1. The Australian Curriculum in
NSW public schools
Supporting the implementation of new
syllabuses and
History K-10
Anne Southwell
HSIE Advisor
Early Learning and Primary Education Directorate
2. Outline
1. Time-lines for implementation
2. Implementation support
3. The opportunities – reaching into the professional
learning courses
a) Planning and programming
b) High expectations
c) Differentiation
d) Assessment
4. History K-6
5. History 7-10
NSW Curriculum and Learning Innovation Centre
3. Timeline for implementation K- 6
2013 2014 2015 2016
English Implementation Implementation Implementation
Planning and
Mathematics professional Optional Implementation Implementation
learning
Science and Optional Implementation Implementation
Technology
History Optional Optional Implementation
NSW Curriculum and Learning Innovation Centre
4. Timeline for implementation 7-10
2013 2014 2015 2016
English Implementation Implementation Implementation
Years 7and 9 Years 8 and 10
Mathematics Planning and Implementation Implementation Implementation
professional Years 7and 9 Years 8 and 10
learning
Science Implementation Implementation Implementation
Years 7and 9 Years 8 and 10
History Implementation Implementation Implementation
Years 7and 9 Years 8 and 10
Joint memorandum to principals 31st July
NSW Curriculum and Learning Innovation Centre
6. Syllabus documentation
Left-hand navigation panel
Filter by:
•Syllabus
•Stage
•Learning Across the Curriculum areas
NSW Curriculum and Learning Innovation Centre
7. Implementation support
Expert policy Enhanced
support and school
curriculum funding for
advice for professional
schools learning
Registered
professional Additional
learning courses, School
teaching and Development
learning materials Day
and social media 30/04/13
tools
NSW Curriculum and Learning Innovation Centre
8. Curriculum specific professional learning courses
High quality, registered professional learning courses provided by the Learning
and Leadership Portfolio
New 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
See your principal
to schedule these
courses
NSW Curriculum and Learning Innovation Centre
9. Building capacity resources: 7-10
• 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.
NSW Curriculum and Learning Innovation Centre
10. Building capacity resources: K-6
Learning area Title of resource
Using digital and multimodal texts K-6
English Exploring composing K-6
Engaging personally with texts
Teaching fractions: a primary concern
Mathematics Teaching data: Stage 3 dot points
Using the numeracy continuum with the new syllabus
NSW Curriculum and Learning Innovation Centre
11. Building capacity resources: 7-10
Learning area Title of resource
Exploring new text requirements
English Teaching grammar in Years 7-10
Putting the basics into context: spelling, punctuation and comprehension
Shaping statistics in Stage 4
Mathematics Shaping statistics in Stage 5
Working scientifically
Science An inquiry approach: A model explored
The nature, development, use and influence of science
World history approach
History Overviews and depth studies
Patterns of study for history 7-10
NSW Curriculum and Learning Innovation Centre
12. Accessing the Australian Curriculum in NSW
website
NSW Curriculum and Learning Innovation Centre
13. 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?
NSW Curriculum and Learning Innovation Centre
14. 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.
NSW Curriculum and Learning Innovation Centre
16. 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
NSW Curriculum and Learning Innovation Centre
17. 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.
NSW Curriculum and Learning Innovation Centre
18. 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
NSW Curriculum and Learning Innovation Centre
19. 3. Your school and the new syllabuses
Audit
Physical
requirements
Capacity to address
Cross syllabus
objective and
content
outcomes
Content
Reporting
requirements
Learning programs Assessment
Current resources
NSW Curriculum and Learning Innovation Centre
20. 4. Programming for quality teaching and
assessing
• 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.
NSW Curriculum and Learning Innovation Centre
21. Maang
NSW Curriculum and Learning Innovation Centre
22. Maang
NSW Curriculum and Learning Innovation Centre
23. BOS Online Program Builder
NSW Curriculum and Learning Innovation Centre
24. Let’s dig a little deeper
NSW Curriculum and Learning Innovation Centre
26. Teaching for the new curriculum
NSW Curriculum and Learning Innovation Centre
27. 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.
