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Syllabus implementation timeline

History K-10 Leigh Williams- History & Geography K-6 Advisor, Australian curriculum August 25, 2014. Syllabus implementation timeline. Source: Board of Studies, Teaching and Educational Standards. Local lens.

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Syllabus implementation timeline

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  1. History K-10Leigh Williams- History & Geography K-6 Advisor, Australian curriculum August 25, 2014

  2. Syllabus implementation timeline Source: Board of Studies, Teaching and Educational Standards

  3. Local lens • Local Aboriginal history • Local history – Gosford City Council • Local history – Wyong Shire Council • Local community perspective

  4. Why teach history: rationale ‘…process of inquiry into the past that helps to explain how people, events and forces from the past have shaped our world.” History K-10 Syllabus

  5. Linked to knowledge, understanding and skills Overview of the syllabus: aims Linked to other KLAs Linked to Quality Teaching Integral to the process of historical inquiry Linked to Learning across the Curriculum ‘…stimulate students’ interest in and enjoyment of exploring the past …develop a critical understanding of the past and its impact on the present …develop the critical skills of historical inquiry …enable students to participate as active, informed and responsible citizens.’ History K-10 Syllabus

  6. Overview of the K-10 outcomes Knowledge and Understanding: 1x outcome 3x outcomes 4x outcomes 4x outcomes 4 x outcomes 4 x outcomes Stage: Early Stage 1 Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 History Skills: 1x outcome 1x outcome 1x outcome 1x outcome 6 x outcomes 6 x outcomes

  7. Point of prior knowledge Common language Transitioning Quality Teaching Differentiation What’s New: Continuum of learning K-10 Local, state, national, global http://syllabus.bos.nsw.edu.au/hsie/history-k10/continuum-of-learning/

  8. What’s New: K-10 concepts Concepts: • continuity and change • cause and effect • perspectives • empathetic understanding • significance • contestability http://syllabus.bos.nsw.edu.au/hsie/history-k10/continuum-of-concepts/

  9. The Past in the Present – Stage 1 Historical concepts Continuity and change Cause and effect Perspectives Empathetic understanding Significance Contestability Objective: ‘develop knowledge and understanding about key historical concepts and develop the skillsto undertake the process of historical inquiry.’ identifies and describes significant people, events, places and sites in the local community HT1-2 (content outcome) demonstrates skills of historical inquiry and communication HT1-4 (skills outcome) What remains of the past are important to the local community? Why? (key inquiry question) Students: The history of a significant person, building, site or part of the natural environment in the local community and what it reveals about the past (ACHHK044) investigate an aspect of local history develop a narrative on their chosen aspect of local history which focuses on the remains of the past Historical skills Comprehension, chronology, terms and concepts Analysis of sources Perspectives and interpretations Empathetic understanding Research Explanation and communication

  10. Teaching and learning ideas Locate and research your local war memorial using Register of War Memorials in NSW Access HSIE Pinterest board Changing Technologies Site Study – Environmental Education Centres e.g. Rumbalara Search the history and heritage of your local council or library website for significant local community sites. Visit a venue for an authentic site study. Community Links – 8 Aboriginal Ways of Learning

  11. What’s New: K-10 skills Skills: • comprehension, chronology, terms and concepts • analysis and use of sources • perspectives and interpretations • empathetic understanding • research • explanation and communication http://syllabus.bos.nsw.edu.au/hsie/history-k10/continuum-of-skills/

  12. Community and Remembrance – Stage 2 Historical concepts Continuity and change Cause and effect Perspectives Empathetic understanding Significance Contestability Objective: ‘develop knowledge and understanding about key historical concepts and develop the skillsto undertake the process of historical inquiry.’ Example: describes and explains how significant individuals, groups and events contributed to changes in the local community over time HT2-1 (content outcome) applies skills of historical inquiry and communication HT2-2 (skills outcome) What is the nature of the contribution made by different groups and individuals in the community? (key inquiry question) Students: The role that people of diverse backgrounds have played in the development and character of the local community (ACHHK062) focusing on ONE group, investigate their diverse backgrounds and outline their contribution to the local community using a range of sources, eg photographs, newspapers, oral histories, diaries and letters Historical skills Comprehension, chronology, terms and concepts Analysis of sources Perspectives and interpretations Empathetic understanding Research Explanation and communication

  13. Teaching and learning ideas How does this resource assist my students to meet the outcomes • Search major source collections for newspapers, diaries, letters, photographs and film to identify significant groups and their contribution to local community using Trove, Flickr, National Library of New South Wales and ABC My Place. • Role plays – Australian Dictionary of Biography or Australian of the Year • HSIE Pinterest – Significant People

  14. History Similarities and Differences K-6 The separate history syllabus replaces the Change and continuity strand only of the HSIE K-6 syllabus. HT K-6 shift in emphasis of learning e.g. the shaping, impact and contribution of people, places and events

  15. Strengths and challenges History K-6 The separate history syllabus replaces the Change and continuity strand only. All other strands of the HSIE K-6 Syllabus must continue to be taught K-6 shift in emphasis of learning e.g. the shaping, impact and contribution of people, places and events Scope and sequencing– integration of other HSIE strands Syllabus shaped by a lens of personal, local, national and global sequential content - connections K-10, similar metalanguage, similar expectations, continuums of learning, concepts and skills Transitions – opportunities to create communities of schools. Opportunities for Directors, Principals, Educational Services advisors to encourage collaborative schools programs and mentoring between cluster schools.

