Snapshots of the history topics transcript
Hi, everyone. Thanks so much for joining us for the second session of History K-6. It's really good to see everyone again from all across the state. Just a little reminder that this session is being recorded and you can...if you have enrolled for the sessions, you will receive the link afterwards, hopefully tomorrow, all going well. If you have not enrolled in the sessions or have only enrolled in one or two, the flyer will be in the file pod at the end of the presentation. Also in the file pod is the presentation itself as a PowerPoint, so that's downloadable for you. Alright. Today, you can see... Anne can't make it with us today, but you can see Tanya and Yvonne there in the background. They're going to help out today. You may recognise them from Science and Technology. Again, if we can't answer any of our questions today in the chat, I'll be sure to send you an email with much greater detail. Alrighty. Let's get started.
Alright, snapshots of the History topics. So today, just a little snippet of teaching and learning ideas. So, what's in this session? I'm going to give you an overview of the content and an overview of the topics and then really unpack the topics with some useful resources from Early Stage 1 to Stage 3. Alright. I want to do a little recap from last week of some of the main points that we covered. The first main point is that the History syllabus replaces only the Change and Continuity strand of that current HSIE K-6 syllabus, and that's really important to know that we're still teaching Change and Continuity, which is now becoming History, we're still teaching Environment, still Culture and still Social Systems and Structures. And I just wanted to read you a little update that the Board of Studies sent out the other day, in that "Schools must implement New South Wales BOSTES syllabuses." So the Australian Curriculum, and this applies to HSIE, so in the areas of Civics and Citizenship, Economics and Business and Geography, they're not alternatives to the New South Wales BOSTES syllabuses.
We must teach what we have already, which for now is History, coming in, and the current HSIE syllabus. Alright, the other point was that... I'm really excited, and it's really great to see that there's a common language and a shared approach and expectations for History. Finally, in primary school, we are calling History 'History', which makes a lot of sense. And our staff and our students will have that language as they move through to secondary, where secondary teachers and students have the same common language, and through to tertiary as well. So that's really exciting, to finally be calling it is what it is, and that is 'History'. Alright, the other important point that I wanted to cover was that the use of the concepts and skills is how we teach the knowledge and understanding in History, and we do that using the historical inquiry process. I'll go into...our third session, into a lot more detail. The other one was creating a community of schools and getting some networks out there to share the load. So if that means connecting with a secondary school, if that means connecting with your educational services advisers or other people around you to help you through the syllabus implementation, it's such a great idea.
Now, the new History syllabus is a wonderful opportunity for you to refresh, audit, re-energise your teaching practice, the learning activities, so using hands-on sources and skill-based activities, the content that we teach and how we scope and sequence. So not only is it great to re-energise for our own professional learning but it also is going to be a great opportunity to increase student engagement and, therefore, their educational outcomes in History and HSIE.
Alright, if we have a look at this one, this is the organising content diagram straight from the K-10 syllabus. So you can see the concepts and skills sit at the very centre of all content knowledge and the shading around the outside indicates the progression of learning, so there's a building complexity of learning from Early Stage 1 all the way through to Stage 5. Now, History builds from a personal, so we start off in Kindergarten from a personal level, to local, regional, national, world and then global ideas and stories. This one, we had a little bit of a look at last week, but I'm just going to give you a refresh. So in terms of the overview of the content, usually the content pages are a double-page spread, they give a brief overview of the topic for each stage, they have a description of the concepts and a description of the historical skills within them. So I've just got a little screen grab there straight from Stage 1, so you can see the two topics within the Stage 1 there. Alright, so an overview of the topics themselves. Here they are listed, Early Stage 1 to Stage 3. On these sometimes two or sometimes three pages throughout the printed syllabus, you've got a detailed description of the History topics, you've got the outcomes, you've got the key inquiry questions, and, again, they differ depending on the topics - some have three, some have four, some only have two. There's reference to the historical concepts and skills and also to the learning across the curriculum areas. Now, I mentioned last week that topics can be taught as they are, as they're presented within the syllabus. There is also the option to have a little bit of movement within the topics, and, really, what I want to stress to you today is that the topics do not have to be taught in a linear fashion. They're not presented on the page. They don't represent a term's view of work. What you need to be doing is looking at the content within the topics and working across subjects, so especially when they logically fit with other strands of HSIE. So there are many aspects of History that link beautifully with the Environment, beautifully with Culture and beautifully with Social Systems and Structures. So we don't have to teach it completely as the topic is outlined, but, of course, we can if that's what is needed at the time, and there will be some aspects and some topics that you may want to teach fully as they are.
