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The Consultation Report on the Draft K–10 History Curriculum provides a brief description of the consultation process and a summary and analysis of all feedback received. The summary of the analysis describes the confirmation of the general directions of the draft curricula and the key issues raised that require action and the changes that will be made in response. The format and organization of the draft curriculum needs to be clarified and many respondents indicated that there would be a need for professional development and support material.
The Board of Studies began the process of developing the K–10 history curriculum after state and territory education ministers endorsed Australian Curriculum content descriptions for Foundation (Kindergarten in NSW) to Year 10 English, Mathematics, Science and History in December 2010. The Board of Studies conducted extensive consultation in Term 2 and 3 of 2011 to engage stakeholders and obtain their feedback on the draft curriculum. In addition, the study committee conducted targeted consultation meetings on individual aspects of the curriculum.
The learning continuum, presented through outcomes, content and stage statements, provides a useful description of the scope and sequence of learning in history from Early Stage 1 to Stage 5.
4 Summary of key matters raised and proposed actions
Summary
Feedback affirming the rationale
Key matters raised and proposed actions
Some respondents expressed concern about maintaining the current K-6, 7-10, and 11-12 structure in the new context of the K-10 continuum. Respondents felt that this would also affect the current model of K-6 HSIE in relation to the Australian Curriculum knowledge domains, particularly as Geography has not yet been finalised.
Key matters raised and proposed actions
The majority of survey respondents from both Primary (85%) and Secondary (90%) strongly agreed or agreed that the aim provided an overall aim of the syllabus, noting that it was concise, clear and practical. Other respondents felt that the aim should expand on the skills of historical inquiry, critical understanding of the past, the concept of citizenship and an explicit link to sound pedagogy.
Feedback affirming the aim
A large majority of primary (82%) and secondary (91%) respondents supported the objectives as defining, in broad terms, the knowledge, understanding, skills, values and attitudes to be developed through the study of history. Many respondents found the objectives concise, easy to understand and practical, with clear links to the content. Some respondents felt that they should be presented in more precise terms, as they considered them too general in their current form, especially in terms of knowledge and skills, values and attitudes.
Some respondents believed that there should be a greater gradation in the levels of objectives from Phase 4 to Phase 5.
Feedback affirming the objectives
Outcomes
The majority of respondents from both primary (83%) and secondary (87%) strongly agreed or agreed that the results make clear statements about the intended outcomes of teaching history at each stage. The results are appropriate for a range of student abilities, and they provide clarity and familiarity with the current K-6 HSIE syllabus. Some responses indicated that the results for phases 2 and 3 show little variation and are of a lower order of expectation.
Other respondents considered that historical skills should be included more clearly in specific outcomes and that some. The results, respondents argued, should clarify the content as this is critical to the clarity of teaching, learning and assessment. Year 7-10 respondents felt that the outcomes are clear and appropriate for Stages 4 and 5, and reflect the current program outcomes and the objectives of the draft curriculum.
Feedback affirming the outcomes
Content
Summary K–6
Feedback affirming the content
Students with special education needs, including Years 7–10 Life Skills outcomes and content
The inclusion of life skills results and content for grades 7-10 was also supported. class into the history curriculum. Advice on the inclusion of students with special needs was also supported. Respondents found that the advice regarding curriculum options and assessment of pupils with special educational needs was adequate.
Respondents also identified the value of existing support materials in providing further advice in relation to students with special educational needs. Appropriateness, variety, and potential to expand life skills outcomes and content for grades 7–10 were noted. Some content and concepts were felt to be too difficult for Life Skills, especially in the context of Life Skills students learning in a mainstream classroom.
Feedback confirming information about pupils with special educational needs, including outcomes and life skills content in Years 7-10.
Feedback affirming the information on students with special education needs, including Years 7–10 Life Skills outcomes and content
Clarification is sought on some of the advice, including the role of curriculum planning; access to age-appropriate content; teaching, learning and assessment adaptations; identifying students with special educational needs and students for whom the life skills course is designed. Advice is sought on how to program to meet the individual needs of students in a variety of settings. Clarification is sought about course options and requirements for students with special educational needs including students with special educational needs in K-6; and students undertaking Life Skills outcomes and content.
The revised National Definition of Disability and the Disability Standards for Education will be used in this process. Advice on planning, programming and adapting teaching, learning and assessment activities to meet the needs of pupils with special educational needs will be provided in the supporting material. The advice in the supporting document Life Skills Years 7-10: Advice on Planning, programming and Assessment will also be reviewed.
The advice given in the syllabus and supporting materials will be reviewed and clarified. The nature and purpose of outcomes and content should be reviewed to ensure that they meet the needs of students with greater difficulties.
Summary Respondents co
Feedback affirming the continuum of learning in History K–10
Assessment
Feedback affirming the assessment advice
Other comments
Some respondents praised the draft curriculum's clarification of Australian Curriculum content descriptions by including outcomes. Many respondents commented on the need for professional development and resource support for planning, teaching and assessing outcomes, skills and content in history, particularly for primary teachers. K–6 teachers commented on the need for advice on ways to teach other strands of K–6 HSIE, such as cultures, environment, and social systems and structures.
The amount of content to be delivered within the available hours, especially in stage 5, remains a significant issue.
Feedback affirming the general directions of the draft syllabus
There is concern that due to 8 Delay in implementation Delay in implementation, NSW will survey (1) the Australian curriculum in NSW. Further advice and support is required for teachers in relation to supporting pupils with special educational needs in an integrated setting. Advice for teachers about programming for life skills outcomes and content in an integrated setting should be strengthened.
The advice in support materials for each syllabus will be reinforced with more detailed advice on curriculum adjustments and sample work units incorporating adjustments. The supporting document Life Skills Years 7–10: Advice on Planning, Programming and Assessment will be revised to include a sample work unit integrating life skills outcomes and content with mainstream outcomes and content.
6 Respondents
Responses were received from the following organisations and groups
Teacher consultation meetings
History K–10 draft syllabus afternoon consultations
7–10 Life Skills Other Total
Primary meetings
Special Education meeting
