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AusVELS History Primary Pat Hincks 20 August 2013

AusVELS History Primary Pat Hincks 20 August 2013. Primary History: Common questions. Is there a mandated time? Does it have to be taught for a whole year? What is the status of the elaborations? What about multi-age/ composite classes? Can we ‘integrate’ history with other subjects?

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AusVELS History Primary Pat Hincks 20 August 2013

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  1. AusVELS History PrimaryPat Hincks20 August 2013

  2. Primary History: Common questions • Is there a mandated time? • Does it have to be taught for a whole year? • What is the status of the elaborations? • What about multi-age/ composite classes? • Can we ‘integrate’ history with other subjects? • How can we fit it into a ‘crowded curriculum’?

  3. History and time allocation There is no time allocation which is mandated for AusVELS History. However: History F – 2 was written for 20 hours a year History 3 – 6 was written for 40 hours a year History 7 – 10 was written for 50 hours a year Source: Curriculum Design Paper, ACARA, http://www.acara.edu.au/curriculum/curriculum_design_and_development.html

  4. Humanities and Social Sciences Curriculum

  5. ‘Integrating’ content • We are not re-creating SOSE! • Curriculum content can be meaningfully put together based on a particular context or theme. • Eg: Obvious links with geography – local history and geography • Eg: text selection in English e.g. The Rabbits might lead to history of settlement of Australia.

  6. History: Structure

  7. Historical sequence

  8. Historical understanding • Continuity and change: aspects of the past that remained the same over certain periods of time and aspects that are different • Cause and effect used by historians to identify chains of events and developments over time and includes understanding of motivation and consequences • Perspectives: understanding the different social, cultural and intellectual contexts that shaped people’s lives and actions in the past and the various viewpoints on past events.

  9. Historical understanding • Empathy is an understanding of the past from the point of view of a particular individual or group, including an appreciation of the circumstances they faced, and the motivations, values and attitudes behind their actions • Significance the importance that is assigned to particular aspects of the past, eg events, developments, movements and historical sites. Why do we remember some parts of the past and not others? • Sources – evidence of the past including artefacts, photos, artworks, letters etc (Commonly primary and secondary)

  10. Elaborations

  11. Skills

  12. Achievement standards • Level by level • Two paragraphs 1) understanding 2) skills • Designed to answer the question: What do I want students to know and be able to do at this level? • Used with the content descriptions to plan curriculum. The Knowledge and understanding and Skills strands provide the content that allows students to reach the standards.

  13. Historical Knowledge and Understanding Level 5 The Australian Colonies • Reasons (economic, political and social) for the establishment of British colonies in Australia after 1800. (ACHHK093) • The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed. (ACHHK094) • The impact of a significant development or event on a colony; for example, frontier conflict, the gold rushes, the Eureka Stockade, internal exploration, the advent of rail, the expansion of farming, drought. (ACHHK095) • The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony. (ACHHK096) • The role that a significant individual or group played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders, and Aboriginal and/or Torres Strait Islander peoples. (ACHHK097)

  14. Historical Skills Level 5 Chronology, terms and concepts • Sequence historical people and events (ACHHS098) • Use historical terms and concepts (ACHHS099) Historical questions and research • Identify questions to inform an historical inquiry (ACHHS100) • Identify and locate a range of relevant sources (ACHHS101) Analysis and use of sources • Locate information related to inquiry questions in a range of sources (ACHHS102) • Compare information from a range of sources (ACHHS103) Perspectives and interpretations • Identify points of view in the past and present (ACHHS104) Explanation and communication • Develop texts, particularly narratives and descriptions, which incorporate source materials (ACHHS105) • Use a range of communication forms (oral, graphic, written) and digital technologies (ACHHS106)

  15. Level 5 Achievement Standard By the end of Level 5, students identify the causes and effects of change on particular communities, and describe aspects of the past that remained the same. They describe the different experiences of people in the past. They describe the significance of people and events in bringing about change. Students sequence events and people (their lifetime) in chronological order, using timelines. When researching, students develop questions to frame an historical inquiry. They identify a range of sources and locate and record information related to this inquiry. They examine sources to identify points of view. Students develop, organise and present their texts, particularly narratives and descriptions, using historical terms and concepts.

  16. AusVELS Resources and Support http://www.vcaa.vic.edu.au/Pages/foundation10/curriculum/index.aspx Under History menu • Summaries of differences between AusVELS and VELS • Planning templates • Progression Points

  17. Assist teachers in the assessment and reporting of student achievement. • In AusVELS, the progression point examples are provided in 0.5 increments. Progression point examples

  18. Select aspect of content descriptions Develop assessment tasks that will allow students to demonstrate aspects of achievement standards

  19. Further resources • Scootle: www.scootle.edu.au • Can search on year levels and each dot point in the Knowledge and understanding and Skills strand. • Contains interactive resources/images/ collections/film clips/education packs/TL resources • History Teachers’ Association of Australia: http://www.historyteacher.org.au/

  20. Primary History: Common questions • Is there a mandated time? • Does it have to be taught for a whole year? • What is the status of the elaborations? • What about multi-age/ composite classes? • Can we ‘integrate’ history with other subjects? • How can we fit it into a ‘crowded curriculum’?

  21. Victorian Curriculum and Assessment Authority (VCAA) www.vcaa.vic.edu.au Pat Hincks Humanities and Social Sciences Curriculum Manager hincks.patricia.m@edumail.vic.gov.au

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