Teaching Heritage - Assessment

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	Consider the way social and political issues feature in the literature, music and/or religion of the community/communities being investigated. What aspects of the past are represented in songs, books and religious practices? How can these contribute to an understanding of contemporary discussions? Why is some of the past preserved and some lost? Present you ideas about the importance of a song, book or religious tradition to the cultural identity and sense of kinship within an Australian community.

Three forms of assessment are identified in the History and Geography Stages 4–5 syllabuses:

diagnostic – before the commencement of a teaching/learning program; formative during the program; and summative– at the end of the program.

Targeted outcomes for the unit Building Australian Identities – post second world war are the starting point for designing assessment tasks. The three sections in this unit aim to move towards more complex study issues – that is, the beginning study area is generally less demanding than the third. Teaching and learning activities, including assessment activities, reflect this progression.

Suggested assessment activities broadly fall into the following types.

Firstly, students plan a research activity based on their analysis of a variety of sources – they are assessed on the ideas they contribute to the development of the topic. Secondly, the research processes utilised by students are assessed. Thirdly, students are assessed on the presentation and communication of research findings, including recognition of the changing values in society and the way values and attitudes impact on current issues in Australian society.

Assessment activities – given under the targeted outcomes for this unit – follow:


	To read more about assessment, see the History and Geography syllabus sections on Assessment, including the Principles of Effective Assessment.ll sorts of interesting things.

Skills

S1 Explains the meaning, purpose and context of historical sources in order to deduce their usefulness for the purposes of inquiry

S2 Defines the purpose of an historical investigation and plans and conducts appropriate research with some independence

S3 Creates well-structured texts using evidence to describe, recount, explain, argue, challenge and discuss increasingly complex issues and problems

Knowledge and Understanding

S1 Compares and contrasts the social and cultural experiences of different people at various times

S2 Sequences historical events to show understanding of continuity, change and causation
Accounts for how and why the nature of Aboriginal and non-Aboriginal relations has changed

S3 Identifies various marginalised groups who have struggled for rights and freedoms

Values and Attitudes

S1 Develops respect for different viewpoints, ways of living, belief systems and languages

S2 Develops respect and acceptance of cultural diversity

S3 Develops understanding of strategies for redressing disadvantage and changing discriminatory practices