NSW Curriculum and Learning Innovation Centre
28. A sequence for curriculum planning and
programming
Leadership: clear actions,
Leadership: clear actions, Units of learning containing:
Units of learning containing:
responsibilities and reflection
responsibilities and reflection •Strategies for differentiation
•Strategies for differentiation
Programming: to support
Programming: to support •Assessment for, as and of learning
•Assessment for, as and of learning
quality teaching, assessing and
quality teaching, assessing and •Explicit high expectations
•Explicit high expectations
reporting •High intellectual quality and significance
•High intellectual quality and significance
reporting
Scope and sequence: • Work from the scope and sequence
systematic and explicit plan for • Monitor, assess and record students’
building student knowledge, achievement and development
skills, understandings, values • Engage and enrich student experience
and attitudes
NSW Curriculum and Learning Innovation Centre
29. 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
NSW Curriculum and Learning Innovation Centre
30. 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
NSW Curriculum and Learning Innovation Centre
31. 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.
NSW Curriculum and Learning Innovation Centre
32. High expectations
High expectations of all students
High expectations of all students
are communicated, and conceptual
are communicated, and conceptual
risk taking is encouraged and
risk taking is encouraged and
rewarded.
rewarded.
Quality teaching in NSW public schools. Discussion paper
Quality teaching in NSW public schools. Discussion paper
(May 2003) NSWDET
(May 2003) NSWDET
NSW Curriculum and Learning Innovation Centre
33. 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
NSW Curriculum and Learning Innovation Centre
34. 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.
NSW Curriculum and Learning Innovation Centre
35. 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.
NSW Curriculum and Learning Innovation Centre
36. 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.
NSW Curriculum and Learning Innovation Centre
37. Principles of Assessment and Reporting
Principles of Assessment and
Reporting in NSW Public Schools.
NSW Curriculum and Learning Innovation Centre
38. Wrap up
Welfare
HSC
Budgets
Reports
Accreditation
NAPLAN
ICT
Programs
Schedules
Targets
Literacy
Excursions
Sport
WPS
TARS
Priorities
Performance
Integration ILPs
NSW Curriculum and Learning Innovation Centre
40. How does the NSW History K-10 syllabus
include the Australian Curriculum?
Australian Curriculum New NSW syllabuses
Year-based Content Stage-based Outcomes and
content
General capabilities, Cross-curriculum areas
Cross-curriculum priorities embedded in content as
appropriate to individual
learning areas
NSW Curriculum and Learning Innovation Centre
41. The place of history K-10 syllabus
NSW Curriculum and Learning Innovation Centre
42. Aim
The aim of the History syllabus 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.
NSW Curriculum and Learning Innovation Centre
43. 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
NSW Curriculum and Learning Innovation Centre
44. 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
NSW Curriculum and Learning Innovation Centre
45. Concepts
A continuum of learning with descriptions for
all stages:
•Continuity and change
•Cause and effect
•Perspectives
•Empathetic understanding
•Significance
•Contestability
NSW Curriculum and Learning Innovation Centre
46. 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
NSW Curriculum and Learning Innovation Centre
49. • 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.
NSW Curriculum and Learning Innovation Centre
50. When will History K-6 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.
NSW Curriculum and Learning Innovation Centre
51. Primary content
Stage 1 Stage 3
Stage 2 The Australian
Present and
Early Stage 1 Community and colonies
past family life
Personal and remembrance and
and
family histories and Australia as a
The Past in the
First contacts nation
Present
NSW Curriculum and Learning Innovation Centre
52. What is different
• A separate syllabus for History that is still part of the HSIE
KLA
• The other parts of the HSIE KLA are in phase 2 and 3 of
Australian Curriculum, and will roll out progressively over time
• The new history syllabus only replaces the Change and
continuity strand
• Specific syllabus names topics, with 2 per stage, and one in
Early Stage 1
• There is one history topic for each year of K-6
• Advise and support will be provided on how to implement
History within the HSIE KLA closer to the implementation
timeline.
NSW Curriculum and Learning Innovation Centre
53. Historical concepts and skills
Teachers can look at the historical concepts and
skills described in the new syllabus and apply to
the outcomes and content of the change and
continuity strand of the current HSIE K-6 syllabus.
