This collection of professional learning resources will support teachers implementing Victorian Curriculum History. The resources focus on the Historical Concepts and Skills and were developed in collaboration with the History Teachers’ Association of Victoria.
This collection of resources comprises one PowerPoint presentation for each of the five Historical Concepts and Skills at each of the following points in the continuum of learning:
- early primary (Foundation to Level 4), when students are introduced to the Historical Concepts and Skills and use them to explore their family and local contexts
- the transition from primary to secondary (Levels 5 to 8), when students consolidate their application of the Historical Concepts and Skills through the study of Australian, ancient and medieval history
- lower secondary (Levels 7 to 10), when students develop greater proficiency in the application of the Historical Concepts and Skills as they examine the ancient, medieval and modern worlds.
At some levels, there are accompanying Student Handouts and Teacher Notes to supplement the presentations.
Each presentation adheres to the following structure:
Introduction: This section introduces the skill.
Skill in the curriculum: This section contextualises the skill in the curriculum, unpacks the achievement standards and content descriptions, and draws connections between the Historical Concepts and Skills and Historical Knowledge.
Towards the classroom: This section explores how you can approach teaching the skill and includes examples of classroom activities.
Example of practice: The slides in these sections contain two extended classroom activities based on the skill at a particular curriculum level.
Conclusion: This section contains a closing reflection task to help you apply your learning in the classroom.
These presentations are designed for use by individual teachers, teaching teams or professional learning communities.
This short video provides an overview of the resources and introduces strategies for their use.
Individuals and groups, events and ideas, developments and moments are not historically important or influential simply because they occurred. Rather, historical significance is a process of active interpretation that evaluates impacts on individuals and societies.
Foundation to Level 4
Levels 5 to 8
Levels 7 to 10
Cross-curriculum resources
This resource will help teachers and schools identify strong links between History and the capabilities. It will also help teachers design learning activities.
The resource assumes familiarity with the History curriculum. It links aspects of this curriculum with Ethical Capability, Critical and Creative Thinking, Intercultural Capability and Personal and Social Capability.
Note: It is a school decision as to which capabilities are linked to which learning area(s). To help support these decisions, this resource provides general advice on teaching and assessment, as well as specific illustrative advice related to History.
Why link learning in History to a capability?
The knowledge and skills learnt through the capabilities are highly transferable across learning areas and are applicable throughout schooling and in later life.
The capabilities support the following History aims, for students to develop:
- understanding and use of historical concepts and skills, including sequencing chronology, using historical sources as evidence, identifying continuity and change, analysing cause and effect, and determining historical significance
- capacity to undertake historical inquiry, including skills in the analysis and use of sources, and in explanation and communication of arguments.
Identifying a strong link between a capability and History supports learning in both curriculum areas. There is strong justification to link a learning area and a capability in instances where:
- knowledge and skills taught in a capability would deepen students’ understanding of particular knowledge and skills in the learning area
- the learning area would provide context, background knowledge and other skills for the development of the capability.
How do we find strong links between History and the capabilities?
Looking over each capabilities curriculum, we begin to see broad links between the strands in different capabilities and in aspects of various strands and sub-strands of the History curriculum.
Linking the Critical and Creative Thinking strands to History
Critical and Creative Thinking consists of three interrelated strands. The table below provides an overview of each strand and how it links to
learning in History
Questions and Possibilities
Explore the nature of questioning and a range of processes and techniques to develop ideas
History and Critical and Creative Thinking mutually support students to …
develop their curiosity and imagination and construct effective questions as they undertake a disciplined process of investigation into the past
Reasoning
Explore how to compose, analyse and evaluate arguments and reasoning
History and Critical and Creative Thinking mutually support students to …
analyse cause and effect and construct arguments and explanations
Meta-Cognition
Explore the use of strategies to understand, manage and reflect on thinking, problem-solving and learning processes
History and Critical and Creative Thinking mutually support students to …
manage their learning and thinking as they develop historical understanding through the application of historical concepts and skills
Linking the Ethical Capability strands to History
Ethical Capability consists of two interrelated strands. The table below provides an overview of each strand and how it links to
learning in History.
