History australian curriculum sws

The Australian Curriculum in
NSW public schools
Supporting the implementation of new
syllabuses and
History K-10

NSW Curriculum and Learning Innovation Centre
DEC support website

Professional learning: Leadership
The leadership courses:
• support schools in leading improvement, innovation and change
• are aligned to both the key accountabilities of the role of the
principal in the Department and to the National Professional
Standard for Principals.
 Understanding educational change - provides a clear focus for
understanding research and introduces a change model suitable for
major educational change such as curriculum implementation.
 Implementing educational change - provides aspiring, newly appointed
and current school leaders with a deeper understanding of the
successful implementation of educational change.
 Leading educational change with your team - provides processes and
frameworks to lead educational change in the participant's
stage/faculty/school.

Professional learning: New curriculum
The first 2 courses assist schools to review curriculum planning,
programming teaching, assessing and reporting practices and how well
they meet the learning needs of students:
The Learner and the New Curriculum provides a focus on diverse learning
needs in the 21st
Century and introduces the new curriculum. Course duration: 2
hours at the key stage of Professional competence.
Teaching for the New Curriculum assists schools to explore curriculum
planning and programming, teaching and assessment practices in your school.
Course duration: 2 hours at the key stage of Professional competence.

Professional learning: New curriculum
 Your school and the new syllabuses These courses support the
introduction of new curriculum in schools by examining each syllabus,
analysing needs and formulating implementation plans. Choose the
course or courses that best suit your needs. These courses are intended
to be completed collaboratively such as in faculty or stage groups. Course
duration: 5 hours at the key stage of Professional competence.
 Programming for quality teaching and assessing provides a guided
approach to curriculum planning and the development of teaching
programs. Course duration: 10 hours at the key stage of Professional
competence.

 DEC developed high quality, registered professional learning courses
 Courses delivered flexibly and facilitated by schools
The learner and the new curriculum
Teaching for the new curriculum
Your school and the new syllabuses
Programming the new syllabuses
 Accessed through MyPL@Edu
 Accredited with the NSWIT for teachers at Professional Competence and higher
Curriculum specific professional learning courses
See your principal
to schedule these
courses

Building capacity resources
• Resources are being developed to build teachers' capacity to understand
aspects of the syllabuses that are new or may be challenging.
• They are intended to be used for professional learning and to complement
familiarisation with the new syllabuses.

Building capacity – history 7-10
For Title and link
Secondary World history approach
Overviews and depth studies teacher res
Patterns of study for history: a
discussion

For more information
• Up-to-date information about
the NSW syllabuses for the
Australian curriculum can be
found through the icon in your
staff portal and at the
Department’s intranet.

Course 1. The learner and the new curriculum
• What are the needs of the learners of today and in the
future?
• How will the new curriculum meet the needs of learners?
• What is the diversity of learning needs in your
classroom?
• How will the content you teach and the way you teach
cater for the diverse learners in your classroom?
• What are some of the capacities needed by today’s
learners?
• What does this mean for teaching practice?

Course 1. The learner and the new curriculum
• Provides a focus on diverse learning needs in the 21st Century and
introduces the new syllabuses.
• Course duration: 2 hours at the key stage of Professional competence.

Course 2. Teaching for the new curriculum
• Assists schools to implement the new curriculum effectively by exploring
planning and programming, teaching and assessment practices.
• Course duration: 2 hours

Course 2. Teaching for the new curriculum
• Curriculum planning and programming is the process of translating policies,
curriculum requirements and NSW syllabuses into teaching, assessing and
reporting practices
• Consider how planning and programming are currently done in your school
• Explore reasons for planning and programming
• Explore principles that identify some key features of effective curriculum
planning and programming
• Develop a sequence for planning and programming.

Course 3. Your school and the new syllabuses
Courses in English, mathematics, science (incorporating
technology in K-6) and history (7-10).
 Aim and rationale
 A walk through the syllabus, highlighting some of
its key features
 Progression of learning via objectives and
outcomes
 Audit
 Action plan

Course 3. Your school and the new syllabuses
Content
requirements
Capacity to address
objective and
outcomes
AssessmentLearning programs
Current resources
Physical
requirements
Reporting
Cross syllabus
content
Audit

• There is an expectation that you have engaged with the
Curriculum planning and programming for quality
teaching, assessing and reporting document and have
considered current practices for curriculum planning.
• Generate a unit of learning that aligns with a scope and
sequence and provides rich opportunities for learning and
assessment based on the NSW syllabuses for the
Australian Curriculum.
Course 4. Programming for quality teaching and
assessing

