1. No category

Australian History
Curriculum
Brian Elliott
Manager, Human Society and Its
Environment
02 9886 7603
[email protected]
Events to date....
April 2008:
National
Curriculum
Board
established
June 2008:
National
forum to
discuss key
issues about
shaping
Australia’s
curriculum
Oct 2008:
Initial advice
paper discussed
at National
History Forum
Nov 2008 - Feb
2009:
Consultation re
History framing
paper
May 2009:
Writing of
national History
curriculum
commences
What’s next?
May 2009:
Writing of
national
History
curriculum
commences
Feb 2010:
Drafts of
national History
curriculum
available for
consultation
Feb - May 2010:
National
consultation on
History curriculum
draft K-10
Apr – June 2010:
11-12
June/July 2010:
National History
curriculum
published
Jan 2011:
Implementation
of History
curriculum
commences from
this month – and
should be “well
under way” by
2013
Development of Australian History
curriculum
Initial
advice
paper
Framing
paper
Shaping
paper
National
History
curriculum
History framing paper
Who was behind the History framing paper?
Professor Stuart Macintyre is an internationally respected
historian, formerly from the University of Melbourne. He has
a distinguished career researching Australian history and the
interpretation of our history
Stuart Macintyre was supported by an advisory board which
included History experts from all states.
What aspects of the framing paper remain in the shaping paper?
Stages of schooling  Year groupings
Stage
Years of age
1
5-8
School years
(added to
shaping paper)
K-2
2
8-12
3-6
3
12-15
7-10
4
15-18
11-12
Concerns about the History
Framing Paper
• Identified a structure with Overview, Bridging and Depth
Studies in each year
• Years 11 and 12 included a range of one year courses
• History is a discrete curriculum in the primary years, not part
of HSIE
• History should be allocated 10% of learning time in the
primary years
• 100 hours allocated to History in the secondary years
• Asian literacy and indigenous perspectives not given sufficient
emphasis
• Civics and citizenship not clearly identified
How does the shaping paper
address these concerns?
Overview, bridging and
depth studies
Curriculum structure
based on overview and
depth studies only
How does the shaping paper
address these concerns?
One year courses in Years
11-12
Ancient History and Modern
History will be developed.
Other courses may continue in
states e.g. History Extension
How does the shaping paper
address these concerns?
History as a discrete
curriculum in primary
years
Geography being
developed in the second
phase of curriculum
development.
How does the shaping paper
address these concerns?
Time allocation
of 10% in
primary years
Time allocation
removed for
primary years
How does the shaping paper
address these concerns?
100 hours allocated
to History in the
secondary years
Time allocation removed
from the secondary
curriculum
(will be a State decision)
How does the shaping paper
address these concerns?
Asian literacy and
indigenous
perspectives not
given sufficient
emphasis
Perspectives
given greater
emphasis in the
shaping paper
How does the shaping paper
address these concerns?
Civics and citizenship not
clearly identified
Civics and citizenship identified
as linked with History. Civics
and citizenship may be
included in the next phase of
curriculum development.
Strengths of the History Curriculum
• History is a mandatory subject in all states
• Australian history is studied in the context of
world history, not in isolation
• Includes a clear definition of historical
understanding
• Historical skills are clearly defined
• Schools will be able to incorporate case
studies which reflect the history of their state
or local area
Curriculum design
National Curriculum document, June 2009
Content organiser
Content description
Content elaboration
Standards
Resources
Structure of the Curriculum
K to Year 2
• Students explore their own and family
histories.
• Students examine events in their lifetime and
the lifetimes of family members.
• Students learn to distinguish between past
and present ways of living
Years 3 to 6
Has content related to four focus questions:
1.
2.
3.
4.
What do we know about the past?
How did Australians live in the past?
How did people live in other places?
How has the past influenced the present?
Includes studies of local, state, national and global
history
Years 7-10
Content is based on years rather than stages.
Follows a sequence:
1. From the time of earliest human communities to
the end of the Ancient period c. 60,000 BC – c. 500
AD
2. From the end of the Ancient period to the
beginning of the Modern period c. 500 – 1750
3. The Modern World and Australia 1750 – 1901
4. Australia and the Modern World 1901 to present
How much Australian content is in the History
curriculum?
• Unit 3 The Modern World and Australia 1750
– 1901
Australian history will occupy approximately
40% of this unit
• Unit 4 Australia and the Modern World
Australian history will occupy approximately
60% of this unit
Yrs 11 and 12
• Proposes two national senior courses for History.
Ancient History and Modern History
• States can continue to offer courses not covered by
national courses such as Extension History
• No plans at this stage for national exit exam or
certificate
How will the history curriculum impact
on HSIE in the primary years
• This is to be decided by the NSW Board of
Studies
What is the HSIE Unit doing in relation to
Australian History Curriculum?
• Participating in and contributing to forums
• Consulted with teachers, regional consultants, principals and
directorates, leading to development of DET response to
History framing paper
• Organising ongoing discussions with all sectors, professional
organisations and Board of Studies
• Providing information to teachers
• Encouraging teachers to participate in the ongoing
consultation re the development of national History
curriculum
What can History teachers do?
• Regularly check out the Australian Curriculum, Assessment and Reporting
Authority website for news:
http://www.acara.edu.au/home_page.html
• Register for email alerts, especially for opportunities to comment on
documents
• Participate in the ongoing consultation as national History curriculum
develops
It is no use complaining about
what we are required to teach
after the curriculum is done
and dusted. Have your say!
Contribute to the process!