Understanding Concepts
Understanding and applying key concepts and ideas concerned with ethical issues, outcomes, principles and values
History and Ethical Capability mutually support students to …
understand multiple historical perspectives and how events, contexts and ethics influence each other
Decision Making and Actions
Understanding ways to respond to ethical problems and factors and challenges that influence ethical decision-making and action, and applying this understanding to different contexts
History and Ethical Capability mutually support students to …
determine historical significance and why and how individuals and movements shape, promote and resist change
Linking the Intercultural Capability strands to History
Intercultural Capability consists of two interrelated strands. The table below provides an overview of each strand and how it links to
learning in History.
Cultural Practices
Describing, observing and analysing characteristics of their own cultural identities and those of others; and using critical reflection to better understand the perspectives and actions of individuals and groups in specific situations and how these can be shaped by culture
History and Intercultural Capability mutually support students to …
understand cultural and historical contexts and practices, the influence of culture on historical perspectives; and the ways events and intercultural relationships and experiences influence each other in different historical contexts
Cultural Diversity
Understanding the nature of cultural diversity and critically examining the concept of respect, challenges and opportunities created by cultural diversity and the way in which cultural diversity shapes and contributes to social cohesion
History and Intercultural Capability mutually support students to …
understand the historical conditions shaping cultural diversity, the challenges and opportunities created by cultural diversity, and the connections between cultural diversity and social cohesion related to different historical events, individuals, groups and ideas
Linking the Personal and Social Capability strands to History
Personal and Social Capability consists of two interrelated strands. The table below provides an overview of each strand and how it links to
learning in History.
Self-Awareness and Management
Develop the knowledge and skills to regulate, manage and monitor their emotions and interpret and assess their personal characteristics in the context of development of resilience
History and Personal and Social Capability mutually support students to …
develop an understanding of the concepts of continuity and change and how this contributed to adaptability as demonstrated by people in the past; and develop knowledge and skills to work independently and show initiative
Social Awareness and Management
Learn to participate in positive, safe and respectful relationships; critique societal constructs and discrimination; and negotiate with others and work collaboratively
History and Personal and Social Capability mutually support students to …
develop skills for collaborative historical inquiry and the capacity to use historical concepts and skills to critique societal constructs and forms of discrimination, how these have changed over time, and how and why it is difficult to judge actors and events in the past with today’s values
Asking the following questions can be a first step in identifying strong links:
- Which of the learning area content descriptions reflect concepts or other knowledge and skills in a capability?
- Would explicit teaching and learning related to the identified link support progress towards the achievement standards for the learning area and/or capability?
The example below identifies a link between a Levels 5 and 6 History content description and Levels 5 and 6 Critical and Creative Thinking content description. The identified link is between the causes of significant events (History) and different kinds of questions (Critical and Creative Thinking).
Once a strong link is identified, a learning activity can be designed that enables progression towards the appropriate History achievement standard as well as the appropriate capability achievement standard (again, see the example below). This may involve incorporating other relevant content descriptions to create a sequence of learning, for example, to build opportunities to apply this knowledge to active civic participation.
Note: The example activity idea below is adapted from the Analysing Cause and Effect resource, Levels 5 to 8, in the VCAA’s
Understanding Victorian Curriculum Historical Concepts and Skills resources.
Example: Linking a Levels 5 and 6 History content description and a Levels 5 and 6 Critical and Creative Thinking content description
This table includes a selected content description and achievement standard extract for both History, Levels 5 and 6, and Critical and Creative Thinking, Levels 5 and 6, plus linking notes and an activity idea.