Maang

Key features of the
History K-10 syllabus

Syllabus documentation
http://syllabus.bos.
nsw.edu.au/

Syllabus documentation
Left-hand navigation panel
Filter by:
•Syllabus
•Stage
•Learning Across the Curriculum areas

How does the NSW History K-10 syllabus
include the Australian Curriculum?
Australian Curriculum New NSW syllabuses
Stage-based Outcomes and
content
Year-based Content
General capabilities,
Cross-curriculum priorities
Cross-curriculum areas
embedded in content as
appropriate to individual
learning areas

The place of the history K-10 syllabus

History: Aim
Is to stimulate students' interest in and
enjoyment of exploring the past, to develop
a critical understanding of the past and its
impact on the present, to develop the critical
skills of historical inquiry and to enable
students to participate as active, informed
and responsible citizens.

AC: Cross-curriculum priorities
Three cross-curriculum priorities:
• Aboriginal and Torres Strait Islander
histories and cultures
• Asia and Australia's engagement with Asia
• sustainability
In History Years 7-10, cross-curriculum priorities
enable students to develop understanding about
and address the contemporary issues they face.

AC: General capabilities
Seven general capabilities:
• critical and creative thinking
• ethical understanding
• information and communication technology capability
• intercultural understanding
• literacy
• numeracy
• personal and social capability
General capabilities encompass the knowledge, skills, attitudes and
behaviours to assist students to live and work successfully in the 21st
century.

Learning across the curriculum
Learning across the curriculum content assists students to
achieve broad learning outcomes and includes the
Australian curriculum components for:
• cross-curriculum priorities
• general capabilities
The Board of Studies NSW has also identified three other
areas as important learning for all students:
• Civics and citizenship
• Difference and diversity
• Work and enterprise

Learning across the curriculum
Learning across the curriculum enables students to develop understanding about and
address the contemporary issues they face.
•Aboriginal and Torres Strait Islander histories and culture
•Asia and Australia’s engagement with Asia
•Sustainability
•Critical and creative thinking
•Ethical understanding
•Information and communication technology capability
•Intercultural understanding
•Literacy
•Numeracy
•Personal and social capability
•Civics and citizenship
•Difference and diversity
•Work and enterprise

Stage statements
Stage statements are summaries of the
knowledge, understanding, skills, values and
attitudes that have been developed by students as
a result of achieving the outcomes for each stage
of learning.
Replaces the Foundation Statements for K-6

Key historical concepts
A continuum of learning with descriptions for
all stages:
•Continuity and change
•Cause and effect
•Perspectives
•Empathetic understanding
•Significance
•Contestability

Historical skills
Described for all stages:
•Comprehension, chronology, terms and concepts
•Analysis and use of sources
•Perspectives and interpretations
•Empathetic understanding
•Research
•Explanation and communication

Organisation of content

HSIE K-6: History
• History K-6 only replaces the strand of
Change and Continuity
• The remaining strands of the current HSIE
K-6 syllabus still need to be taught
• The time allocated to Human Society and
Its Environment will remain the same in
primary schools.

When will HSIE K-6: History be implemented?
• 2015 Optional
• 2016 Mandatory
• However there are significant similarities
HSIE K-6 to the content for historical
knowledge and understanding
• Primary teachers may be unfamiliar with
key historical concepts and historical
skills.

Primary content
Stage 3
The Australian
colonies
and
Australia as a
nation
Stage 2
Community and
remembrance
and
First contacts
Stage 1
Present and
past family life
and
The Past in the
Present
Early Stage 1
Personal and
family histories

Key features of the
History 7-10 syllabus

What is familiar for Years 7-10?
• objectives and outcomes
• stages
• key inquiry questions and an inquiry based
approach
• site studies – mandatory for Stage 4 and 5
• elective history for Stage 4 and/or Stage 5
• life skills outcomes – identified with the
Stage 4 and Stage 5 outcomes

What are the differences 7-10?
• revised chronological historical
periods
• content is organised in overviews and
depth studies
• key historical concepts and skills
continuums

When will History 7-10 be implemented?
•2014 Years 7 and 9
•2015 Years 8 and 10
•2016 all years

Key features: Objectives and outcomes
Organised using knowledge and
understanding, and skills objectives
•four knowledge and understanding
outcomes
•six historical skills outcomes

Key features: Concepts and skills
Concepts:
• continuity and change
• cause and effect
• perspectives
• empathetic
understanding
• significance
• contestability
Skills:
• comprehension, chronology,
terms and concepts
• analysis and use of sources
• perspectives and
interpretations
• empathetic understanding
• research
• explanation and
communication

Concepts and skills
• An emphasis on the skills of historical inquiry
and historical concepts.
• A continuum of learning is described for
concepts and skills.

