A process for programming a unit of learning: History K–10

Planning

Aim

Curriculum planning and programming aims to:

  • be responsive to student needs

  • provide a seamless progression of learning within and across school years

  • focus on learning of high intellectual quality and significance

  • make explicit high expectations for learning and achievement

  • enhance professional practice through collaborative development and evaluation.

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These aims are described in the Programming for quality teaching and assessing course.

Schools will provide teaching and learning programs that enable all students to develop the knowledge, skills and values to ensure that they maximise their potential to live fulfilling, productive and responsible lives.

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Reflect on or discuss the implications of this statement for the planning of history K–10.

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Video screen shot for 'Hit without being hit – the Boffin, the Builder, the Bombardier – Episode'

Watch aspects of the video Hit without being hit – the Boffin, the Builder, the Bombardier – Episode (10.04 mins).

Your school context

The school context can be analysed according to:

  • students needs

  • school identified priorities

  • pedagogical considerations

  • teacher and student interests

  • teacher expertise

  • community history and local context.

The diagram on the right locates planning in the teaching and learning cycle.

Quality teaching and assessing flow chart.

Click the diagram and view the Teaching and learning cycle tab for more information.

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With reference to the teaching and learning cycle, identify, review or discuss the cultural factors of your school context which will impact on developing a curriculum plan for history. Record your responses to Your school context and history K–10 (.pdf 96kB) in the Activity booklet.

The Board of Studies NSW History K–10 Syllabus provides teachers with information about learning in history from Kindergarten to Year 10. This continuum of learning supports curriculum planning and programming for the increasing complexity of knowledge, understanding and skills based on the syllabus outcomes and content descriptions.

The continuum of learning supports the transition between stages, especially from Stage 3 to Stage 4, where both primary and secondary teachers can cross reference learning across these two stages. The role of the concepts and skills descriptions included in the syllabus supports teachers to differentiate learning in all stages.

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View the History K–10 continuum of learning PowerPoint (.ppt 651kB) which demonstrates the building in complexity of skills, knowledge and understanding in reference to syllabus outcomes.

Curriculum planning process

A detailed knowledge of the syllabus underpins the curriculum planning process. Referencing the syllabus requirements, including outcomes and their supporting syllabus content or subject matter descriptions for primary HSIE, including history K–6 and secondary history 7–10, ensures that planning is strategic and manageable.

Diagram showing a school curriculum planning process

Planning for primary school needs to consider history in conjunction with the HSIE strands of Cultures, Environments and Social Systems and Structures of HSIE K–6. Some aspects of the content in the history syllabus may integrate with the subject matter of these 3 strands, as illustrated by this diagram.

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Annotate your chosen topic for the unit of learning, to show how the history content descriptions can connect with the other three strands of HSIE. Refer to Annotated content for Stage 2 (.pdf 102kB) document sample for guidance. You will need to photocopy or download the topic pages to complete the activity.

Diagram demonstrating History in conjunction with other HSIE strands

Teachers planning for secondary history need to consider:

  • The pattern or path of learning, and provide reasons for the selection of Depth Studies considering the internal options available. This pattern of learning must reflect the needs and interests of the students and school community.

When, how and where should ‘overviews’ be used? These are identified at the beginning of each period of world history.

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Develop Pattern of learning for Years 7–10 (.pdf 162kB) using the profroma provided in the Activity booklet.

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Engage with the Building capacity resource for history on Overviews and Depth Studies. After you have looked at the Building Capacity resource, discuss with colleagues and record your answers to the following questions in relation to your chosen topic using the template Overviews for Years 7–10 (.pdf 93kB) provided in the Activity booklet:

  • Will the Overview (10% of the total course time) be taught as a brief introduction to, or be integrated within the Depth Studies?

  • What contribution will the Overview make to the achievement of outcomes?

How will the Overview be taught to enhance students’ understanding of the Depth Studies?

An overview for planning HSIE and history syllabuses

Scope and sequences are an important tool to ensure content consistency is taught for all students. Each school will apply an individual approach.

A scope and sequence maps what will be taught and when this is to happen. It will show syllabus outcomes/content, organised into coordinated topics that are balanced and time effective, which reflect the context of your school.

Each primary school, or faculty including history, will need to consider both a collaborative process for developing a scope and sequence and the amount of detail and the format this is recorded in.

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Review and discuss the sample visual depiction (.pdf 127kB) of how to incorporate history into HSIE as a scope and sequence. Even though developing a scope and sequence is not a requirement of this course, consider the scope of this model for developing a scope and sequence that integrates the 4 strands of HSIE.

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Use a chart to collaboratively map the HSIE and history syllabus outcomes and content to support balanced teaching across the 4 strands. A HSIE with history K–6 continuum of learning is the goal of a scope and sequence with a considered transition from one stage to the next.

A scope and sequence needs to include:

  • the title of each unit

  • the sequence of each unit for the year/stage

  • the duration of each unit

  • the syllabus outcomes included in each unit (these are commonly represented by outcomes codes)

  • any specific-subject requirements (for example, text requirements, student research projects, a site study or time allocated to major aspects of a course)

  • additional information based on common practice in particular subject areas or particular school requirements.

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Visit the Board of Studies NSW website for some sample history 7–10 scope and sequences or refer to a scope and sequence of your own

Schools need to regularly revise and cross reference their scope and sequence to the syllabus requirements, to ensure that changes in school context, assessment schedules, resources and staff expertise are reflected positively in school planning.

Presenter notes

Indicative time: 45 minutes

This tab provides participants with an opportunity to:

  • learn more about planning for history using the history K–6 and 7–10 syllabuses

  • build the capacity to design a unit of learning using specific planning processes.

In particular, participants will:

  • reflect on the significance and purpose of planning for teaching and learning in history

  • explore how to plan within the school and classroom context

  • explore the continuum of learning in the syllabus

  • integrate history with the other HSIE strands (primary only)

  • become aware of unique needs when planning for History in 7–10 (secondary only)

  • review scope and sequence requirements

Provide time for participants to complete the tasks included in the Activity booklet as required. Participants may prefer to work in pairs for these activities. Allow time for reflection or discussion as appropriate.

  1. Access the link to the Curriculum Planning and Programming for Quality Teaching, Assessing and Reporting document.

  2. Reflect on the statements about planning for History K–10. Encourage discussion and share the responses.

  3. Access the video link Hit without being hit – the Boffin, the Builder, the Bombardier – Episode 1.

  4. Engage with the Quality teaching and assessing diagram.

  5. Encourage a review of factors influencing school context and record these in the Activity booklet under Your school and context for history K–10.

  6. View and discuss the PowerPoint presentation History K–10 continuum of learning, then examine and discuss how the continuum builds in complexity for student outcomes.

  7. Provide the resources to download or photocopy stage K–6 content pages to highlight and annotate (primary only).

  8. Complete the 7–10 history pattern of learning proforma in the activity booklet (secondary only).

  9. Refer teachers to the Building Capacity resource and complete the questions in the activity booklet on how to address the overviews (secondary only).

  10. Use the sample a scope and sequences provided to promote discussion about the importance of planning and programming for the History K–10 syllabus.