NSW Curriculum and Learning Innovation Centre
54. Current practise K-6
The units of work and sample scope and
sequences for all stages, provided on Teaching
HSIE provides support to refresh and update HSIE
that will assist in the transition to the Australian
curriculum for History, Geography, Civics and
citizenship and Economics and business.
NSW Curriculum and Learning Innovation Centre
55. Stages 4 and 5
The ancient The ancient The modern
The making
world to the world and
of the
(approx. modern world Australia
modern world
60,000BC – c. (c. AD 650 – (1945 to
(1750 – 1945)
AD 650) c. 1750) present)
NSW Curriculum and Learning Innovation Centre
56. Site Study
• All students must complete a site study in
Stages 4 and 5.
• A virtual site study can be used if
appropriate.
NSW Curriculum and Learning Innovation Centre
57. 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
historical period depth studies.
NSW Curriculum and Learning Innovation Centre
58. 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
NSW Curriculum and Learning Innovation Centre
59. 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)
NSW Curriculum and Learning Innovation Centre
60. Stage 4: The Ancient World
NSW Curriculum and Learning Innovation Centre
61. Stage 4: The Ancient to the Modern World
NSW Curriculum and Learning Innovation Centre
62. 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.
NSW Curriculum and Learning Innovation Centre
63. Stage 5: The Making of the Modern World
NSW Curriculum and Learning Innovation Centre
64. Stage 5: The Modern World and Australia
NSW Curriculum and Learning Innovation Centre
65. Depth Study 6 – the possibilities for a contemporary topic to
engage students
• The Vietnam Era
• The Holocaust
• UN Peacekeepers
• Terrorism
• Genocide
• Gulf War – Iraq War
• European Union
• Internet
• Arab Spring
• China
• Threat of Nuclear War
• etc
NSW Curriculum and Learning Innovation Centre
66. 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
NSW Curriculum and Learning Innovation Centre
67. When will History 7-10 be implemented?
• 2014 Years 7 and 9
• 2015 Years 8 and 10
• 2016 all years
NSW Curriculum and Learning Innovation Centre
68. 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.
NSW Curriculum and Learning Innovation Centre
69. 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
• Additional support materials are under
development.
NSW Curriculum and Learning Innovation Centre
70. What is familiar?
• 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 – now with the stage 4 and
stage 5 content
NSW Curriculum and Learning Innovation Centre
71. Key differences
• content is organised in Overviews
and Depth Studies
• chronological time frame 7-10
• clearly articulated continuum of
historical concepts and skills
• stage statements.
NSW Curriculum and Learning Innovation Centre
72. 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 pathway of learning in history
from Year 7 through to years 11 and 12 in both modern
and ancient history.
NSW Curriculum and Learning Innovation Centre
73. Resources for the new syllabus
• Many of the existing resources will be suitable for the
new syllabus
• Resources labelled for the Australian Curriculum are not
necessarily suitable for the new 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
NSW Curriculum and Learning Innovation Centre
74. Questions?
NSW Curriculum and Learning Innovation Centre
75. Thank you
Anne Southwell
HSIE Advisor
Early Learning and Primary Education Directorate
Phone 9886 7156
Anne.southwell@det.nsw.edu.au
NSW Curriculum and Learning Innovation Centre
Notes de l'éditeur
The BOS will be giving further advice on the implementation of Maths and Science in particular, noting the disjointed nature of implementation K-6 ≠ 7-10.
