Premier's History Teachers' Association History Scholarship
This scholarship is open to teachers currently teaching history in NSW Schools and TAFE NSW campuses and who are individual financial members of the History Teachers' Association of NSW.
The successful applicant will undertake a study tour and follow-up activities of up to five weeks within Australia, with optional virtual international connections undertaken as appropriate. Study tour travel is to be completed in one block by 30 June 2022, with individual follow-up activities and reporting to be completed within 90 days of study tour completion.
Time may involve formal study (eg, undertaking a short course at a respected tertiary institution) or may involve a program of visits to sites, schools and institutions to conduct interviews, observe exemplary practices and collect resources for the preparation of teaching materials related to the specific scholarship category.
A portion of time (up to one week) should be allocated toward follow-up dissemination activities (eg, experience-sharing, professional learning) within and across NSW, either in-person or virtually. Study tour follow-up activities and outcomes should ideally include specific reference to enhancing rural and regional education.
Stage 4 NSW curriculum proposal focus:
- Depth Study 1: Investigating the ancient past (ancient Australia): Deep Time Dreaming: An exploration of archaeological methods used to reveal ancient Aboriginal histories.
- Indigenous Rock Art, e.g Murujuga (Burrup Peninsula), Burrunkuy, Ubirr (Kakadu)
- There is important work being done in the archaeological excavation of First Nations sites which has direct application to Stage 4 Depth Study 1: Investigating the Ancient Past. Work currently underway on Mithaka Country in the Channel Country in Queensland serves as a good example. (More information available)
- Another area of potential exploration is the question of what the evidence reveals about how long First Nations peoples have lived on the continent. The 2017 research at the Madjedbebe rock shelter in Kakadu pushed the date definitively back to 65 000 years of occupation, with suggestions of 80 000 years being possible. This is directly related to the Stage 4 Topic 1 depth study, and has implications for historical understanding of the movement of the very first peoples “out of Africa.”
- Ethnographic History: Visit a range of Aboriginal communities and collect their stories about pre-colonial life. This would contribute to a source collection that teachers could use to supplement the traditional written material.
- Interview historians around Australia about pre-colonial history with an eye to developing material for teachers to use in their classroom.
Stage 5 NSW curriculum proposal focus:
- One of the most significant debates emerging in Australian history concerns the Dark Emu controversy regarding the traditional definition of First Nations peoples on the continent being only simple hunter-gatherers. This issue has major implications for our understanding of Australian history. It is directly linked to Stage 5 Topic 1b: Movement of Peoples under the dot point: ‘describe the impact of convicts and free settlers on the Indigenous peoples of the regions occupied’; and Topic 2a: Making a nation with three dot points in the section: The extension of settlement, including the effects of contact (intended and unintended) between European settlers in Australia and Aboriginal and Torres Strait Islander peoples, and specifically the dot point: ‘describe both the European impact on the landscape and how the landscape affected European settlement’.
- The Stage 5 Core Study of Depth Study 4: Rights and Freedoms represents a rich opportunity for original research. Archival research of State Government records dealing with Protection Agencies, or the Australian Human Rights Commission’s 1997 “Bringing Them Home” report offer great potential, as does the NSW Freedom Ride; Aboriginal civil rights movement.
- The Globalising World alternatives in Stage 5 all offer deep research potential. Developing resources giving evidence of Australia’s contribution to international popular culture, including interviews which would allow students to access primary sources and discuss perspectives; interviews with participants in significant environmental campaigns or issues such as Franklin Dam blockade, Jabiluka mine protests, or the impact of the 2019/20 Black Summer; investigation of and interviews with migrant contributors to Australia in a variety of areas on a micro and macro scale.
- Conduct research into Australian war histories for use in stage 5.
Areas for resource development in the current Stage 6 curriculum:
- History Extension case studies: interview historians to create material for the Australian Frontier, Women Convicts, or ANZAC
- Stage 6 Modern History: conduct research and write to build up resources for the Australia National Study
- Stage 6 Ancient History: Year 11: Focus on Ancient Australia, e.g. 1 The Investigation of Ancient Sites and Sources (including the contribution of archaeology and science to our understanding of the past), 4: Preservation, Conservation and/or Reconstruction of Ancient Sites (e.g. controversy related to preservation of Burrup Peninsula rock art); Topic B1: Ancient Australia focus on study of at least ONE site (plenty of sites to choose from and a comprehensive range of issues to explore (Syllabus p. 45)
- All of the topics mentioned for Stage 4, including the Dark Emu debates, can be explored in greater depth and complexity in Year 11 Ancient History
Pedagogy and Technology
- Visit universities to explore a range of archaeological and geographical technologies which could be used in stage 4 history e.g. ArcGIS.
- Explore the possibility of Aboriginal informed pedagogies and their applicability to History teaching e.g. Tyson Yankaporta’s Sand Talk and Songlines.
One scholarship of $ 10,000 will be offered for travel during 2022.
Proudly supported by the History Teachers’ Association of NSW.
Applications opening soon!