The Year Nine History Curriculum : A Guideline For Education

Feedback is a vital part of the assessment process as it gives the assessor an idea of if the learner has met the criteria set and if they haven’t, what action is needed to achieve the criteria.

The learning outcomes below are to be covered to enable you to achieve the unit.

Effective feedback will encourage the learner to progress and by knowing what and when to give feedback is half the battle won, by choosing a moment to give feedback is as valuable as the actual feedback given. The learner basically wants to know two things what is the grade? and how can I improve? The perfect time to give this feedback is as early as possible after the assignment has been completed. Any feedback during the assignment should not interfere with the assignment in progress but instead compliment the good bits and encourage rather than

The General Capabilities under the subject specific area heavily emphases that literacy is a core requirement of the History. Without these skills, students are unable to receive a sound achievement in History. During assessment, students are required to communicate their historical knowledge through a variety of modes, e.g. written,

1. The two big understandings that we learned in history education were historical time and historical change. Historical time means what it was like in a place at a particular time. For example, what was it like to live in Greeley, Colorado 100 years ago? Historical change is how something changed over a period of time. For example, how did communication change over time from the telegraph to the smartphone?

Australia is entering into a new phase of curriculum whereby there will be no state by state curriculum. It will be a national curriculum that is developed by the Australian Curriculum Assessment and Reporting Authority (ACARA). By introducing a national curriculum, the Australian Government is hoping to unify what is taught throughout the states/territories. It is possible to analyse the Australian Curriculum in terms of the definitions of curriculum it incorporates and how it is structured and how this is similar or different to various curriculum models. By using references from various readings and analysing the National Australian Curriculum, this paper will also address the purpose and goal that is promoted by the Australian

This self-audit tool has yielded a number of valuable results facilitating both retrospective reflection and proactive planning for improvement to satisfy the requirement of being a preservice history teacher. Analysis of the broad overview of topics under study suggests substantially adequate content knowledge on most topics. It has also helped to identify content knowledge deficiencies. Through this audit tool, I have developed a more objective view of the Australian Curriculum (AC) History, historical skills and concepts. It served to increase my awareness and understanding of historical skills and concepts and the process was an opportunity to demonstrate my knowledge base. I gained some confidence in placing key events and ideas in a chronological sequence and in using and understanding some historical terms and concepts. Using the year 10 Source analysis, I was able to place events in their broader historical context and developed a sense of

In most of the lessons students have to complete an exit activity. These activities allow students to reflect on their learning. It can also provide valuable feedback for teachers to monitor students’ understanding. Wakeford (2017) agreed that exit activities are an optimal way to conclude a class as it allows students to give the teacher feedback, and to deliberate the learning intentions of the lesson and make connections to the previous lessons. For example, in week five, students create questions about what was learned in this unit and what questions should be asked in the next learning stage. Students engage in higher order thinking when creating questions from the unit and preparing what will be expected for the next lesson. This exit activity engages student into inquiry thinking and metacognition to ponder what was learned and how it was implemented (Beere, 2016).

An effective teacher must constantly be thinking about long range goals for their learners. Their lessons should be implemented with a future follow up lesson in mind. Lessons should build off of each previous lesson to help the students learn sequentially. In order for a teacher to teach effectively, she must create lessons that aid in student success. Instruction should be developmentally appropriate for the particular grade level being taught. The objectives should be active and describe exactly what a learner should be doing and should learn from the lesson. The objectives should foster student centered learning and be connected with lessons that have already been implemented. These lessons

In order for students to gain the learning needed to be successful in the classroom, learning goals must be translated in a way that is clear and transferable. Students learn best when they know where they are going. McTighe (2010) explains “the most successful teaching begins with clarity about important learning outcomes and about the evidence that will show

History is an inquiry process of the past that enhances children’s interest, imagination and curiosity. In early childhood development, historical knowledge is essential for children to understand themselves and others (DEEWR, 2009). In Australian early childhood education, history promotes children to understand the events, societies, and developments that shapes humanity from earliest times (ACARA, n. d.). Historical knowledge helps children appreciate how the people and the world have changed, and the important continuities that exist to the current day (Australian Curriculum, 2013). Through the historical inquiry study, children develop skills such as, critical thinking, analysing, questioning, substantiating and developing interpretations, understanding respect and relationship and effective communication (Touhill, 2012).

The final step in Stage 1 was to bring together the main aspects of the three learning areas to create learning outcomes that will enable students to fully explore the big idea. Determining the unit outcomes requires a teacher to make explicit statements about “(a) knowledge and understandings and (b) ways of working” (Readman & Allen, 2013, p. 71). Unit outcomes also need to be made explicit to students by explaining the outcomes and having them displayed in the classroom throughout the unit. The learning outcomes for the unit are as follows:

Specific feedback is necessary on areas that need to be mastered and areas needing improvement. Check the student understanding during the lesson and at the end of the lesson provide specific feedback to help the student succeed.

As with all elements of life, education has evolved since the introduction of schools in Australia in the 1800’s. Didactic literacy pedagogy was the starting point for most educators which evolved to authentic pedagogy, then functional pedagogy and critical pedagogy throughout the twentieth century. To maximise the effectiveness of all student’s literacy learning, areas of difficulty in delivery of information were highlighted, which led to changes being implemented and new pedagogies being adopted alongside changes in curriculum and school structure. Although literacy pedagogy has undergone many changes within the Australian educational climate, there is no one right or wrong pedagogy, rather, classrooms would benefit from a modernisation of older pedagogies which can be woven together and applied in the classroom to ensure each student’s success in their literacy learning.

The superior level of communication through listening, explaining and providing feedback from the teacher to each student is crucial to ensure learning and future development. Listening to students to gain knowledge of their current progress and level of understanding is most essential for high quality learning and teaching because it allows the teacher to adapt their methods of communication so that students understand. Being able to explain tasks and present learning material to students in ways they will understand is also important for students to gain knowledge and encourage learning. An example of effectively explaining tasks to students is when it comes to homework as if the student does not completely understand the homework tasks they may struggle when trying to do the work from home with parents if the task is not clear and concise. Feedback both verbally and in writing, is imperative as it ensures that students are on track and find ways of improving with their studies in a positive way. Without this high degree of communication between teachers to students done by listening, explaining and offering feedback there is no guarantee that any learning can occur.