings will also be available as part of teacher professional learning (TPL) on the NSW DEC Curriculum Support HSIE website.

NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION WWW.DEC.NSW.GOV.AU29

NSW DEPARTMENT OF EDUCATION AND COMMUNITIES – EARLY LEARNING AND PRIMARY EDUCATION WWW.DEC.NSW.GOV.AU30

Human Society and its Environment K-6

E-newsletters and Pinterest K-10


Contact Details:Anne SouthwellHSIE K-6 AdvisorLevel 3, 1 Oxford StDarlinghurst 2010Phone: 9244 [email protected]@det.nsw.edu.au

Leigh WilliamsHistory & Geography K-6 Advisor, Australian curriculum Level 3, 1 Oxford StDarlinghurst 2010Phone: 9244 [email protected]

Alana EllisR/HSIE 7-12 AdvisorLevel 3, 1 Oxford StDarlinghurst 2010Phone: 9266 [email protected]@det.nsw.edu.au


Q & A?

Clear Understanding

Confidence

Competence Change

Syllabus implementation timeline

Documents

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