| | History, Levels 5 and 6 | Linking notes and activity idea | Critical and Creative Thinking, Levels 5 and 6 |
|---|
Content description | Explain the causes of significant events that shaped the Australian colonies, contributed to Australian Federation and the effects of these on Aboriginal and Torres Strait Islander peoples and migrants
(VCHHC086) | Can both Critical and Creative Thinking and History help us to explain cause and effect? Yes. Critical and Creative Thinking can help us understand that different kinds of questions can be constructed for different purposes, including for exploring cause and effect, and History can help us understand the language of cause and effect. Through a range of given examples, students are introduced to the language underpinning cause and effect. They draw on the language to construct questions about cause and effect using the given examples as stimulus and explore how these create different kinds of questions with different uses. They apply their understanding to focus or expand their thinking on cause and effect in relation to a given case study on a significant historical event. | Examine how different kinds of questions can be used to identify and clarify information, ideas and possibilities
(VCCCTQ021) |
Achievement
standard extract | By the end of Level 6, students identify and describe change and continuity and explain the causes and effects of change on society. | By the end of Level 6, students apply questioning as a tool to focus or expand thinking. |
How do we assess the capabilities?
Student understanding of a capability’s knowledge and skills is assessed against its achievement standards. The key to formative and summative assessment is explicit teaching of the discrete knowledge and skills underpinning the capability’s content descriptions in such a way that students are supported to progress towards the targeted achievement standard. Explicit teaching builds shared understanding of knowledge and skills, which provides a foundation for setting transparent expectations of what should be shown in student work and for feedback.
For general advice on teaching and assessment and transfer of learning, see
General resources for the capabilities.
Examples of learning activities that link History and the capabilities
All examples are illustrative only and assume familiarity with the History curriculum.
Learning activity idea: As part of a sequence of lessons on personal histories, students explore similarities and differences between their daily lives and perspectives of daily life during their parents’ and grandparents’ childhoods. They identify perspectives about changes to daily life from people in the past or present. They are guided to identify that two people can have different opinions on the same event and consider how and why reasons and examples are used to support and understand a point of view.
This activity would strengthen learning in both History and Critical and Creative Thinking through identifying a purpose for using reasons and examples when developing a point of view or historical argument (see
VCCCTR006).
Note: This example is adapted from the Using Historical Sources as Evidence resource, Foundation to Level 4, in the VCAA’s
Understanding Victorian Curriculum Historical Concepts and Skills resources.
Learning activity idea: As part of a sequence of lessons on using historical sources as evidence, students compare different perspectives of people in the past as found in accounts given by free settlers of their journey to Australia. As part of developing a description of different perspectives, students consider whether there is evidence of adaptability and persistence when faced with the challenge of the journey to Australia.
This activity would strengthen learning in both History and Personal and Social Capability through enabling students to consider examples of the link between persistence, adaptability and challenging situations and change, and to further develop their understanding of the challenges facing free settlers on their journey to Australia and their responses (see
VCPSCSE018).
Note: This example is adapted from the Using Historical Sources as Evidence resource, Foundation to Level 4, in the VCAA’s
Understanding Victorian Curriculum Historical Concepts and Skills resources.
Learning activity idea: As part of a sequence of lessons on identifying and describing patterns of continuity and change in daily life for migrants in the Australian colonies, students consider how aspects of daily life are influenced by culture and how culture and intercultural experiences in the Australian colonies influenced patterns of change and continuity in daily life.
This activity would strengthen learning in both History and Intercultural Capability through developing student understanding of cultural context and which aspects of daily life are influenced by culture, how migration is an intercultural experience, and how intercultural experiences can influence behaviours over time (see
VCICCB009 and
VCICCB010).
Note: This example is adapted from the Identifying Continuity and Change resource, Levels 5 to 8, in the VCAA’s
Understanding Victorian Curriculum Historical Concepts and Skills resources.
Learning activity idea: As part of a sequence of lessons on determining historical significance, students consider the idea in historical thinking of ‘progress’, or the advancement of human societies over time, and contrast this with the idea of ‘decline’. As part of this discussion, students identify ethical concepts and values in interpretations of what it is to undergo progress and decline, for example, a vision of what a good life or society is like. They examine the extent to which similarities and differences in perspectives on progress or decline over time involve any similarities or differences in what is considered important in how we ought to live.
This activity would strengthen learning in both History and Ethical Capability through further developing students’ understanding of the concept of historical significance and how what is valued and how much it is valued might differ between individuals and groups at a particular time and over time (see
VCECU015 and
VCECU016).
