Currículo de australia

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Shape of the Australian Curriculum: History
May 2009

COPYRIGHT
© Commonwealth of Australia 2009 This work is copyright. You may download, display, print and reproduce this material in unaltered form only (retaining this notice) for your personal, non-commercial use or use within your organisation. All other rights are reserved. Requests and inquiries concerning reproduction and rightsshould be addressed to: Commonwealth Copyright Administration Copyright Law Branch Attorney-General’s Department Robert Garran Offices National Circuit Barton ACT 2600 Fax: 02 6250 5989 or submitted via the copyright request form on the website http://www.ag.gov.au/cca.

Shape of the Australian Curriculum: History

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CONTENTS
1. 2. 3. 4. 4.1 4.2 4.3 4.4 5. 5.2 5.3 5.4 6. 6.1 6.2 6.3 6.4 6.56.6 6.7 6.8 6.9 7. 8. PURPOSE INTRODUCTION AIMS OF THE HISTORY CURRICULUM KEY TERMS Historical understanding Historical inquiry Overview Depth study STRUCTURE OF THE HISTORY CURRICULUM Historical knowledge and understanding Historical skills History across K–12 CONSIDERATIONS Incorporating a futures orientation Equity and opportunity Connections to other learning areas Role of digital technologiesClarity of the curriculum Breadth and depth of study The nature of the learner (K–12) General capabilities Cross curriculum perspectives PEDAGOGY AND ASSESSMENT: SOME BROAD ASSUMPTIONS CONCLUSION 4 4 5 5 5 5 5 5 6 6 7 7 12 12 12 13 14 15 15 15 15 16 16 16

Shape of the Australian Curriculum: History

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1.
1.1 1.2 1.3

PURPOSE
The Shape of the Australian Curriculum: History will guidethe writing of the history curriculum K–12. This paper has been prepared following analysis of extensive consultation feedback to the National History Curriculum Framing Paper and decisions taken by the National Curriculum Board. The paper should be read in conjunction with The Shape of the Australian Curriculum.

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2.1

INTRODUCTION
The national history curriculum will be the basis ofplanning, teaching and assessment of history in schools. It will be useful for and useable by experienced and less experienced teachers of history from K–12. The development of a national history curriculum provides an invaluable opportunity to ensure that all Australian students learn history. Awareness of history is an essential characteristic of any society; historical knowledge is fundamental tounderstanding ourselves and others, and historical understanding is as foundational and challenging as other disciplines. History is the study of the past. It provides knowledge, understanding and appreciation of previous events, people, practices and ideas. It orders them, renders them intelligible and discerns patterns of continuity and change. It provides the means whereby individual andcollective identities are formed and sustained. It enriches the present and illuminates the future. History is a distinctive and indispensable form of understanding practised across many generations. Human civilisation is marked by a preservation of the past in oral memory, documents, artefacts, monuments and traditions. History is a discipline with its own methods and procedures. It deepens ourunderstanding of humanity, creativity, purposes and values. History draws on and contributes to other bodies of knowledge. Historical inquiry involves the retrieval, comprehension and interpretation of sources, and judgment, guided by principles that are intrinsic to the discipline. It yields knowledge that is based on the available evidence, but remains open to further debate and future reinterpretation.It develops in students the ability to recognise varying interpretations of history and to determine the difference between fact, opinion and bias. History stretches from the distant past to the present, and provides a deeper understanding of present-day events as well as the enduring significance of earlier ones. It introduces us to a variety of human experience, enables us to see the world...
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