Interconnection of history syllabus elements

Organisation of the
History 7-10 syllabus

Key inquiry questions
There are 4 key inquiry questions for each time
period in the syllabus.
•The key inquiry questions are addressed over the
depth studies for the time period.
•The overview can support the key inquiry
questions.
•All of the key inquiry questions need to be
addressed by the end of the time period study.

Overviews
Identify a specific historical period
•take approximately 10% of teaching
time
•may be used as an overall introduction
to the depth studies
or
•may be integrated within one or more of
the historical period depth studies.

Depth Studies
• for each historical period there are three
depth studies
• within each depth study there are up to
four electives
• each depth study focusses on a
particular society, event, movement or
development.

Overviews and Depth Studies

The syllabus chronology: Stages
4 and 5
The ancient
world
(approx.
60,000BC – c.
AD 650)
The ancient
to the
modern world
(c. AD 650 –
c. 1750)
The making
of the
modern world
(1750 – 1945)
The modern
world and
Australia
(1945 to
present)

Stage 4
Consists of two parts, each with 50 hours minimum
teaching time
1.The Ancient World
• Students investigate ancient history from the time
of the earliest human communities to the end of
the ancient period (approx 60 000 BCE to c.650
CE)
1.From the Ancient to the Modern World
• Students focus on the history of the end of the
ancient period to the beginning of the modern
period (approx c.650 CE - 1750)

Stage 4: The Ancient World
(approx. 60 000 BC to c. AD 650)

Stage 4: The Ancient to the Modern World
(c. AD 650 to c. 1750)

Stage 5
Consists of two parts, each with 50 hours minimum
teaching time
1.Making of the Modern World
• Students study the making of the modern world from
1750 to 1918.
2.The Modern World and Australia
• Students focus on the history of the Modern World
and Australia from 1918 to the present.

Stage 5: The Making of the Modern World
(c. 1750 to 1945)

Stage 5: The Modern World and Australia
(1945 to the present)

Depth Study 6 – School-developed topic drawn from either of
the Stage 5 overviews
• The Vietnam Era
• The Holocaust
• UN Peacekeepers
• Terrorism
• Genocide
• Gulf War – Iraq War
• European Union
• Internet
• Arab Spring
• China
• Threat of Nuclear War
• etc

Depth Study 6 – give each topic a focus
• People Power’: Non-Violent Revolutions 1986-2010
• ‘A Problem From Hell’: Genocide since the 1990s
• ‘Jihad’: Global Terrorism and International responses 2001-2011
• ‘Awakening Giant’: China’s Transformation 1989-2010
• Russia from Yeltsin to Putin, 1990-2010
• ‘Eve of Destruction’: Dealing with the Threat of Nuclear Weapons 1990-
2010
• ‘Pax Democratica’: Citizens’ Movements for Global Democracy 1990-2010
• ‘The Digital Revolution’: The Origin of Cyberspace 1991-2010
• ‘Soldiers of Peace’: UN Peacekeeping in Rwanda and East Timor 1993-
2002
• ‘Euro Zone’: The History of the European Union 1993-2011
• ‘Mission Accomplished’?: US Intervention in the Middle East 1990-2010
• ‘Apartheid to Democracy’: South Africa 1980-2010
• ‘Castro’s Vision Under Challenge’: Cuba 1990-2010

Site Study
• All students must complete a site study in
Stages 4 and 5.
• A virtual site study can be used if appropriate.

Elective history
• The current provision for an additional elective study of
History will remain.
• Students may undertake 100 or 200 hours in Stage 4
and/or Stage 5.
• The elective course is the current History Years 7-10
syllabus (2003).
• The topics chosen from elective History must not overlap
significantly with any topics selected from the K-10
History syllabus.

Life skills
• Advice about students with special education
needs is provided in the syllabus introduction
• life skill outcomes for stage 4 and 5
• content for stages 4 and 5.

Opportunities
Clear chronology and choices from Year 7 through to
Year 10 that allows flexibility for:
•topic selection that support community interests
•topic choices that engage students in historical inquiry
•in depth historical inquiry
•the development of an optional school based topic in
Stage 5
•schools plan a cohesive pattern of learning in history
from Year 7 through to years 11 and 12 in both modern
and ancient history.

