Teaching Heritage - Assessment

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	Prepare a class response to the proposals for action put forward. This could be published in the local media and copies sent to local government representatives. How do the views of your group differ from those of key players? In what ways are your ideas similar?

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 Reshaping cultural values – greenbans and beyond 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 their research findings, including recognition of changing values 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 different perspectives and historical interpretations about individuals, groups, events and issues

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 problems and issues

Knowledge and Understanding

S1 Accounts for how and why the nature of Aboriginal and non-Aboriginal relations has changed

S2 Accounts for how and why the rights and freedoms of various groups in Australian society have changed

S3 Explains the impact of international events on Australia’s history and evaluates Australia’s contribution to world affairs

Values and Attitudes

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

S2 Develops skills to participate in society in an informed way as individuals or members of groups

S3 Develops an appreciation of cultural identity and the shared heritage of all Australians