Understanding Continuity and Change in the Victorian Curriculum: Levels 7 to 10
Exploring the concept of continuity and change plays a crucial role in understanding historical events and developments. This content delves into how students at Levels 7 to 10 in the Victorian curriculum learn to identify, analyze, and evaluate patterns of continuity and change over time. Through examples of practice and achievement standards, students develop the skills to interpret historical events, causes, effects, and significance.
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Continuity and Change Levels 7 to 10
Introduction Provocation Continuity and Change in the curriculum context Continuity and Change in Victorian Curriculum History Continuity and Change in the continuum of learning Towards the classroom Examples of practice Conclusion
The only sensible deduction to be made is that neither change nor continuity can survive without the other; they are both integral parts of history. Preoccupation with one or the other produces distortion and ignores the immanence of both. Timothy Donovan, Historical Thought in America
Continuity and Change in Victorian Curriculum History
Victorian Curriculum History Learning in History Achievement Standard Skill/Concept Historical Knowledge
Learning in History Developing students ability to make sense of the past includes developing the ability to identify when the change occurred and when things continued unchanged. To identify continuity and change students should understand the significance of events, ideas, people and groups. The use of narratives and timelines as a starting point helps support students understanding of the sequence of events. Students should be able to identify turning points that caused change and use language to describe the speed, rate and the extent of change that was brought. Exploring questions allows students to understand that continuity and change involve multifaceted factors. Victorian History Curriculum, Learning in History: Identifying Continuity and Change
Achievement Standard Levels 7 and 8 Achievement Standard By the end of Level 8, students identify and explain patterns of change and continuity over time. They analyse the causes and effects of events and developments. They identify the motives and actions of people at the time. Students evaluate the significance of individuals and groups. Levels 9 and 10 Achievement Standard By the end of Level 10, students refer to significant events, the actions of individuals and groups, and beliefs and values to identify and evaluate the patterns of change and continuity over time. They analyse the causes and effects of events and developments and explain their significance.
Historical Concepts and Skills: Continuity and Change Levels 7 and 8 Identify and explain patterns of continuity and change in society to the way of life (VCHHC102) Levels 9 and 10 Identify and evaluate patterns of continuity and change in the development of the modern world and Australia (VCHHC126)
Connections Continuity and Change connects with: historical content knowledge instructional terms. Levels 7 and 8 Identify and explain patterns of continuity and change in society to the way of life (VCHHC102)
Connections: your turn Levels 9 and 10 Identify and evaluate patterns of continuity and change in the development of the modern world and Australia (VCHHC126) Identify: historical content knowledge instructional terms.
Continuum of learning Levels 5 and 6 Levels 7 and 8 Levels 9 and 10 Achievement Standard Students refer to significant events, the actions of individuals and groups, and beliefs and values to identify and evaluate the patterns of change and continuity over time. Achievement Standard Students identify and describe change and continuity. Achievement Standard Students identify and explain patterns of change and continuity over time. Historical Concepts and Skills Identify and describe patterns of continuity and change in daily life for Aboriginal and Torres Strait Islander peoples, native born and migrants in the Australian colonies (VCHHC085) Historical Concepts and Skills Identify and evaluate patterns of continuity and change in the development of the modern world and Australia (VCHHC126) Historical Concepts and Skills Identify and explain patterns of continuity and change in society to the way of life (VCHHC102)
Identify continuity and change in Levels 9 and 10 content descriptions. Historical Knowledge Australia at war (1914 1945): World War I Causes of World War I, the reasons why men enlisted to go to war, and how women contributed in the war effort (VCHHK139) Significant places where Australians fought and explore their perspectives and experiences in these places (VCHHK140) Effects of World War I, with a particular emphasis on the changes and continuities brought to the Australian home front and society (VCHHK142) Significance of World War I to Australia s international relationships in the twentieth century, with particular reference to the Britain, the USA and Asia (VCHHK143)
Historical Knowledge Continuity and Continuity and Continuity and What am I currently doing that I want to KEEP doing? What am I currently doing that I want to STOP doing? What am I currently doing that I want to CHANGE? change change change
Towards the classroom Levels 7 and 8 Students progress from identifying and describing continuity and change at Levels 5 and 6 to identifying and explaining them at Levels 7 and 8. Explaining requires a greater understanding of why things happen, or don t happen, and a more focused analysis of the pace, scale and impact of changes. They can then use this reasoning to build historical arguments for projects or historical debates. Students at this level integrate their skills in sequencing chronology or determining cause and effect when they consider continuity and change. They develop a wider vocabulary of terms to describe continuity or change in their unit of study and are able to use them in conjunction with substantive terms used to describe historical subject matter (for example, Pharaoh, papyrus or amphora)
Towards the classroom Levels 9 and 10 This is the first time the Victorian Curriculum asks history students to evaluate patterns of continuity and change. This requires students to apply their own judgment and form conclusions about what the evidence shows. To demonstrate this skill, students will need a deeper knowledge of the period and events that they are studying. Students are able to form a cogent argument, reflection or discussion about the patterns of change and continuity rather than simply providing examples of them. At this level, students are expected to have a more sophisticated understanding of continuity . Rather than perceiving it as the absence of change, they are able to discuss the reasons for continuity, and the forces at work to keep things stable or static.
