1. Summary of the proposed National Curriculum for History (Australia) May 2009 Annabel Astbury History Teachers’ Association of Victoria Summarised from Shape of the Australian Curriculum: History [National Curriculum Board, May 2009]

2. The Shape of the Australian Curriculum: History Year 4 – Year 6 Year 11 – Year 12 Stage 4: 15 – 18 Years of Age

3. Years K - 2: Key Topics(5- 8 years of age) prepared by Annabel Astbury, HTAV, May 2009

5. Years 3 - 6: Key Topics (8 – 12 Years of Age) There are four focus questions: 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? These four questions will enable students to consider local, state or territory, national and global contexts. prepared by Annabel Astbury, HTAV, May 2009

7. Family history

8. Peoples of the local area and Australia.

9. ‘The Dreaming’ stories

10. Myths and legendsPhotograph by Boo Belle via Flickr, under Creative Commons License What do we know about the past?

12. Cultural

13. Technological changes that have occurred

14. Political

15. Work related

16. Daily life in pre contact and post-contact times through various individuals and groups. Escape of Fenian convicts from Fremantle, West Australia. picture 1876. Reproduction rights owned by the State Library of Victoria How did Australians live in the past?

18. Social organisation in other places

19. Technology

20. Human use of the environmentThe curriculum will allow teachers to choose from a variety of European and Asia Pacific historical contexts and periods to develop these understandings. Photograph by ChrarlesFred via Flickr, under Creative Commons License How did people live in other places?

22. People in history

24. Inventors

25. National Identity

26. Heritage

27. Democratic traditions

28. Early exploration

29. Development of government

30. Commemoration of Key eventsHow has the past influenced the present?

34. Introduces key historical concepts.

35. Teaches expansive chronology to help understand broad change.

36. Can occur anywhere in the teaching of a unit.

37. Brief: only a few lessons. prepared by Annabel Astbury, HTAV, May 2009

39. Allows students time to develop key historical skills and understandings.

40. Close readings of texts / close investigation / detailed activitiesIncluding site and museum visits

41. Sustained, concentrated and resource rich

43. conceptual ability and

47. Human transformation of the environment

48. Characteristics of civilisations: early forms of government, religion society and culture

49. Rise and fall of large empires

50. Heritage

51. Nature of history, role and methodologies of the historian.prepared by Annabel Astbury, HTAV, May 2009

53. social structure

54. health and disease

55. scientific and technological change

56. Impact of belief and values

57. Cultural contact and conflict

58. Exploration and imperialismprepared by Annabel Astbury, HTAV, May 2009

59. Stage 3 / Unit 3: The Modern World and Australia [1750 – 1901] Themes to be explored in the development of depth studies include: • forced and voluntary movement of people • Indigenous-settler relations • early impact of industrialisation • social, economic, political and cultural development • revolution and reform • nationalism and federation. prepared by Annabel Astbury, HTAV, May 2009

61. Key Historical Skills for Years 7-10 • learning how to use, with facility, commonhistorical terms for dealing with chronology and time-related historical concepts and continuing to acquire a sound grasp of the sequence of events • asking and exploring inquiry questions in detail, finding relevant and comprehensive answers and providing sound explanations and conclusions for historical events • using a wide range of different forms of evidence in providing historical explanations, recognising how these forms of evidence may vary in their value • developing a range of appropriate techniques of organisation and communication. prepared by Annabel Astbury, HTAV, May 2009

63. Topics will be studied in more depth.prepared by Annabel Astbury, HTAV, May 2009

65. Evidence

66. Continuity and change

68. Historical empathy and moral judgement

69. Contestation and contestability

71. January 2010: Consultation & Trialing

72. April 2010: Preparing of final draft

74. For implementation 2012prepared by Annabel Astbury, HTAV, May 2009

76. “C” will be “at the standard” (similar to VELS)

78. Skills[refer to handout] prepared by Annabel Astbury, HTAV, May 2009

80. Hours allocated

81. General capabilities

83. Don’t panic. prepared by Annabel Astbury, HTAV, May 2009