Alright, so today, I'm going to unpack each of the topics. If you've had a look at the syllabus already, you'll be a little bit familiar with the topic names. If you haven't, that's OK - hopefully by the end of today, you'll be a little bit more familiar with them. So Personal and Family Histories is the only topic for Early Stage 1. There is only one. And at this stage of learning, the history is personalised to family, so you can see at the top there, I've got...it's personal history based. So it hits the learning across the curriculum area of personal and social capability. And down the bottom there in blue, the perspectives. It hits with the historical concept of perspectives, and we learn that through the historical skill of explanation and communication. They're not the only ones, but they're just the ones that I've picked out for this example now. So Personal and Family Histories covers... so the students learn about their own history and that of their family, which includes a range of stories from different cultures. So they're understanding how the past is different from the present. You can see there, I've got the outcome - "Communicate stories of their own family heritage and the heritage of others." And also, we must have the skills outcome. We've got one content outcome and one skills outcome. And with this topic, it connects beautifully with the three key inquiry questions here. What is my history and how do I know? What stories do other people tell about the past?" And "How can stories of the past be told and shared?" So these are the key inquiry questions that kick off your historical inquiry process. Alright - I wanted to show you the threads of learning or the progression of learning that goes through stage by stage through the topics in History. And what we'll eventually do is see in Early Stage 1 through to, in some cases, Stage 5, I've tried to link it through so you can see that continuum of learning. So from Early Stage 1, how students are learning about their families, differences between families, then they move on to learning about earlier families and the differences and similarities from generation to generation. By Stage 2, they're looking at families in their local area and local diversity within their community. By Stage 3, they're looking at their everyday life of men and women and families but post-1800, so that particular topic is 1800 to 1900. Then you've got Stage 3, which is researching stories of migration to Australia, so you're looking at this thread of family and the diversity of community through family stories, reaching, by Stage 3, and looking at migration. Alright, so here's some teaching and learning ideas, and by no means is this exhaustive. I've just got a few suggestions here that link beautifully with the concepts and skills, links beautifully with ICT in your classroom and really gets you giving the kids opportunities for critical and creative thinking. So whenever I choose a resource, you must really look at it and see, well, how is it going to address the key inquiry questions? So from this particular primary or secondary source, what evidence are my students going to find and how will I be able to communicate and explain the key inquiry questions? And that way, we know we're meeting the outcomes. So I've got a couple of great ideas up here, so use a range of resources - photographs, artefacts, books, oral histories. You can try Tag Galaxy, which is a really nice visual way of building images. I love this 'My Family' clip from Scootle. It's really interesting. It's a really accessible way for Kindergarten students to have a look at the diversity of families. You can watch a family being baptised, and I love the Splash ABC site - it's got some great things on there. And the 8 Aboriginal Ways of Learning - this is a great pedagogy that is really about learning through Culture. And if you're story-sharing - that is, creating historical narratives and sharing that narrative - it's a great way to get kids hooked in to history. Now, in the presentation and in the file pod at the end of today, I've got...all of these are hyperlinked, so when you go through the PowerPoint, you just need to click on them and it takes you to some wonderful sites. Alright, Stage 1 - present and past family life. So, again, personal history, touching on the concept of Continuity and Change and the skill of using and analysing sources. So in this particular topic, Stage 1 children are going to look at the context of their own world. They're going to learn about similarities and differences in family life. And the other one is the changes that occur over time using historical sources. So you've got two outcomes there. You've got your content outcome and your skills outcome. And, again, three inquiry questions. Of course, they're different. They can't be the same each time. They need to be suitable and appropriate for the topic at hand. So these are - how has family life changed or remained the same? How can...the present is different from or similar to the past? And how do we describe the sequence of time? So the progression of learning there, there are two different threads basically within this topic. There's a thread of family, so immediate family with earlier families, generation to generation. Then in Stage 2, as I said before, building to the diversity of backgrounds. And then in Stage 3, linking to that post-colonial life of families and the stories of migration. The other thread you've got there is... It really builds a basis for celebrations and