I've been reading through stuff from ACARA [Australian Curriculum and Assessment Authority] on the Australian Curriculum for History. I really interested fitting a 21st Century teaching and learning outlook into this over the next year. There will be digital content, communication, collaboration, creation and critical thinking within the discipline of history.
http://www.australiancurriculum.edu.au/History/Curriculum/F-10 [Click on download to select document. Filters are available to customize document and to get the Scope and Sequence Chart
This is what it says in part
7. Pedagogy and Assessment: Some Broad Assumptions
7.1 The preceding discussion on the shape of the national history curriculum is based on some pedagogical assumptions, which include that:
• students’ interest and enjoyment of history can be enhanced through a range of different approaches such as the use of artefacts, museums, historical sites and hands-on activities
• the context of learning may vary depending on the students, the school or location
• in the teaching of history there should not be an artificial separation of content and process or a focus on historical method at the expense of historical knowledge
• historical narrative is used so that students experience the ‘story’ in the history, which can sit alongside or be further extended into investigations of cause and consequence, historical significance or contestability
• teaching is based on what students already know, using the language that is familiar to students, with connections being made to more sophisticated historical terms and concepts
• connections are made between past events and circumstances and modern-day parallels to make learning more meaningful for students and to help students make sense of key ideas
• teachers provide opportunities for students to engage in the analysis, interpretation and evaluation of historical sources
• while engagement with sources is fundamental to historical knowledge and understanding, students progressively engage in higher order tasks, for example, building an historical argument using evidence
• 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.
7.2 In the implementation of the history curriculum there should be an alignment of expectations, teaching and learning strategies, and various modes of assessment to cater for the diverse needs of learners. Assessment should encourage longer-term understanding and enable provision of detailed diagnostic information to support the work of teachers. It should show what students know, understand and can demonstrate. It should also show what they need to do to improve.
Now let's look at what is supposed to be happening in History in Year 5 in the Australian Curriculum.
Historical Scope and Sequence
• Chronology, terms and concepts
• Historical questions and research
• Analysis and use of sources
• Perspectives and interpretations
• Explanation and communication
Year 5 Level Focus: The Australian Colonies
Key Concepts: The content provides opportunities to develop historical understanding including sources, continuity and change, cause and effect, perspectives, empathy and significance
• What do we know about the live of people in Australia's colonial past and how do we know?
• How did an Australian colony develop over time and why?
• How did colonial settlement change the environment?
• What were the significant events and who were the significant people that shaped Australian colonies?
Knowledge and Understanding
• Reasons [economic, political and social] for the establishment of British Colonies after 1800.
• The nature of a convict or colonial settlement in Australia, including factors that influenced patterns of settlement. aspects of daily life of its different inhabitants and how they changed the environment.
• 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.
• The reasons people migrated to Australia from Europe and Asia and the experiences and contributions of a particular migrant group within a colony.
• 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 Straight Islander peoples.
Now the two previous blogposts fit well into this contex, but they were written without thinking about the Australain Curriculum. Over the next year I intend to have a good look at the pedagogies, activities and resources for teaching Year 5 primary school history [under the Australian Curriculum] with a 21st Century teaching and learning outlook.