Indicative examples By the end of Level 8: students can use a timeline to identify patterns of continuity and change over time students can identify how ways of life can change for some aspects of society but remain the same for others students can identify different elements of daily life that change for different groups: for example, religious, political or economic. By the end of Level 10: students can use a timeline to identify patterns of continuity and change over time students can identify how the pace of change can vary for different groups at different times students can identify how political, economic and social change varies from group to group, from time to time.
Classroom ideas Levels 7 and 8 Annotate an enhanced timeline to identify times when daily life changed for a group and times when it did not. It can differentiate between different social groups and classes. Analyse sources to identify continuity and change. Produce a written argument about what changed and what stayed the same for a particular individual or group. Levels 9 and 10 Annotate an enhanced timeline to evaluate changes or continuities experienced in the development of the modern world or Australia. Analyse a range of historical sources to identify and infer change over time. Produce a written argument about what changed and what stayed the same in relation to a historical event or development.
Example of practice Levels 7 and 8
2 Context In most school settings, Year 7 will see students from a range of primary schools coming together into your class. Start with activities that ensure all students have good conceptual understanding and skills when it comes to identifying continuity and change. Students will often find it easier to identify and explain changes, but continuity is of equal importance in shaping our understanding of the past. Even in times of great political and social upheaval, the daily life of citizens might be quite stable in terms of diet, work, religious practices and individual freedoms. It will help students to grasp this concept if you regularly draw their attention to the continuities that exist alongside the changes in the societies you study. The following slides contain a sample activity that illustrates one way of approaching Continuity and Change at this level.
3 Activity Key question: How do we describe continuity and change over time? Activity: Use the following slides and Levels 7 and 8: Continuity and Change Student Handout to develop students abilities to describe change over time.
4 Continuity and Change
5 Vocabulary Speed of change Degree of change Impact of change Continuity
6 Speed of change
7 How much change
8 Impact of change
9 Continuity
10 Identifying Continuity It is easy to identify the changes in society over time, but not always so easy to identify what has remained the same or similar: the continuities.
11 Identifying Continuity A good way to study continuities is to examine two or three points of time in the past and identify what has remained much the same at each point.
12 Identifying change and continuity in western society during the medieval period (c.590 AD to c.1500 AD) Activity
Example of practice Levels 9 and 10
2 Context To evaluate patterns of continuity and change, students need opportunities to: explore the similarities or connections between changes that happened in different places and different times consider the forces for continuity or stability that existed in different times and different places. The activities you create will join the dots for students so that they recognise these patterns along with the long- and short-term causes and effects of the changes. The following slides examine change and continuity in Australian conditions from the start of the 20th century to the early 21st century. The activity could be used to model the concepts of change and continuity at Levels 9 and 10.
3 Activity Key question: How do we recognise patterns of change over time? Activity: Use the following slides and Levels 9 and 10: Continuity and Change Student Handout to develop students abilities to describe change over time.
4 Continuity and change in Australian society during the 20th century
5 ACTIVITY 1 What do you think continuity means?
6 What do you think change means?
9 As historians, we study: what things have continued over time what things have changed over time and try to explain the causes and patterns of these.
10 There are different kinds of continuity and change that you can focus on when you research a historical event or period: political, power, government and laws economic social and cultural technological.
11 Activity 2 Using data from the Australian Census, students focus on one of either social change or cultural change.
Discussion points Are your students using adjectives that describe the pace, extent and type of change they identify during their investigations and activities? Does your teaching plan include opportunities for students to demonstrate their ability to evaluate patterns of change and continuity? Are your students better at identifying and describing change than continuity? What is one change that you could make to your lessons in the coming week that would help students who are struggling to understand this concept? Could you involve your students in a visual or dramatic demonstration of this concept? How do we design activities that cater for a wide range of learners?
Reflection activity Use the following thinking routine to reflect: What is the most important point? What are you finding challenging? What question would you most like to discuss? What is something you found interesting?