Resources for the new syllabus
• Many existing resources will be suitable for the new syllabus
• Resources labelled for the Australian Curriculum are not necessarily suitable
for the new NSW History syllabus
• K-6 resources may not be appropriate for the new (or existing syllabus)
• Teachers will require support for new content or school developed topics
• Access to resources both state and national will continue to be available
though the portal

Questions?

The opportunities
Planning and programming
High expectations
Differentiation
Assessment

Teaching for the new curriculum

Curriculum planning and programming
1. be responsive to student needs
2. provide a seamless progression of learning within and across school
years
3. focus on learning of high intellectual quality and significance
4. make explicit high expectations for learning and achievement
5. enhance professional practice through collaborative development and
evaluation.

A sequence for curriculum planning and
programming
Leadership: clear actions,
responsibilities and reflection
Programming: to support
quality teaching, assessing and
reporting
Leadership: clear actions,
responsibilities and reflection
Programming: to support
quality teaching, assessing and
reporting
Scope and sequence:
systematic and explicit plan for
building student knowledge,
skills, understandings, values
and attitudes
Units of learning containing:
•Strategies for differentiation
•Assessment for, as and of learning
•Explicit high expectations
•High intellectual quality and significance
Units of learning containing:
•Strategies for differentiation
•Assessment for, as and of learning
•Explicit high expectations
•High intellectual quality and significance
• Work from the scope and sequence
• Monitor, assess and record students’
achievement and development
• Engage and enrich student experience

Responsive to students’ needs
Every student …
•has unique abilities and potential
•has needs shaped by background
•is entitled to learning across the curriculum
•needs teachers to accept that learning experiences are social and
collaborative
•needs teachers to cater for abilities
•needs teachers to have high expectations
References:
A Research Basis Supporting Differentiated Instruction
The learner and the new curriculum

Responsive to student needs
Teachers should consider the diverse range of student learning abilities and
needs when planning and programming. Differentiation of learning programs
may include changes to one or more of the following:
• learning environment (environment and resources available)
• content (what students learn)
• process (how students learn)
• product (how students demonstrate their learning)
Reference: The teacher and the new curriculum

High expectations
Student learning is more likely to be successful when teachers have high
expectations for every student and differentiate their practice to support student
learning.

High expectations
High expectations of all students
are communicated, and conceptual
risk taking is encouraged and
rewarded.
Quality teaching in NSW public schools. Discussion paper
(May 2003) NSWDET
High expectations of all students
are communicated, and conceptual
risk taking is encouraged and
rewarded.
Quality teaching in NSW public schools. Discussion paper
(May 2003) NSWDET

High expectations
Curriculum planning and programming processes, particularly at the unit and
lesson level, should assist teachers to:
• find out what each student already knows and can do
• set challenging learning tasks and assessments
• build bridges between prior knowledge and experiences and new knowledge
• provide graduated assistance or scaffolding to support student learning
• provide effective feedback and encourage students to reflect on their learning.
Curriculum planning and programming for quality teaching, assessing and reporting. (October 2012) DEC NSW

Assessment
Assessment:
provides opportunities for teachers to gather evidence
about student achievement in relation to outcomes
enables students to demonstrate what they know and can
do
clarifies student understanding of concepts and promotes
deeper understanding
provides evidence that current understanding is a suitable
basis for future learning.

Assessment of, for and as learning
Assessment of learning assists teachers in
using evidence of student learning to
assess achievement against outcomes
and standards.
Assessment for learning involves teachers
using evidence about students' knowledge,
understanding and skills to inform their
teaching.
Assessment as learning occurs when
students are their own assessors.
Students monitor their own learning, ask
questions and use a range of strategies to
decide what they know and can do, and
how to use assessment for new learning.

Assessment
The Board of Studies NSW released
Advice on Assessment on 12 October
2012, with the following introduction:
The new Board of Studies K–10
syllabuses for the Australian curriculum
continue to promote a standards-
referenced approach to assessing and
reporting student achievement in NSW
and the importance of assessment for,
as and of learning as essential
components of good teaching and
learning.

Principles of Assessment and Reporting
Principles of Assessment and Reporting in NSW
Public Schools.

Wrap up
Targets
WPS
Welfare
TARS
Literacy
ICT
Budgets
NAPLAN
Accreditation
HSC
Priorities
Excursions
Programs
Reports
Sport
Schedules
Performance
Integration ILPs

Anne Southwell
HSIE Advisor
Learning and Leadership Directorate
Phone 9244 5772
Anne.southwell@det.nsw.edu.au

History australian curriculum sws

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