Implementing the Australian Curriculum, History

1. Implementing the Australian Curriculum, History Helen Hennessy Education Officer, History, BCE hhennessy@bne.catholic.edu.au

2. How comfortable are you about teaching history? What do you think history is? Helen Hennessy, Education Officer History, BCE

3. Another voice: • History is the imaginative reconstruction of the past usingwhatevidencewe can find. We can state what we definitely know from the evidence. We can hypothesise about things we are unsure of, and we can use other knowledge and experience to inform our interpretations. • Turner-Bisset, 2000, p.171, quoted in Turner-Bisset, 2005, Creative Teaching: History in the Primary Classroom, p.21 Helen Hennessy, Education Officer History, BCE

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5. The Aims Helen Hennessy, Education Officer History, BCE

6. What is historical inquiry? Historical inquiry is the process of developing knowledge and understanding in history by asking questions about the past, and applying skills associated with analysing, interpreting and evaluating sources of evidenceto develop informed and defensible answers. Shape of the Australian curriculum: History Helen Hennessy, Education Officer History, BCE

7. Use sources for evidence Analyse Interpret Primary Sources Secondary sources Comprehend Evaluate Informed Decisions Helen Hennessy, Education Officer History, BCE

8. What would the teacher’s role be in this model of historical inquiry? • Teachers describe, explain, model and monitor the process of historical inquiry so that students develop increasing initiative, self-direction and expertise. • Shape of the Australian curriculum: History • There is not suggestion in the standards that the students will do this independently by the end of Year 7. Helen Hennessy, Education Officer History, BCE

9. Cross-Curriculum Priorities: • Students develop these perspectives in learning and living with increasing sophistication across P to 12. • General Capabilities: Students develop these capabilities in learning and living with increasing sophistication across P to 12. • Learners and learning; Teachers and teaching: • Melbourne Declaration: • Goal 1: Australian schooling promotes equity and excellence. • Goal 2: All young Australians become successful learners, confident and creative individuals, active and informed citizens. • Learning areas: The level statements, content descriptions and standards guide what students learn and achieve in English, History, Mathematics and Science. Helen Hennessy, Education Officer History, BCE

10. Course Organisation Focus Inquiry Questions Knowledge and Understandings Skills Helen Hennessy, Education Officer History, BCE

11. Year 7-10 Historical knowledge and understanding Overview Depth Studies 10% total time; Provides introduction, linking studies and concluding study 3 per year; some electives Helen Hennessy, Education Officer History, BCE

12. Remember: • The intention of the Australian curriculum, history, is to develop children’s skills in historical inquiry. • This means that you need to limit what you try to cover to allow time for the students to develop their skills. Helen Hennessy, Education Officer History, BCE

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17. The standard • The standard (in history) elaborates the skills and understandings. The knowledge is the context in which these are developed. • The standard is ‘end of year’. • The skills and understandings are sequential and build from year to year. If students have not done historical inquiry in the past, this may impact on their capacity to reach the standard. • Look at the examples given by ACARA (also kweb) Helen Hennessy, Education Officer History, BCE

18. Using Sources in the Classroom A Task

19. Developing your historical inquiry • How much time do you have? • What do your students need/enjoy? • What general capabilities do you want to develop/ capitalise on? • What connections to other learning areas can you legitimately make? • What other resources can you find? Helen Hennessy, Education Officer History, BCE

20. Points to watch • Be very specific about the purpose and learning intentions for the inquiry. This will keep the inquiry focussed and manageable. • Carefully consider what you want to assess. Study the standard (which focuses on skills and understandings) . Be specific – do not try to do everything. • Consider different types of assessment. You do not have to have a major production to assess many of the skills. Helen Hennessy, Education Officer History, BCE

21. In the Early Years , remember to use play to help develop learning. The other years might also like to include it. Selection of the sources is critical. A good choice will allow most students to reach standard. A poor choice could mean that even your better students struggle. Are you covering cross-curriculum priorities? Are you covering a range of general capabilities? Helen Hennessy, Education Officer History, BCE