Filter content
The planning of integrated learning units
NSW public schools will be provided with additional support to implement the new syllabuses for the Australian Curriculum. Additional funding of $22.8 million ($13.7 million for the 2012/13 financial year and $9.1 million for 2013/14) has been allocated to support public schools in planning for the introduction of the new syllabuses. The Department’s implementation support strategy focuses on building teacher and principal capacity and will facilitate school-level curriculum planning and decision making. There are four elements to the support strategy: expert policy support and curriculum advice for schools; online access to registered professional learning courses, teaching and learning materials and social media tools to encourage collegial networks; enhanced school funding for professional learning; and following advice from the Board of Studies, and agreed by me, the NSW Government has determined that an additional School Development Day will be provided for all teachers in NSW public schools on Tuesday 30 April 2013. E-mail (16/10/1012) Dr Michele Bruniges AM DIRECTOR-GENERAL OF EDUCATION AND COMMUNITIES MANAGING DIRECTOR OF TAFE NSW
High quality, registered professional learning courses provided by NSW Curriculum and Learning Innovation Centre 37 new courses in development for flexible delivery, facilitated by regions or schools The learner and the new curriculum (2 hours) Teaching for the new curriculum (2 hours) Your school and the new syllabuses (8 courses: K-6 and 7-10 for English, mathematics, science and history) (5 hours) Programming fro quality teaching and assessing (time to be finalised)
The easiest way to get there.
Parent – texting student absences, booking parent teacher interviews via a ticketing website based in Melbourne, students would be uploading vodcasts for HSC assessment via a server in Launceston and having fun with voice-overs in the creation of machinema films, let alone the fact that when I send handouts to the photocopier via a company from New York. It’s a long way from Funk and Wagnall's encyclopaedia and the Commodor 64 computer.
Need to stress that it is NOT a step-by-step guide in how to write a program.
This is to come….
10 hour course, and what the course will explore.
Decisions to be made throughout the school structure. Processes and practices are critical and not just the products. Not just a focus on the document. It’s what happens in the classroom … *Differentiating for teachers
Guy Claxton’s research on the learning powered school See curriculum programming and planning p4 Pre-data Learning relationships Progression of learning – next slide
Explicit quality criteria Engagement Social support Students’ self-regulation Student direction
PHOTO!
The year based Australian curriculum content has been organised into stages, which include outcomes and stage statements. The Australian curriculum general capabilities and cross-curriculum priorities have been developed into cross-curriculum areas that have been identified.
All teachers have a responsibility to teach the syllabus requirements to students in each stage of learning K-10. With a K-10 syllabus the transition of knowledge, understanding and skills from Stage 3 to Stage 4 and again from Stage 5 to Stage 6 learning is now clearly described using a consistent syllabus structure and description of content. This means that the description of K-6 learning can now be clearly understood by teachers of Years 7-10 and vice a versus. The syllabus also supports teachers of stages 4 and 5 to develop a meaningful pathway of learning, with consideration given to the development of substantial historical learning for all students that provides significant support for those wishing to undertake Stage 6 history.
The seven General capabilities and three Cross-curriculum priorities of the Australian Curriculum have been embedded in the new content of the NSW syllabuses as 13 Cross-curriculum Areas, as appropriate to individual Learning Areas at this time. The 13 cross curriculum areas are largely based on those currently in all BOS syllabuses. For a full description of each priority for history go to: http://news.boardofstudies.nsw.edu.au/index.cfm/2012/11/12/Learning-across-the-curriculum. Learning across the curriculum is found on pages 31-33 of the hard copy volume 2 for 7-10 and pages 29- 31 of the pdf version.
Stage statements are new for secondary teachers. Stage statements have been a feature of K-6 syllabuses for many years. The stage statements, along with the syllabus outcomes incorporate the Australian Curriculum achievement standards. This means that NSW teachers can assess and report on student achievement against the syllabus outcomes. The stage statements are useful statements to gauge student progress throughout a stage of learning and can often provide a reference for report comments.
The inclusion of Key Historical Concepts is an inclusion in the Australian curriculum that is emphasised in the NSW History syllabus. Specific key historical concepts are described for each stage of learning K-10. The concepts provide a description of students level of engagement with the content at each stage. The historical concepts integrate with historical skills and knowledge and understanding and provide an important description of students understanding of history for teachers. A continuum of concepts is available at: http://syllabus.bos.nsw.edu.au/assets/global/files/history_continuum.pdf refer to page 2 of this 3 page document.
Specific listed historical skills are described for each stage of learning K-10. The skills provide a description of students level of engagement with the historical inquiry process for each stage. The historical skills integrate with historical concepts, knowledge and understanding. A continuum of skills is available at: http://syllabus.bos.nsw.edu.au/assets/global/files/history_continuum.pdf refer to page 3 of this 3 page document.
