Implementing National Curriculum : History

1. Implementing National Curriculum : History The John Tonkin College Journey

2. So where did I begin?...... • After reading the ACARA History document Iweapproached the task with three main assumptions: • The Australian Curriculum: History employs a skills and inquiry based model of teaching. • The skills of historical inquiry are developed through teacher directed and student centred learning, enabling students to pose and investigate questions with increasing initiative, self direction and expertise. In the teaching of history there should not be an artificial separation of content and process, nor a focus on historical method at the expense of historical knowledge. • In Years 7–10 there is a particular emphasis on the use of overviews and depth studies, which draw on a range of historical contexts. • Students’ interest in and enjoyment of history is enhanced through a range of different approaches such as the use of artefacts, museums, historical sites, hands on activities and archives. Historical narrative is used so that students experience the ‘story’ in history, and this can be extended to investigations of cause and consequence, historical significance and contestability. Connections are made where appropriate between past and present events and circumstances to make learning more meaningful for students and to help students make sense of key ideas. • Teachers use the Australian Curriculum content and achievement standards first to identify current levels of learning and achievement and then to select the most appropriate content (possibly from across several year levels) to teach individual students and/or groups of students. • This takes into account that in each class there may be students with a range of prior achievement (below, at, and above the year level expectations) and that teachers plan to build on current learning.

3. My second task was to check staff understanding of the National Curriculum: History Document. • Whilst most staff knew of the document they were certainly not familiar with the content and how this would impact on the traditional approaches to teaching S&E and History • Staff did not fully understandthe fundamental changes that the History curriculum advocated with • Overview and depth study approach • Sequence of history as outlined in the National Curriculum • Outcomes: • 1. Initially it was important just to place the ACARA documents on our agenda • 2. Followed this up with a SWOT Analysis so staff could familiarise themselves with the new curriculum

4. As a team we worked with four main documents... • Australian Curriculum: History Document • General Capabilities: History • Current Society & Environment Skills Checklist 8-10 • JTC Scope and Sequence documentation. • Our job was to conduct a skill and content audit. WE DIDN’T WANT TO LOSE ANY SKILLS! • EXAMPLE: • Comparison of Australian Curriculum: History and WA K-10 Syllabus: Society & Environment - Year 8 • In Year 8 the Australian Curriculum and the WA K-10 Syllabus both emphasise the teaching of similar historical understandings and skills through a process of inquiry learning. The Australian Curriculum content focuses on major civilisations across the world within a specific time period (c 650 Ad (CE)- c1750). • The WA K-10 Syllabus has a wide range of suggested topics related to the understanding of continuity and change within our region. The Australian Curriculum emphasises the development of evidence based historical texts, particularly descriptions, and includes contestability and significance in the list of understandings to be taught. • Content within the ICP, Time, Continuity & Change, Culture and Natural and Social Systems outcomes link to the Australian Curriculum: History. • New content has been highlighted in bold. • Local history, Asia-Pacific first peoples, Aboriginal and Torres Strait Islander experiences (1905-1967), significant people. Ancient cultures of the Asia-Pacific region, Australian icons, national identity (Australia) • The Ancient to the Modern World c.650 AD (CE)- c.1750 • Knowledge and Understandings • Overview • •The transformation of the Roman world and the spread of Christianity and Islam. • •Key features of the medieval world (feudalism, trade routes, voyages of discover, contact and conflict). • •The emergence of ideas about the world and the place of people in it by the end of the period (such as the Renaissance, the Scientific Revolution and the Enlightenment). • FOR MOST STAFF THIS WAS A MAJOR CHANGE TO THE WAY WE SEQUENCED HISTORY CONTENT...

5. Decisions, decisions... • It was important to emphasis the • positive... This was a chance to teach areas • of the History discipline we had not studied since • Universityand that we were passionate about • Whilst this was initially stimulated staff interestit was also daunting • So at John Tonkin College the Humanities Department: • created a potential resource list • ‘borrowed’ from colleagues - it was interesting to see their approaches • made some hard decisions about depth studies within the History curriculum and the potential impact on subject selections for senior school students • JTC offers Ancient History as an elective in years 11 and 12 so we did not want to touch on ground that was repetitive • We also have ATAR and non-ATAR History electives in years 11 and 12: so students studying at these level needed to be challenged by new material (potential conflict with Australian eras under study)

6. JTC Year 8 outline — Australian Curriculum: History Implementation year: from 2012

7. Unit Overview:

8. Sample of JTC’s Year 8 Teaching Program

9. What have achieved? • Reviewed Scope and Sequence 8-10 to include National Curriculum: History • Conducted literacy and numeracy audits in S&E • Conducted S&E skill audit • Conducted current resources audit • Researched new resources • Completed Year plans 8-10 • Completed Unit Depth study units 8-10 • Trialled Units / Depth Studies 8-10 and reviewed and fine tuned these for 2013 • Completed Depth Study resources package for new teacher 2013 and beyond • Completed and trialled CAT and Assessment rubrics 8-10 (General Capabilities referenced)