Australian Curriculum V7.2 Updateeffective Curriculum Ideas Free
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Australian Curriculum V7.2 Updateeffective Curriculum Ideas 2020

Teaching toys from the past. Image retrieved from: https://www.tes.co.uk/article.aspx?storyCode=6068731

History education is important as it allows children to construct a sense of belonging in time and place (Cooper, 2010). This view is supported by the Australian Curriculum Assessment and Reporting Authority [ACARA] (2013, p.4), which states “historical knowledge is fundamental to understanding ourselves and others” as it explores events and developments that have occurred within, and have shaped our society.

Introduction In the Australian Curriculum, The Arts is a learning area that draws together related but distinct art forms. While these art forms have close relationships and are often used in interrelated ways, each involves different approaches to arts practices and critical and creative thinking that reflect distinct bodies of knowledge, understanding and skills. Firstly, this unit was guided and informed by cross-curriculum priorities specified in the Australian National Curriculum. These priorities, two of which include Asia and Australia’s engagement with Asia and Sustainability, are strongly future-focused and encompass all learning areas and disciplines within the national curriculum (ACARA, 2014a).

Since the release of the Australian History Curriculum in 2010 it appears many primary teachers are struggling to teach the ‘specialised subject’ as they lack the necessary skills and training (Whitely, 2014). History involves a unique set of skills, strategies and conceptions that must feature strongly when teaching the subject (Reynolds, 2009). According to Hoepper (2014), employing the seven historical concepts that make up the History curriculum may be difficult to understand or teach for those without a strong history background. Therefore, in order to teach History effectively I would need to ensure I have a deep understanding of the subject and how to teach it.

To explore the topic, “The past in the present” (ACARA, 2014a), I would engage a class of Year 2 students in an inquiry-based unit based around “the impact of changing technology on people’s lives” (ACHHK046). This unit would focus on students learning about toys from the past and encourages them to answer the focus question, How has technology changed the way children play? In order for effective teaching to occur and learning outcomes to be achieved, I would need to possess adequate pedagogical skills as well as knowledge of the curriculum, historical content and of the subject content.

This clip could be used to support the inquiry by showing students some of games played in the 1980’s and how children respond to them today. Retrieved from: https://www.youtube.com/watch?v=7v75QpvISUs

Research suggests good history teachers “know the content, use a variety of approaches, explicitly teach the skills of historical inquiry, tailor learning opportunities to suit their students’ needs, and encourage deep understanding” (Education Services Australia, n.d). Therefore, it is vital teachers have a solid understanding of the Australian History Curriculum to help identify the students’ prior levels of knowledge and understanding and to select the most appropriate content to teach the students (ACARA, 2014b).

Students could invite in their parents or grandparents to share and discuss some of their old toys. Image retrieved from: https://slp3.somerset.gov.uk/schools/hps/Site%20Pages/Classes/Year%201/Class1_Activities_Gallery.aspx

As the history curriculum is founded around a skills and inquiry-based approach (ACARA, 2014b), I would aim to ensure students’ historical inquiry skills are developed through student-centred learning. This would enable students to be active participants in the learning process as they investigate questions with increasing independence. Students will also have opportunities to develop their historical skills as they explore a range of images of toys from the past and present, identify and compare features of similar toys and pose questions about how these toys have changed over time (ACARA, 2014a).

Another entertaining clip that could be showed to the whole class to stimulate deep thinking around how technology has changed the way children play games. :Retrieved from: https://www.youtube.com/watch?v=0pCp8g-VjOs

As students engage in these lessons based around historical inquiry, I would encourage social interaction and collaboration so students can share thoughts, ideas and experiences. This will enable them develop an understanding of and appreciation for how technology has changed the way children play. I would also ensure the lessons are fun, engaging and relevant to students, including a variety of appropriate activities and resources.

As part of an extension activity, a clip about the “3Doodler” could be shown to the class to demonstrate how advances in technology is currently affecting the way we draw. Retrieved from: https://www.youtube.com/watch?v=r05gjLfDX2E

As students explore and investigate of a range of different toys over time, they are developing their understanding of historical concepts such as continuity and change (ACARA, 2014a). These understandings are vital as the ability to describe and explain continuity and change are considered key processes in history (Hoepper, 2014).

An example of an Old/New Toys display which could be replicated in the classroom [Image]. Retrieved from: http://www.margaretstancomb.wilts.sch.uk/orangeclass.htm

References

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2013. The Australian Curriculum: History V5. Retrieved from: http://www.australiancurriculum.edu.au/History/Curriculum/F-10

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2014a. The Australian Curriculum: History V7.2 Foundation – Year 10. Retrieved from: http://www.australiancurriculum.edu.au/humanities-and-social-sciences/history/curriculum/f-10?layout=1

Australian Curriculum, Assessment and Reporting Authority (ACARA) 2014b. The Australian Curriculum: History Overview. Retrieved from: http://www.australiancurriculum.edu.au/humanities-and-social-sciences/history/implications-for-teaching-assessment-and-reporting

Cooper, H. (September 10, 2010). International perspectives on history education (V8, Issue 3). International Journal of Primary, Elementary and Early Years Education. Retrieved from: http://www.tandfonline.com.ezproxy.utas.edu.au/doi/full/10.1080/03004279.2010.497268#tabModule

Educational Services Australia (n.d). How to teach history. History Teachers Association of Australia. Retrieved from: http://achistoryunits.edu.au/teaching-history/how-to-teach-history/teachhist-history-pedagogy.html

Australian Curriculum V7.2 Updateeffective Curriculum Ideas Free

Hoepper, B. (2014). History in the Australian Curriculum. In Gilbert, R., & Hoepper, B. (Eds.). (2014). Teaching Humanities and Social Sciences: History, geography, economics and citizenship in the Australian curriculum (5th ed.). Southbank, VIC: Cengage Learning.

Reynolds, R. (2009). Teaching Studies of society and environment in the primary school. South Melbourne, Victoria: Oxford University Press Australia and New Zealand.

Whitely, M. (July 29, 2014). History teaching challenges in Primary Schools. Retrieved from: http://splash.abc.net.au/teachers/blog/-/b/1376121/history-teaching-ch

Dear Ms Doe,

Thank you for your letter outlining your reservations regarding our Education for Sustainability (EfS) unit. I appreciate the interest you show in your child’s education and would like to take this opportunity to address your concerns by providing you with information regarding intended learning outcomes and educational aims associated with this unit. I would also like to reassure you that this unit arose not from my own views but rather, from learning objectives embedded within the national curriculum and the desire of the students t