8.8 At the conclusion of the two-year course of study, the completed student profile must show: the three exit criteria the assessment plan as implemented by the school a method of identifying the assessment used for exit purposes (a tick, circle, highlight, etc.) achievement standards in each of the exit criteria. In the period between verification and exit, one or more criteria must be assessed, including criterion 2. 8.9 On completion of the course of study, the school is required to award each student an exit level of achievement from one of the five categories: Very High Achievement High Achievement Sound Achievement Limited Achievement Very Limited Achievement. The school must award an exit standard for each of the three criteria, Planning and using an historical research process, Forming historical knowledge through critical and based on the principles of inquiry, Communicating historical knowledge, assessment described in this syllabus. The criteria are derived from the general objectives and are described in section 3. The standards associated with the three exit criteria are described in table 4. When teachers are determining a standard for each criterion, it is not always necessary for the student to have met each descriptor for a particular standard; the standard awarded should be informed by how the qualities of the work match the descriptors overall. Criteria and standards for each task are to be derived from the exit criteria and standards matrix. The standards descriptors are to be selected so that they are specific to the task. Not all criteria, or all aspects of a criterion may be present in any one task. Across a two-year course, students should be several opportunities to develop the understandings and processes that are described in each criterion. Of the seven key competencies, the four that are relevant to assessment in this subject are embedded in the descriptors in the standards matrix. The descriptors refer mainly to elements of (criteria 1 and 2) collecting, analysing and organising information, (criterion 3), communicating ideas and information, planning and organising activities (criterion 1), and (criterion 2). solving problems
8.8 At the conclusion of the two-year course of study, the completed student profile must show: the three exit criteria the assessment plan as implemented by the school a method of identifying the assessment used for exit purposes (a tick, circle, highlight, etc.) achievement standards in each of the exit criteria. In the period between verification and exit, one or more criteria must be assessed, including criterion 2. 8.9 On completion of the course of study, the school is required to award each student an exit level of achievement from one of the five categories: Very High Achievement High Achievement Sound Achievement Limited Achievement Very Limited Achievement. The school must award an exit standard for each of the three criteria, Planning and using an historical research process, Forming historical knowledge through critical inquiry, and Communicating historical knowledge, based on the principles of assessment described in this syllabus. The criteria are derived from the general objectives and are described in section 3. The standards associated with the three exit criteria are described in table 4. When teachers are determining a standard for each criterion, it is not always necessary for the student to have met each descriptor for a particular standard; the standard awarded should be informed by how the qualities of the work match the descriptors overall. Criteria and standards for each task are to be derived from the exit criteria and standards matrix. The standards descriptors are to be selected so that they are specific to the task. Not all criteria, or all aspects of a criterion may be present in any one task. Across a two-year course, students should be several opportunities to develop the understandings and processes that are described in each criterion. Of the seven key competencies, the four that are relevant to assessment in this subject are embedded in the descriptors in the standards matrix. The descriptors refer mainly to elements of collecting, analysing and organising information, (criteria 1 and 2) communicating ideas and information, (criterion 3), planning and organising activities (criterion 1), and solving problems (criterion 2).
snr_mod_history_04_syll.docx