This diagram is sourced from the syllabus and shows the relationship between key historical concepts and skills and the specific themes / time periods used in the syllabus to organise the content.
The common format and K-10 pdf / online versions of the syllabus allow secondary teachers to read and understand the students learning K-6, particularly for Stage 3. The stage statements provide a concise summary of what students are expected to achieve by the end of each stage.
The HSIE K-6 syllabus has 4 content strand organisers: Change and continuity; Cultures; Environments and Social Systems and Structures. For the first time, primary teachers have a separate History syllabus which the BOS advises replaces only the Change and continuity strand.
History implementation K-6 is delayed to enable primary teachers to implement both History and Geography at the same time. However the knowledge and understanding of students in going into Year 7 is still substantial as all students have engaged with the clear descriptions of history in the HSIE K-6 Change and continuity strand.
Early Stage 1 Personal and family history is about a students own history and that of their family. Stage 1 Present and past family life is about similarities and difference in family life, past and present The Past and in the present is about changes and continuities in the local area Stage 2 Community and remembrance is about identity and diversity in local and national communities First contacts is about world exploration and British settlement of Australia Stage 3 The Australian colonies is about development of Australia as a nation Australia as a nation is about the development of Australian democracy.
The 4 historical periods described in the syllabus overviews provide a clear chronological structure to student learning 7-10. Stage 4 - The ancient world (approx. 60,000BC – c. AD 650) and The ancient to the modern world (c. AD 650 – c. 1750) Stage 5 - The making of the modern world (1750 – 1945) and The modern world and Australia (1945 to present) The chronological structure supports both teachers and students to understand the interconnection of world events on specific timeframes and the opportunity to study selected aspects in detail.
As with the current syllabus, all students must undertake a site study which may, if appropriate be a virtual site study.
The overview content identifies important features of the historical period at the relevant year level and provides an expansive chronology that helps students understand broad patterns of historical change. Overviews are approximately 10% of teaching time. Overview content may be integrated in ways appropriate to the specific local context; and it may be integrated with the content of other depth-study selected topic. The order and detail in which content is taught is a school based planning and programming decision which needs to be done in a considered and informed manner.
There are six depth studies described for both Stage 4 and Stage 5. The content in each topic is designed to allow detailed study of specific aspects of the historical period. Learning for each of the two historical periods included in each of Stage 4 and Stage 5 includes an overview and three depth studies, with up to four topics to select from in each depth study. For Stage 4 a topic needs to be selected from each depth study. While in Stage 5 there are 2 core study – depth studies that are mandatory, of the remaining 4 depth studies, only 2 need to be selected at a minimum. Note that selected outcomes are aligned to depth studies, where all topics for each depth study references the same outcomes. However all outcomes are addressed in each stage regardless of depth study topics chosen. Note that all Stage 5 outcomes are covered in the 2 mandatory core studies. This then enables considerable flexibility in the selection of the specific depth study topics to meet the interests and learning needs of students.
Stage 4 has two parts, each with 50 hours minimum teaching time. Note the progressive chronology used from Year 7 to Year 8.
In Stage 4 students study a range of depth studies from the ancient times to the beginning of the modern period. Depth Study 1- Investigating the Ancient Past . The role of the historian and archaeologist, and the different approaches to investigating history are closely examined. This depth study has many aspects of the current NSW History syllabus Depth Studies 2 and 3 provide students with an opportunity to study a range of societies and civilisations from the past, with an in-depth study of one society e.g. Egypt or Greece, or China or India. Depth Studies 2 and 3 have some aspects the current NSW History Syllabus Topic 2 Societies and Civilisation of the Past . These depth studies provide great scope for student interest and engagement and local knowledge can be applied where applicable. Note that there is no specific time allocated to each depth study, e.g. teachers may plan and program to include the overview in depth study 1, support depth study 2 with a some brief intense teaching and then explore depth study 3 in more detail using a teacher directed and support inquiry process.
