Teaching Heritage - Teaching the Outcomes

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You may view the complete NSW History Stages 4 and 5 here, including the tables of outcomes.

Outcomes express the specific intended results of the teaching of the syllabus. They are derived from the content of the syllabus and arranged in Stages. In a programmed unit of work students will work towards achieving several outcomes. It is not expected that students will achieve any one outcome in any single unit of work.

The History syllabus for Stages 4 and 5 in New South Wales forms part of a continuum of learning from Kindergarten to Year 12 in the Human Society and Its Environment (HSIE) key learning area, with students studying History in Stages 4—5 for 200 hours. Students may also study up to 200 hours of elective History.

History is a process of inquiry into questions of human affairs in their time and place. It explores the possibilities and limits of comparing past to present and present to past. It allows students to develop their critical powers and to grasp the superiority of thinking and evaluation over an impulsive and uninformed rush to judgement and decision. It allows students to gain historical knowledge and skills, and to evaluate competing versions of the past within a rational framework of inquiry. Through an investigation of history, students learn about the differences in human experience, allowing them to compare their lives with those of people of other times, places and circumstances and, in turn, to learn to know themselves.

You may view the complete NSW Geography Stages 4 and 5 here, including the tables of outcomes.

Outcomes express the specific intended results of the teaching of the syllabus. They are derived from the content of the syllabus and arranged in Stages. The outcomes are placed before the content relating to geographical tools, skills, values and attitudes and before the content of each focus area to indicate their importance in guiding teaching and learning.

Teaching/learning programs developed from this syllabus will integrate learning about the content relating to geographical tools, skills, values and attitudes and the content of focus areas. In a programmed unit of work students will work towards achieving several outcomes. It is not expected that students will achieve any one outcome in any single unit of work.

The key learning area of Human Society and Its Environment involves the study of people, cultures, societies and environments in different places and at different times. Students develop knowledge and understanding about diverse societies, local and global environments, and relationships between these environments and societies.

The study of Geography is an essential part of this key learning area, as it provides a unique opportunity for an integrated study of the spatial and ecological dimensions of the world. It requires an understanding of the significance of interrelationships on different scales, including local, regional, national, continental and global. It takes account of changes over time and space.

This syllabus is a revision of the 1992 Geography Years 7—10 Syllabus. It reflects several developments in curriculum writing since the implementation of the 1992 syllabus. In particular, it provides an explicit focus on civics and citizenship education, and the development of key competencies and literacy in the study of Geography.

Geography K—12 provides a framework that makes the world more understandable and enjoyable and which allows students to build an overall view of the world.

Where previous syllabuses provided some description of what could be taught, as well as broad intentions regarding student learning outcomes (through aims and objectives), there was little to support teachers in relation to standards beyond their own school-based experiences. What was missing were specified standards on which curriculum planning could be developed and teaching practice based, and from which student progress could be monitored.

It is now easier to identify what we expect students both to learn about and to learn to do. The ways in which students are taught and assessed are now framed by these standards.

Keeping records of assessment activities in a methodical way will provide a direct link to reporting. Record-keeping procedures could include: anecdotal records, observation notes, marks and grades, running records, comments and descriptions, time sampling, tracking sheets, checklists, portfolios, rating scales and student profiles. More information can be found here.

This website contains many teaching and learning activities, suggested unit plans, classroom resources and professional reading to assist in the development of learning programs, particularly for Stage 5 students. Some direct links can be found here that will help locate these.

Assessment should be structured so that students can demonstrate a range of outcomes through a variety of assessment tools and measurement techniques during the course time. The selected method of gathering and measuring this information is the responsibility of schools and teachers. Teachers should endeavour to select instruments based on the principles of effective assessment and the purpose for which the gathered information will be used.

Reporting of student achievement has a number of purposes for a range of audiences, and it may take a variety of forms. The form of a report must relate to its intended purpose and audience. It is also important to note that values and attitudes are an integral part of learning. Assessment and reporting of them, however, should be distinct from the assessment and reporting of knowledge, understanding and skills.



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