commemorations. So we still have that in Stage 1, and here, you can see the students are...and their families, are discussing the different cultural events that they hold. Then in Stage 2, in Community and Remembrance, you're looking at more global celebrations and commemorations. Alright, so some teaching and learning ideas to go with that particular topic. You can use Padlet, which is a great little interactive tool. Allows for collaboration. You can use images and text there for children to identify similarities and differences. If you have jumped onto our Pinterest boards, and quite a few of you, I've noticed, have started to follow our boards, which is great news, I've created one there called Family Life, which, from memory, has about 20 pins, so you've got quite a lot of resources to choose from to help you in the Stage 1 area. It does have some resources also for Early Stage 1, because I haven't just put the boards in topics. They're a broader range of content. And I love How Times Change. You can find that on Scootle. It's got some great video with transcripts, really good, interesting primary and secondary sources there for students to have a look at. Alright, the other Stage 1 topic, the Past in the Present. I really like this one. It's a great topic. It moves largely through the study of local history, and this is where we start to allow children to develop the appreciation of history, particularly how the past and the present are used in preservations, so starting to think about the thread of conserving particular landmarks within their community. So we've got two content outcomes and we've got our skills outcome. You can see there's four key inquiry questions this time. While they may appear simple, key inquiry questions shouldn't really be answered at the beginning of your topic. It's something that the children should be able to answer by the end of the topic. So this is about local history and the significance of that history and those landmarks using research. So the progression of learning - again, you can see the idea of two threads here. One is you're looking at and identifying historical sites, their significance and reasons for preservation. Then in Stage 2, that links really beautifully to the connection to Country and Place for Aboriginal and Torres Strait Islander people, and, again, in First Contacts Stage 2, including their way of life. And then when we get to Stage 4, so our Year 7 and 8 students are looking at the archaeology behind those ancient sites and looking at Australian sites in particular. The other thread is...explain how one example of changing technology affected people's lives, so that's not new content in Stage 1 - that's been there before. But now there's been this expansion into Stage 2 and choosing one area - transport, work, education, etc - that has changed or remained the same. So a nice little link from Stage 1 to Stage 2 now. Teaching and learning ideas. So I've taken a couple of ideas here. You could research your local war memorial, and there's a great website to register of war memorials that you can have a look at. I've got a little screen shot there of the Dubbo War Memorial, which is a really beautiful piece. You can have a look at the Changing Technologies Pinterest board, which has lots of pins on that one, and it's a really great resource. The State Library is one of my absolute favourites for all of their Discover collections, which is enormous. You can create a digital time capsule for future students to look at. You can search your local council and your library websites to find significant local community sites. And we really want to make sure that our site studies are authentic. Try to move away from this idea that we just have excursions and excursions are something we go to and may not be connected to our learning, but really using sites, whether they be physical or virtual, DART Connections and Field of Mars, where you can go and source some really wonderful sites. And, again, the community links within 8 Aboriginal Ways of Learning is a really nice way to connect our learning in a community manner. Alright, Stage 2 - Community and Remembrance. So this is local, regional, state, national and world history. It's got a little bit of everything, and this is where Stage 2 starts to really expand and build on our knowledge of history. So this topic provides identity and diversity in both a local and broader context. We're looking at national symbols and emblems. We're looking at celebrations and commemorations. There are our two content outcomes and always our skills outcome. And you can see our key inquiry questions start to become more complex as we're expecting students to, again, engage in that more critical and creative thinking. They're starting to use a lot more literacy and numeracy strategies, their ICT. So in this case, a significance and empathetic understanding. Knowing how others feel and being able to place yourself in the shoes of others is a really nice concept here. So the progression of learning - you can see that there are a number of threads now breaking off as we start to build that complexity. So, again, you've got that relationship to country, and we talked about the extension from Stage 1 to Stage 2 of how things remain the same or change over time. Then you've got, in orange, this diversity of backgrounds, which by Stage 3 links to the contributions of migrants and the significance that different people have made to the development of Australia. And in Stage 5, that links to Globalising World. In