Comments on: Teaching Australian history http://blog.larkin.net.au/2008/09/22/teaching-australian-history/ Thoughts on teaching, technology, learning and life in an era of change. Thu, 11 Mar 2010 20:26:47 +0000 http://wordpress.org/?v=2.9.2 hourly 1 By: Jason McKee http://blog.larkin.net.au/2008/09/22/teaching-australian-history/comment-page-1/#comment-761 Jason McKee Tue, 14 Oct 2008 22:45:18 +0000 http://blog.larkin.net.au/?p=769#comment-761 Personally I like the way that History is taught in NSW. As a History teacher I have a selection of a variety of cultures and civilisations pre-1900AD. The Stage 5 Australian History units where doomed from the outset as there were far too many topics and too little time to deliver them. If the Dept. is serious about History then perhaps they could structure the course similar to the way senior History is taught i.e. A single core (such as "Australians at War" and "The Aboriginal Experience") for years 9 and 10 which have common exam questions such as short answer response and two elective topics, one social and one political for each year. Finally one personality. This would allow teachers to develop locally oriented programs or some that might actually interest students. All exams could be generic extended response such as the current HSC Modern and Ancient, this would allow the teaching of the skills of History in the senior years rather than response writing techniques which currently takes a lot of the time. Personally I like the way that History is taught in NSW. As a History teacher I have a selection of a variety of cultures and civilisations pre-1900AD. The Stage 5 Australian History units where doomed from the outset as there were far too many topics and too little time to deliver them. If the Dept. is serious about History then perhaps they could structure the course similar to the way senior History is taught i.e. A single core (such as “Australians at War” and “The Aboriginal Experience”) for years 9 and 10 which have common exam questions such as short answer response and two elective topics, one social and one political for each year. Finally one personality. This would allow teachers to develop locally oriented programs or some that might actually interest students. All exams could be generic extended response such as the current HSC Modern and Ancient, this would allow the teaching of the skills of History in the senior years rather than response writing techniques which currently takes a lot of the time.

]]> By: John Larkin http://blog.larkin.net.au/2008/09/22/teaching-australian-history/comment-page-1/#comment-736 John Larkin Tue, 07 Oct 2008 11:30:41 +0000 http://blog.larkin.net.au/?p=769#comment-736 Thanks Tony and John. For many students History has become a chore. It is saddening. They love the Year 8 History syllabus with the Persian Wars, Viking warriors, castle construction, strange diets, modes of dress, Aztec sacrifice and all the other great stuff. The politicised content of Years 9 and 10 is such a struggle at times. We bring it to life but it is like reviving a dead patient at times. Excellent bloody links John! Jolly good! Most interesting. The article written by Justine Ferrari is most informative. Cochrane is correct about Windschuttle. What an unfortunate name. Windschuttle. Is a 'windschuttle' the thing you need when broken wind is tangible as opposed to tenous? Thanks Tony and John. For many students History has become a chore. It is saddening. They love the Year 8 History syllabus with the Persian Wars, Viking warriors, castle construction, strange diets, modes of dress, Aztec sacrifice and all the other great stuff. The politicised content of Years 9 and 10 is such a struggle at times. We bring it to life but it is like reviving a dead patient at times.

Excellent bloody links John! Jolly good! Most interesting. The article written by Justine Ferrari is most informative. Cochrane is correct about Windschuttle. What an unfortunate name. Windschuttle. Is a ‘windschuttle’ the thing you need when broken wind is tangible as opposed to tenous?

]]> By: John Daley http://blog.larkin.net.au/2008/09/22/teaching-australian-history/comment-page-1/#comment-720 John Daley Mon, 29 Sep 2008 10:53:07 +0000 http://blog.larkin.net.au/?p=769#comment-720 G'day John There have been 2 articles in The Australian newspaper over the past 2 days concerning history as storytelling rather than as straightforward analysis. This, according to the direction of the articles, has bearing on the way that history is received by students in schools. Whilst this might not exactly align with what you put in your post, John, I thought I'd draw these items to the attention of you and your readers. The article to which I refer is at: http://www.theaustralian.news.com.au/story/0,,24416689-2702,00.html A review of the book The Lieutenant by Kate Grenville - which has partly caused this discussion - is at: http://www.theaustralian.news.com.au/story/0,,24392823-25132,00.html I hope that this is of interest. Cheers! John G’day John

There have been 2 articles in The Australian newspaper over the past 2 days concerning history as storytelling rather than as straightforward analysis. This, according to the direction of the articles, has bearing on the way that history is received by students in schools.

Whilst this might not exactly align with what you put in your post, John, I thought I’d draw these items to the attention of you and your readers.

The article to which I refer is at:

http://www.theaustralian.news.com.au/story/0,,24416689-2702,00.html

A review of the book The Lieutenant by Kate Grenville – which has partly caused this discussion – is at:

http://www.theaustralian.news.com.au/story/0,,24392823-25132,00.html

I hope that this is of interest.

Cheers!

John

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