Note: This example is adapted from the Determining Historical Significance resource, Levels 7 to 10, in the VCAA’s
Understanding Victorian Curriculum Historical Concepts and Skills resources.
Learning activity idea: As part of a sequence of lessons on the making of the modern world, students develop an argument on how new ideas and technological developments contributed to change in the period from 1750 to 1918. They support their argument with historical evidence and include consideration of opposing historical perspectives and/or interpretations suggested by particular historical sources. Students are guided to understand the importance of considering opposing arguments and how to use them when developing a line of argument.
This activity would strengthen learning in both History and Critical and Creative Thinking through further enabling the ability of students to develop complex arguments that reflect the contested nature of historical debates and demonstrating the importance of consideration of opposing arguments (see
VCCCTR048).
For more resources to support the teaching of all four capabilities, see the individual capability resources webpages and
General resources for the capabilities.
Other History resources
Using historical sources as evidence is foundational to historical thinking and inquiry and to students’ understanding of the past, and ‘Historical sources as evidence’ is one of five Historical Concepts and Skills sub-strands in the History F–10 curriculum.
This resource provides ideas and tips for teaching and learning activities using historical sources, including templates to support students’ use of historical sources.
Using historical sources – History F–10
1967 Referendum
The ‘1967 Referendum – Sample History Unit’ is based on the 1967 Referendum, which was a significant milestone in the progress towards equal rights for Australia’s Aboriginal and Torres Strait Islander peoples. The referendum holds great symbolic importance for Aboriginal and Torres Strait Islander peoples and much relevance for students today to assist their understanding of the complex society in which they live.
The unit is a series of six activities and a historical inquiry assessment task which could form part of a unit of learning on ‘Rights and freedoms (1945-the present)’, at Levels 9 and 10. The unit also contains a section ‘Background reading on the 1967 Referendum’, which teachers should consult before beginning the teaching and learning activities.
1967 Referendum
1967 Referendum
The Battle of Long Tan
The ‘Battle of Long Tan – Sample History Unit’ is based on a key battle in the Vietnam War involving Australian armed forces. The unit is designed to be used at levels 9 and 10, contains six areas for student learning and could form part of a unit of learning on “The globalising world: Political Crisis”. The material for each area includes the relevant content descriptions from the Victorian Curriculum History, an overview of the objectives and key questions, suggested learning activities and assessment tasks for students, and a listing of the teacher and student materials relevant to the objectives and key questions.
Battle of Long Tan
Battle of Long Tan
External resources
The following external links are for teacher reference purposes. They do not constitute VCAA endorsement of the views or materials contained on these sites.
The following external links are for teacher reference purposes. They do not constitute VCAA endorsement of the views or materials contained on these sites.
Aboriginal Change Makers
Aboriginal Change Makers is a teaching resource for Victorian schools that presents amazing stories of political and social activity, self-determination and empowerment, as well as the struggle for recognition in the face of another more dominant and colonising society. Topics and concepts are presented with teaching notes and suggested activities to provide a flexible and practical learning guide. Aboriginal Change Makers is available to view online or download as a free eBook.
Australian War Memorial
The
Australian War Memorial uses memorial boxes, case studies, source activities and publications to engage students in thinking about the commemoration of Australian involvement in war and conflict.
Melbourne Holocaust Centre
Students can explore the
Virtual Museum and other interactive resources at the
Melbourne Holocaust Centre to discover the stories and artefacts of Melbourne survivors, prompting deep engagement with the lessons of the Holocaust.
Melbourne Museum
The
Education Programs and Resources offers a selection of curriculum appropriate activities, programs, exhibitions and excursion packages for students and teachers.
National Archives of Australia
The
National Archives of Australia provides a substantial source base and is foundational in recording the memory of our nation – collecting and preserving Australian Government records that reflect our history and identity.
Resources for students and teachers provides access to connect the collection to classroom activities.
National Museum Australia
The National Museum Australia provides a range of
classroom learning resources to support the teaching of Australian history, Indigenous culture and history, and historical skills.
The Shrine of Remembrance
The Shrine of Remembrance offers a range of
educational activities for students and classroom resources.