the green, you can see you've got your celebrations and commemorations thread, which is starting to build there, which by Stage 4 and 5 is linking to much broader aspects of history, so Western and Islamic world, the Asia and Pacific world, and making the world a better place... sorry, making a better world, and that's through Australia and Asia. Alright, teaching and learning ideas here. You can look through SMART Notebooks, and I've got these linked. One is on See Share Shape website. Another one is a Curriculum Support notebook. The 'Caring for Place' book is great. Ask your librarian. I'm sure there will be a copy in the library somewhere. There were some... It is actually a kit, but there's a book and a CD, and... Just have a look and see what you have, because there's some great material in that one. Alright, now, source collections - oh, fantastic places like Trove, Flickr, the National Library. The State Library is another one, and ABC 'My Place' for Stage 2. Again, all hyperlinked for you to have a look at. Alright, First Contacts in Stage 2. Let's have a little bit of a look. So it's state, national and world history. And we're touching on the concepts of cause and effect and perspectives, and we're looking at the skill of explanation and communication. So this is the acknowledgement of world history and the movement of people. It's about European exploration and colonisation up until the early 1800s. And this is where your chronology starts to come into play. First Contacts ends at the 1800s, or the early 1800s, and doesn't go any further. You've got your outcomes and your key inquiry questions there as well. Alright, progression of learning here. So you've got your Aboriginal way of life, and this is a great introduction to the Makassan people. And getting into that next little thread of voyages of one early explorer. Now, you'll notice here, it doesn't say, "Please study Captain Cook and Captain Cook only." It's great for us to understand that, but we really need to know what has gone before us. One early explorer is a minimum. It's a base. You can choose more if you like. But having a really good understanding of who came before us and what particular reason helps to build student understanding of the topic. Alright, then we've got investigating the life of one of the following who sailed on the First Fleet, colonisation, and then in Stage 3, this chronology starts to really come in play, because you've got the British colonies after 1800, up until the 1900s, and then we move into our Stage 5 content as well. Alright, teaching and learning ideas. So do have a look at the Pinterest boards on 'Navigators and traders'. I haven't called it... I haven't called it Captain Cook only, etc, and Early Settlement, I haven't called the First Fleet. Please be aware that the First Fleet is only one example of some of the content that needs to be taught within this topic of First Contacts - it's really much broader than that. So the Talking Identity book is great. Check with your librarian for that one as well. Include a range of really rich texts, and that's linking beautifully with the English syllabus. We need to provide many examples of multimodal texts from all sorts of perspectives in History. And I've got there... You can also... I know some people are doing wonderful things with virtual worlds where you can replicate historical events and people using Sim-on-a-Stick and Minecraft. Alright. The Australian Colonies. So we've hit Stage 3. So this is the study of colonial Australia in the 1800s. You can see we've got our outcomes, our key inquiry questions. We're still moving through that state, national and world history. We're looking at significance and contestability, and this is where contestability starts to come into play. This concept is only addressed from Stage 3 onwards, because children, really, by this stage need to be looking at who the author is, where did this work come from, from what perspective are they writing this? And also in this topic, there's the exciting inclusion of migration and how that has played a significant part in the development of early Australia. So our progression of learning here. You've got the set-up of the colonies after 1800, a significant development or event. You've got that then leading to the investigation of a particular man, woman or group and the contribution they have made to shaping the colony, which then links really nicely to Expanding Contacts in Stage 4. If you have a look at the red section, you've got this new introduction of content in Stage 3 about migration, so the reasons for migration, the type of people who migrated here, the significance of those people and their rights and freedoms. And you can see along the bottom, it links beautifully to many, many concepts within Stage 5. Alright, teaching and learning ideas. You can do role plays. And the 'Australian Dictionary of Biography' is really great for that. Again, you can go on site studies, and environmental education centres are a wealth of information. Some are more History-based, some more Geography-, some a mixture of both. But they're really engaging and have such authentic student activities - not just an excursion, a site study that really links authentically to what you are doing. Again, have a look at the Pinterest boards. Tiki-Toki is fantastic for creating time lines. The 8 Aboriginal Ways of Learning, for perspective. And using a lot of apps - this one is an image of a QR reader and a QR writer - you can present artefacts within your classroom, write