Australian Curriculum Syllabus

2 . One example Stearns uses to explain my history helps us understand people and societies is; though some social scientist have attempted to formulate laws/theories about human behavior, they still depend on historical information (para.5). In The Importance of History in Our Own Lives, Stearns uses histories accuracy, drama, tails and skilled writing appeal as his examples (para. 6). Stearns later tells how history contributes to moral understanding. He does so by telling how studying the stories of individuals and situations in the past can inspire and test a student’s own moral senses (para.6). Stearns then gives examples in how history provides identity. Using historical data, family identity is established as well as the history of institutions, businesses, communities, and social units

Embedding Aboriginal and Torres Strait Islander perspectives in the curriculum has now become a high priority amoungst schools across the nation. The Australian Curriculum, Assessment and Reporting Authority (ACARA) (2013), recognises “that the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority is designed for all students to engage in reconciliation, respect and recognition of the world’s oldest continuous living cultures”. By including this, the curriculum will continue to see Indigenous culture throughout school become part of the norm. Furthermore Indigenous Australian perspectives can and should be included in the classroom and any barriers that arise can be overcome.

It is important to remember to children do not stop learning history when they finish their time at primary school. Maintained secondary schools follow the NC which maintains that all children will continue to learn history by means of the KS3 History Programmes of Study (2013). Therefore it is important to prepare children for more challenging and precise history learning. New topics shall be introduced so it is important children have the skills to ‘identify significant events, make connections, draw contrasts, and analyse trends’ (p.72). It is, furthermore, defined that pupils will ‘pursue historically valid enquiries including some they have framed themselves’ (p.72). This indicates towards children becoming independent critical thinkers, a valuable quality to have in adult

The Australian Curriculum for the Humanities and Social Sciences plays an important role in harnessing students’ curiosity and imagination about the world they live in and empowers them to actively shape their lives; make reflective, informed decisions; value their belonging in a diverse and dynamic society; and positively contribute locally, nationally, regionally and

Buckle uses the “Australian Council of Education Research” to provide evidence from a new report that shows that “many of our school syllabuses” lack “consistency” across the country. Buckle criticises the standards of education set by individual State Governments which advocates that “what students learn is determined by where they live”. The writer appeals to a sense of patriotism that “Australians are one people” and therefore should all be treated equally under the same standards, regardless of where they live. Drawing on the statistics that “less than half the topics taught in Australian History are common across the country” heightens the sense of unfairness because of the discrepancy between differing syllabuses across each state. In contrast, the anonymous writer highlights the importance of nurturing of the varying individual needs of students as “diversity provides choice”. The author puts emphasis on the juxtaposition of the needs of rural students compared to urban students, as their “lives are not the same” and therefore their education should not be either. The writer refers to the relevance of the education materiel used according to environment and opportunities relevant to the students such as listing “wool-classing, land management, and stock handling” for rural schools and “urban studies and freeway pollution” for urban

In this article, I agree with the authors position in that history is for everyone. The author of the article states, “A-Level History offers an “individual study” option, where students choose their own research topic, and the most popular recourse is to adopt a local or family history topic that can be researched at a nearby library or record office- a choice that flows smoothly into academic history at university.”

The history wars are an ongoing debate in Australia over the history of the British colonisation of Australia. The debate juxtaposes the two ideas of whether the British colonization was truly a settlement or an invasion of the Aborigines culture and land. Both historians and Aboriginal’s debate whether the European Settlers helped to civilise the Aboriginal people or whether it was a cultural genocide which destroyed the Aboriginal’s rich way of life.

On the first day of class, we discussed the topic of history as a whole, and we also went over the typical subject of the syllabus. We agreed that history is the study and investigation of past events, and there are various sources that historians use to examine these events. Evidence from the past can include things such as written documents, oral records, birth and death records, and art. There are also numerous subsections of history that one can study. These specialized sections of history include, but are certainly not limited to concentrations in religious history, political history, economic history and even studies involving

The history of education has to do with us because we can learn from past teachers fails and accomplishments. We can see what teaching techniques have been successful over the years and then we can use them and tweak them to make them even better. The history of education gives us a solid foundation for starting our careers.

The sequence outcomes also link directly to the Australian Curriculum (ACARA, 2014a; ACARA, 2014b) through subject areas of year five and six History, HPE and English, as well as through the Inter-cultural Understanding general capability. Thus, the lesson sequence will be able to be implemented alongside the grades education program and link the various areas of study together.

First history helps us understand people and societies. History offers a storehouse of information about haw people and societies behave. History offers evidential base for the contemplation and analysis of how societies function and people need to have some sense of how societies function simply to run their lives. History helps us understand change and how the society we live in came to be. The past causes the present and so the future. Through the studying history, we can understand how thing change and comprehend the factors that cause change. Second, history contributes to moral understanding. Studying the stories of individuals and situations allow an ordinary person to test her moral sense. Historical phenomena can provide inspiration. Third, history provides identity. Historical data include evidence about how families, groups, institutions and whole countries were formed. Studying ones history can be used to understand how he/she has interacted with a larger historical change. Fourth, studying history is essential for good citizenship. Advocates of citizenship history hope merely to promote national identity and loyalty through a history spiced by vivid stories and lessons in individual success and morality. Through these researches and studies we can have the information about the forces that affect our own lives; we can emerge with relevant skills and enhance capacity for informed

Differentiate instruction can be a difficult task. I feel with having the content of History makes it a little bit harder the other contents. History is one of those subjects that you know or you do not. That statement may be a little harsh, but I have observed this through my journey as a student and educator. I have had to keep in mind my friends and students who just do not love History or get it. As a teacher, I have tried to relate my content to their everyday life. Students respond when you make the subject about them. Teenagers are self-absorbed and their mind cannot stay focus unless it interesting to them. I really try to relate my lessons on social media, sports, arts, relationships, and music. These few things seem to really be things that keep my students attention. Two examples from my unit would be the break-up letter and the trading card test. The break-up letter was my introduction to the Declaration of Independence. I made my students believe I found a note leaving for lunch. Since they left this note in my class, I will read the note aloud. The students are already stunned. As I read this letter, the students are shocked that I am reading and hanging on every word I am saying. The funny part is when they realize it from the American colonies. This gives me my students focus, and it 's something I can relate to while explaining the document. The trading card test relates to my sports and artsy kids. The trading card is like a baseball card trading

History has never seemed like something useful in life. It doesn’t help build schools, fight fires, perform operations, sell merchandise, or launch a space shuttle. So why do we need to study it? What purpose does it bring to our lives on a day to day bases? There are actually a few reasons as to why history is as important to learn as learning any other subject.

History is a subject that is at the bottom of the scale of boring according to most students and some teachers. Uninteresting, no understanding as to why we learn about dead people, and how useless it is. These are the words we hear from past, present and some future students. In contrast the few students that actually find history quite interesting are the ones history teachers live for. As a pre service teacher I plan to show that I value the richness and viability in history, the profound affect history has on us today, bringing different authors/artists to uphold richness and viability. This will be aimed at my students who believe that there is no point to learn about History and build on the students that find it interesting.

There is no doubt that the primary purpose of schooling is to prepare students to function effectively in the world, and thereby to assist society to function effectively as well. We study the past in school not because students need to know a collection of old facts, but because history helps them understand how the world works and how human beings behave. Knowledge of the past is required for understanding present realities. When people share some common knowledge of history, they can discuss their understandings with one another.