  16. Similarities and Differences 7-10

  17. Strengths and challenges History 7-10 1. New directions, but outcomes, skills, concepts are basically the same 2. When to incorporate Overviews? Individual school decision 3. Depth studies allow for flexibility within boundaries 4. Incorporation of Literacy Continuum – literacy and numeracy are integral to the document 5. Transitioning – Stage 3 to Stage 4 and mentoring of primary colleagues in a strong community of schools

  18. Detailed description of history topics for the stage Outcomes referenced in the topic Key inquiry questions Overview of the syllabus: K-6 topics Content, including the AC descriptions and links to LACs Reference to historical concepts and skills

  19. Stage 4 Must teach all 6 Depth Studies

  20. Stage 5 Must teach 4 of the 6 Depth Studies

  21. Overview of the syllabus: key inquiry questions There are 3 or 4 key inquiry questions for each topic in the history syllabus: The key inquiry questions provide the foundation for engaging students in historical inquiry. Teachers will need to support and model the historical inquiry process using these questions.

  22. Overview of historical inquiry process ‘The process of developing knowledge and understanding by posing questions about the past, and applying skills associated with locating, analysing, evaluating and using sources as evidence to develop an informed argument or interpretation.’ History K-10 Syllabus

  23. Opportunities for History K-10 Progression of learning Engagement Variety of perspectives Critical thinking in-depth historical inquiry – concepts, skills, sources and evidence broader scope of content topics significant opportunities to include literacy, numeracy, ICT and critical thinking common language K-10 a strong K-6 foundation for Stage 4 and 5 mandatory history ability to build stronger links within community of schools.

  24. How will teachers be supported?

  25. Implementation Plan: History K-10 NEW NEW K-6 history mandatory from 2016 K-6 history optional in 2015 Familiarise yourself with the online and print syllabus Access DEC Professional Learning: Your school and the history K-6 syllabus Your school and the history 7-10 syllabus Programming for quality teaching and assessing A process for programming a unit of learning: History K-10 Access DEC building capacity resources History K-6: Historical concepts and skills Historical inquiry in the primary classroom Building historical narrative using sources Access DEC building capacity resources History 7-10: World history approach Overviews and depth studies Patterns of learning

  26. History K-6 SyllabusPLUS Series 1 Syllabus PLUS K-6 History: The history syllabus in a nutshell Course Code: NR05975 Syllabus PLUS K-6 History: Snapshots of the history topics – teaching and learning ideas Course Code: NR05974 Syllabus PLUS K-6 History: Historical inquiry – concepts, skills, sources and evidence Course Code: NR05973 Syllabus PLUS K-6 History: The place of history in HSIE- planning for teaching Course Code: NR05972

  27. History SyllabusPLUS: 7-10 Series 1 Session 1 – The essentials and building capacity resources Session 2 – Learning across the curriculum Session 3 – Patterns of study and programming Session 4 – Assessment and professional learning Series 2 Session 1 – The Quality Teaching Model and the new syllabus Session 2 – The literacy continuum and EAL/D learners Session 3 – Integrating ICT and engaging 21st century learners Session 4 – Differentiating the curriculum for gifted and talented learners Process for Programming Session 1: Planning to programming Session 2: The process of programming Series 3 Session 1: Embedding literacy into history and geography Session 2: Life Skills in history Session 3: The 8 Aboriginal Ways of Learning Session 4: Program Differentiation

  28. Curriculum Support website Access to these recordings will also be available as part of teacher professional learning (TPL) on the NSW DEC Curriculum Support HSIE website.

  29. E-newsletters and Pinterest K-10 Human Society and its Environment K-6

  30. Contact Details: Alana Ellis R/HSIE 7-12 Advisor Level 3, 1 Oxford St Darlinghurst 2010 Phone: 9266 8491 alana.ellis@det.nsw.edu.au anne.southwell@det.nsw.edu.au Anne Southwell HSIE K-6 Advisor Level 3, 1 Oxford St Darlinghurst 2010 Phone: 9244 5772 anne.southwell@det.nsw.edu.au anne.southwell@det.nsw.edu.au Leigh Williams History & Geography K-6 Advisor, Australian curriculum Level 3, 1 Oxford St Darlinghurst 2010 Phone: 9244 5247 leigh.williams5@det.nsw.edu.au

  31. Confidence Clear Understanding Competence Change Q & A?

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