a little brief description using the QR writer and then have the kids read it using the QR readers and find out or match which artefacts match which significant people in the classroom. Alright, our last topic, Australia as a Nation - Stage 3. So this is after 1901, so we're looking at the chronology of Australia and early development of Australia. It's not only about Federation, so just like, you know, we can't possibly teach an entire term on the First Fleet or Captain Cook, we can't possibly teach a whole term on Federation. It's one aspect of content within this much broader topic. And it's about people who have migrated to Australia and their contributions. So, again, significance, perspectives, chronology, terms and concepts are some things we can look at here. Alright, progression of learning. Far too much to be fitting on the page. All I've done here is pull out some AC content descriptions. You can see, some of it is Federation, some democracy and citizenship. And then this really great inclusion of the rights of Aboriginal and Torres Strait Islander peoples, migrants, women and children and the contributions that people have made across areas like education, science, the arts and sport. Teaching and learning areas to do with that one - Museum Box. This is a paid subscription, unfortunately, but it's a really great tool. You can use multiple films and footage from places like the National Sound and Film Archive, Screen Australia. Again, there's the Pinterest boards. And we really need at this level students to be challenging what they're seeing, challenging what they're reading and contesting it - whose perspective was this and how can we link that to the key inquiry questions? You can create your own SMART Notebooks or you use others that you find along the way. And I love this 'Cuc Lam's Suitcase' from National Treasures of Australia. It unpacks the suitcase literally and talks about her life and where she came from and what contribution she made to Australia. Alright, so, again, a little snippet of the topics. What does this... What opportunities can we have, can we use from the topics here in History? So we can explore primary and secondary sources as part of the inquiry process, and it's a great opportunity to dig deeply into the content. We can include literacy and numeracy, ICT and creative thinking activities. There's the chance, of course, to logically link with other HSC strands. We absolutely must be doing that. And in doing so, we build the learning and language for our students and their success in Stage 4 and 5 History. Alright, I'm sorry, I'm noticing we're just probably going to go a few minutes overtime, but we've only got a couple of minutes left. Alright, so this is a visual representation of a support plan that could support you in your school. This is, you know, some advice that we can give you about the order in which you can access the resources, courses and webinars for History. And the best advice we can give you is to leave plenty of time for the implementation of History, to achieve it in manageable chunks, look at a smooth transition for planning. So that one is hyperlinked and in the file pod at the end of the presentation as well. Here are our two 5-hour courses, which we alluded to in the poll question at the very beginning, so they're registered, and, again, you can dip in and dip out of those. Here are our three 2-hour courses - historical concepts and skills, historical inquiry and building historical narrative. Again, use those as you wish, going back and forth, referencing them and using them as really good sources for implementation. Our links to our HSIE newsletter. Just be sure if you wish to be on our database, click on the 'curriculum networks' icon and it will take you straight to a subscription page where we can send that out to you once a term. Here's a little link to our Pinterest boards. So if you've had difficulty getting on, you just need to create a Pinterest account, and here's the links straight for you so you don't have to search. I'm not a big fan of their search engine. Alright, next session. So Session 3, the historical inquiry process. So... I've just shown you a whole lot of teaching and learning ideas and resources, but we can't use those in isolation, so next week, I'm going to show you how to use those as part of the historical inquiry process, and I'm going to unpack that from an Early Stage 1 to Stage 3 point of view. Alright, here's how to contact, and we were talking about creating that network within your community, your educational services advisors on the intranet page, and that's hyperlinked. If you need to contact myself or Anne, we are more than happy to help you with both History and HSIE any time that you need assistance. Alright. Here we go. So we're just heading to our conclusion layer. You can download the documents in the file pod. So if you have enrolled for the courses, you'll be sent the link. If you haven't enrolled in the first one or the next two, please download the flyer and enrol in those now. Also, the other thing is to be sure to fill out the evaluation in those enrolments. I've got some, and thank you for those people who've given me some great feedback. It's much appreciated. We really do thank you for your time today and look forward to joining you next week, so it's the same time, same channel. And we'll see you then. So thanks so much. We might stay on for a little bit longer if people are wanting to ask any more questions. Thank you so much for your time, and see you next week.