The second part of Stage 4 is The Ancient to the Modern World . Teachers can select a range of options contained within the three Depth Studies. In Depth Study 4 the options of Vikings or the Renaissance will be familiar to teachers. The Ottoman Empire is a new and engaging option. This may be a topic that is already available included in the schools elective history course. Consideration can be given to moving this course to the mandatory history course. It is not possible to include this topic in both courses without change, if the topic is addressed in a substantially different manner, such as different timeframes / events and individuals then the topic could remain in the elective history course. In Depth Study 5 and 6, new and engaging options such as Angkor and the Khmer Empire and Polynesian Expansion will allow teachers to enhance student engagement. In Depth Study 6, both the Black Death in Asia, Europe and Africa and the Spanish Conquest of the Americas will have aspects that are familiar to NSW teachers. Careful consideration needs to be given to planning a meaningful pattern of study through the depth study topics e.g. south-east Asian options, east Asian options, Europe / American / Pacific options are just some of the pathway choices available.
Stage 5 has two areas of learning, Making of the Modern World and The Modern World and Australia . Unlike the current syllabus which identifies 100 indicative hours in Stage 5 with no time allocated to individual topics, the syllabus identifies 50 hours for each part. The time allocation is a minimum. The history of Australia is investigated as part of events and themes of the world at the time. The Modern World and Australia has a stronger focus on Australian History and less on World History. The Core studies from each time frame are mandatory teaching, however teachers can select at least 2 of the other 4 Depth Studies, including the option to develop a school identified topic for Depth Study 6 taken from an aspect from either of the Stage 5 overviews. This provides considerable scope to engage students in rigorous historical inquiry.
The Making of the Modern World sees significant change from the current NSW syllabus. This starts from 1750, the beginning of the Industrial Revolution. A World History approach is adopted. There is a clear focus on Industrialization, Nationalism, Imperialism, and colonisation and their effects on Australia. Students study the World Wars, their causes, course, and consequences with a particular emphasis on Australia, Gallipoli and the birth of the Anzac legend. Teachers will find most of these topics familiar, and many resources currently exist to support programming and teaching these Depth Studies.
Stage 5 The Modern World and Australia presents teachers with a great deal of scope to engage and to gain knowledge of the transformation of the modern world during a time of political turmoil, global conflict and international cooperation. These Depth Studies also provide students with a necessary context for understanding Australia's development, its place within the Asia-Pacific region, and its global standing. Rights and Freedoms are also studied with a close link to the broader Civil Rights Movements. Depth study 5 The Globalising World provides a basis for study of the Modern World and the social and cultural history of post war Australia. Students investigate in depth one major global influence that has shaped Australian society from Popular Culture, or The Environment Movement OR Migration Experience. Teachers will find familiarity between this Depth Study and current NSW History syllabus Stage 5 Topic 7 People Power and Politics and Topic 8 Australia’s Social and Cultural History in the Post War Period .
Stage 5, Depth Study 6 provides significant opportunities for a school developed topic. Depth study 6 topics can be identified from either of the stage 5 overviews. A number of suggestions are provided in the syllabus at the end of Stage 5 http://syllabus.bos.nsw.edu.au/hsie/history-k10/content/1044/
However the syllabus topics are very broad and a focus needs to be identified – some examples.
The implementation timeline is described in the memorandum available at: http://www.boardofstudies.nsw.edu.au/australian-curriculum/pdf_doc/120731-memo-to-principals-update-on-ac-implementation.pdf
Refer to page 30 of the hard copy syllabus Refer to page 28 of the pdf syllabus dowload Refer to http://syllabus.bos.nsw.edu.au/hsie/history-k10/content-for-stages-and-site-studies/ Note that the syllabus states that the topics chosen in the Elective History course must not overlap or duplicate significantly any of the topics select from the History K-10 syllabus.
Curriculum requirements for students with special needs http://syllabus.bos.nsw.edu.au/curriculum-requirements/ Life skills outcomes at: http://syllabus.bos.nsw.edu.au/life-skills-outcomes/ Life skills content at: http://syllabus.bos.nsw.edu.au/life-skills-content-nav/ Explanation of adjustments at: http://syllabus.bos.nsw.edu.au/adjustments/ Advice about assessment and reporting at: http://syllabus.bos.nsw.edu.au/assessment-and-reporting/
