Year X plan — Australian Curriculum: History template ...



Year X plan — Australian Curriculum: History

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Implementation year: School name:

|Identify |Phase curriculum focus and Year level |Insert the curriculum focus for the phase |

|Curriculum|description | |

| | |Insert the year level description for the learning area and year level from the Australian Curriculum. |

| |Achievement standard |Insert the achievement standard for the learning area and year level from the Australian Curriculum. |

| | |Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: History for Foundation–10, australiancurriculum.edu.au/History/Curriculum/F-10 |

| |Course Outline (Overview and Depth |The Years 7–10 Australian Curriculum: History has been developed with an overview statement and a set of depth studies for each year level. The overview is not intended to be taught in depth — it will constitute approximately 10% of the total teaching time for |

| |Studies) |the year. For each depth study, there are up to three electives that focus on a particular society, event, movement or development. It is expected that ONE elective is studied in detail, which will constitute approximately 30% of the total teaching time for the |

| | |year. |

| | |Identify the parts of the year level overview description that provide the context for the course. |

| | |Outline the rationale for the selection of depth studies and the positioning of the overview in the course, e.g. whether the overview is used as an introduction or integrated into the depth studies to provide the context for study. |

|Teaching |Unit Overview |Unit 1 |Unit 2 |Unit 3 |

|and |History hours per year level: | | | |

|learning |Years 7–9: 46–50 hours | | | |

| |Year 10: 43–48 hours. | | | |

| |This translates into units with 14–15 | | | |

| |hour depth studies, and 3–5 hours of | | | |

| |overview content spread across the | | | |

| |depth studies. | | | |

| |Aboriginal and Torres Strait Islander |History provides opportunities for students to strengthen their appreciation and understanding of Aboriginal peoples and Torres Strait Islander peoples and their living cultures. Specific content and skills within relevant sections of the curriculum can be drawn |

| |perspectives |upon to encourage engagement with: |

| | |Aboriginal and Torres Strait Islander frameworks of knowing and ways of learning |

| | |Indigenous contexts in which Aboriginal and Torres Strait Islander peoples live |

| | |Aboriginal peoples’ and Torres Strait Islander peoples’ contributions to Australian society and cultures. |

| | |The Australian Curriculum: History values Aboriginal and Torres Strait Islander histories and cultures. For Aboriginal and Torres Islander students it provides an opportunity to see themselves within the curriculum and in an educational setting that respects and |

| | |promotes their cultural identities. Students are taught that Australian Aboriginal societies are the longest surviving societies in the world and that Aboriginal and Torres Strait Islander peoples are two distinct groups. Students learn about Aboriginal and |

| | |Torres Strait Islander occupation of the continent prior to colonisation by the British, and the ensuing contact and conflict between these societies. Students develop an awareness of the resilience of Aboriginal peoples and Torres Strait Islander peoples and the|

| | |ways in which their expertise and experiences in contemporary science, education, the arts, sport and tourism; their inventions; and their knowledge of medicine have contributed to the development of a culturally diverse Australian society. |

| |General capabilities and |Copy and paste (from the key below) the general capabilities and cross-curriculum |Copy and paste (from the key below) the general capabilities and cross-curriculum |Copy and paste (from the key below) the general capabilities and cross-curriculum |

| |cross-curriculum priorities |priorities relevant to the unit. |priorities relevant to the unit. |priorities relevant to the unit. |

| |Key to general capabilities and |[pic] Literacy  [pic] Numeracy  [pic] ICT capability  [pic] Critical and creative thinking  [pic] Personal and social capability  [pic] Ethical behaviour [pic] Intercultural understanding |

| |cross-curriculum priorities |[pic] Aboriginal and Torres Strait Islander histories and cultures  [pic] Asia and Australia’s engagement with Asia  [pic] Sustainability |

|Develop |Assessment |Identify the contents and purpose of folios to be collated across the year (if appropriate). |

|assessment|For advice and guidelines on | |

| |assessment, see: qsa.qld.edu.au | |

| | |Unit 1 |Unit 2 |Unit 3 |

Year X History: review for balance and coverage of content descriptions, including emphasis on historical understandings

Tick the specific content descriptions that will be covered in each unit.

|Historical Knowledge and Understanding | |Histor| |

| | |ical | |

| | |Skills| |

Source: Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Curriculum v3.0: History for Foundation–10, australiancurriculum.edu.au/History/Curriculum/F-10

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[1] The historical understandings are derived from the content descriptions and achievement standards, and are supported by Historical S |

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hXq‹nHtkills. The year level description provides information about the development of historical understandings through the key concepts. The definitions of historical understandings are based on the glossary terms published in Australian Curriculum v3.0: History for Foundation-10, australiancurriculum.edu.au/History/Curriculum/F-10.

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