Ongoing Collection of work (Written, spoken/signed, multimodal) Research: Presentation (Multimodal) End of Supervised assessment: Response (Written) 14–16 unit The purpose of this assessment is to make judgments The purpose of this assessment is to make judgments The purpose of this assessment is to make about responses to a series of focused tasks about to research, collect, judgments about responses that are students’ children’s/students’ abilities students’ within a specified context and based on the process of analyse and draw conclusions about historical produced independently, under supervision and historical inquiry. sources. in a set time frame. Prep to Year 7 Prep to Year 2 Children/students create a collection of work related to Teachers and children collaborate to gather and the concepts, content and contexts of the unit. The record information and create a multimodal collection of work could include: presentation related to the concepts, content and contexts of the unit. written explanations questions of, and responses to, source material Year 3 and Year 4 annotated timelines Students conduct research and create a multimodal presentation related to the concepts, content and graphic organisers contexts of the unit. debates or discussions (with notes) physical/visual artefacts Year 5 to Year 7 re-enactments and roleplays Students conduct research and create a multimodal presentation related to the concepts, content and journal entries contexts of the unit. annotated photographs physical/visual artefacts. Moderation Teachers develop tasks and plan units. Teachers develop tasks and plan units. Teachers co-mark to ensure consistency of judgments. Teachers co-mark tasks to ensure consistency of judgments. Teachers calibrate A–E samples of student work that link to the Curriculum leaders moderate randomly sampled research and standards before marking tasks. They moderate to ensure folios to ensure consistency of judgments. consistency of judgments. Teachers select representative folios and meet to ensure consistency of judgments before marking tasks. feedback judgments use Make
Ongoing Collection of work (Written, spoken/signed, multimodal) The purpose of this assessment is to make judgments about students’ responses to a series of focused tasks within a specified context and based on the process of historical inquiry. Prep to Year 7 Children/students create a collection of work related to the concepts, content and contexts of the unit. The collection of work could include: written explanations questions of, and responses to, source material annotated timelines graphic organisers debates or discussions (with notes) physical/visual artefacts re-enactments and roleplays journal entries annotated photographs physical/visual artefacts. 14–16 Research: Presentation (Multimodal) The purpose of this assessment is to make judgments about children’s/students’ abilities to research, collect, analyse and draw conclusions about historical sources. Prep to Year 2 Teachers and children collaborate to gather and record information and create a multimodal presentation related to the concepts, content and contexts of the unit. Year 3 and Year 4 Students conduct research and create a multimodal presentation related to the concepts, content and contexts of the unit. Year 5 to Year 7 Students conduct research and create a multimodal presentation related to the concepts, content and contexts of the unit. End of unit Supervised assessment: Response (Written) The purpose of this assessment is to make judgments about students’ responses that are produced independently, under supervision and in a set time frame. Make judgments and use feedback Moderation Teachers develop tasks and plan units. Teachers co-mark tasks to ensure consistency of judgments. Teachers develop tasks and plan units. Teachers calibrate A–E samples of student work that link to the standards before marking tasks. They moderate to ensure consistency of judgments. Teachers select representative folios and meet to ensure consistency of judgments before marking tasks. Teachers co-mark to ensure consistency of judgments. Curriculum leaders moderate randomly sampled research folios to ensure consistency of judgments.
ac_history_p7_multi_year_level_plan.docx