Assessment 1:

Modern History
BRAYDON WEBB

Braydon Webb
17506739 | WESTERN SYDNEY UNIVERSITY
 MODERN HISTORY UNIT OUTLINE
Core 1: Case studies: Tiananmen Square Massacre
UNIT DESCRIPTION
Through case studies, students will conduct an Inquiry-based
investigation into the key features of the Tiananmen Square
Massacre. This will cover different issues, individuals, groups
and concepts that occurred during this period. Students will learn
to identify forces and ideas and explain the significance of the
Trans-Atlantic slave trade. Students will get the opportunity to
study the various ways historians perceive, investigate, describe,
explain, record and construct the past. This will enable students
to describe, explain, understand, question, analyses and interpret
sources.
OUTCOMES:
P1.1 Describe the role of key individuals, groups and events of selected studies from
the eighteenth century to the present
P1.2 Investigate and explain the key features and issues of selected studies from the
eighteenth century to the present
P2.1 Identify forces and ideas and explain their significance in contributing to change and
continuity from the eighteenth century to the present
P3.1 Ask relevant Historical questions
P3.2 Locate, select and organize relevant information from different types of sources
P3.3 Comprehend and analyses sources for their usefulness and reliability
P3.4 Identify and account for differing and account for differing perspectives and
interpretations of the past
P3.5 Plan and present the findings of historical investigations, analyzing and synthesizing
information from different types of sources
P4.1 Use historical terms and concepts appropriately
P4.2 Communicate a knowledge and understanding of historical features and issues, using
appropriate and well-structured oral and written forms

DURATION OF UNIT: 24 hours

1 hour lessons
24 lessons
RESOURCES FOR THE UNIT:
https://www.youtube.com/watch?v=Wd0aW-4mV68 , https://www.youtube.com/watch?v=D8dZqzHQeGQ , News articles from western countries
compared to those from China, Textbook Pearson history. Pages 150-155, http://afe.easia.columbia.edu/special/china_1950_chailing.htm Guest
speaker, Worksheet, Laptops, iPads, http://www.tsquare.tv/chronology/Deng.html
KEY TERMS /CONCEPTS: (Vocabulary of the unit)
Autocracy
Communism
Democracy
Evidence
Ideology
Dissidents
Revolution
Students learn about
Focus Question: Discus the role of dissidents in China in the 1970s and 1980s
Chinese political History
China During the 1970s
1980s
Identify the nature of the
chinse government and the
influence of Mao and the
Cold War
Identify and analyse the role
of dissidents in China during
this period including
Students learn to:
Ask relevant historical
questions about selected
studies of the modern world
Locate, select and organise
information from different
types of sources, including
information and
communication technologies
(ICT), to describe and
analyse relevant features and
issues of selected studies of
the modern world
Analyse the major events
and issues relevant to
selected studies of the
modern world
Assess the forces for change
and continuity within
selected studies of the
modern world
Describe and evaluate the
role of key individuals and
groups in selected studies of
the modern world
Account for and assess
differing perspectives and
interpretations of significant
events, people and issues in
selected studies of the
modern world
Present the findings of
investigations on selected
LEARNING EXPERIENCES/ STRATEGIES RESOURCES
Time allocated to FQ- 8 lessons
The unit will begin with a mind mapping White Board/ Interactive app on
activity to see if students have any technology
background knowledge of China in the
1970s/1980s. Textbook Pearson history. Pages
150-155
Get students to read as a class pages
150-155 to gain a better understanding Test book use sources in text
of the historical context of Chinese book Fill in worksheets
history
A guest speaker from the 1960s-
Students will Read from a text book as a 1980s
class to get an idea of what life was like
in china in the 1970/80s.
To create deeper understanding, a guest
speaker from this era will come to the https://www.youtube.com/watch?v
school and speak about life in china and =Wd0aW-4mV68
tell stories of how politics influenced
day to day life.
Get students to watch
https://www.youtube.com/watch?v=Wd
0aW-4mV68 to identify the influence
Mao Zedong had on Chinese politics.
Question students of the effects of the
cold war on Chinese politics
Students will be re-introduced to 24 pens
communism and will use ICT to find an 24 pieces of paper
answer. After the teacher will construct
students, workers and
intellectuals
Communicate an
Primary source investigation.
Students will look at a case
study of one students
involved in the Tiananmen
square crisis and gain a
deeper understanding
studies of the modern world,
analysing and synthesising
information from different
types of sources
the rest. Ask students how they feel
understanding of relevant
concepts, features and issues
using appropriate and well-
structured oral and/or written
and/or multimedia forms
including ICT.
In groups of 4 students will look at a
the class as if it was communist.
Students will have all belongings taken
from them and given 1 pen and 1 piece
of paper. Teacher will pretend to keep
having everything taken from them?
Link this to the feelings of the Dissidents
in China. Emphasis there is no free
speech, only government media etc
primary source of a first person view of
the Tiananmen square. They will then A students first hand journal
write a small response to Were the http://afe.easia.columbia.edu/specia
protesters counter-revolutionaries or l/china_1950_chailing.htm
protesting for change in the political
system. Students will also need to
compile evidence by researching.
Students then will present their views on
the above question.

Focus Question 2: Describe and analyse the origins and nature of events in Tiananmen Square in June 1989 Time Allocated- 8 Lessons
Students will investigate the Research the history of Tiananmen
history of Tiananmen square square in pairs. Fill out the worksheet
for example where it is provided
located, its history of
protests, its significance in https://www.youtube.com/watch?v
china =D8dZqzHQeGQ
Students will look into the Students will watch the history channel
attempts at reform by Hu movie on the Tiananmen Square. This
Yaobang and what his will help unfold the origins and nature of
politics stood for events that occurred in Tiananmen Work sheets
Square in June 1989. Text book
Students will investigate the Regularly pause the film (over a series Primary sources -
death of Hi Yaobang, and of lesson) and use worksheets, text book https://edss0471.wordpress.com/res
analyse his influence of the readings, primary sources to help ources/
Tiananmen square massacre students develop a deeper understanding.
Get students to answer questions that
Students will learn about the make them critically think and analyse.
events that took place on the Students in pairs will create a detailed
3rd and 4th of June 1989 in timeline of this period
Tiananmen square

Students will complete a

timeline activity of the
events that occurred
Focus Question 3: Analyse the response of the Chinese Government under Deng Xiaoping after the Time allocated 3 lessons
massacre
Students will analyse Deng Xiaoping http://www.tsquare.tv/chronology/
Students will look into the speech after the Tiananmen Square Deng.html
response of the Chinese Massacre. Students will investigate the
government under Deng question Did this save china from going
Xiaoping into another civil war and economic
turmoil.
SCAFOLDING LESSON FOR
ASSESSMENT get students to look an
image of Deng Xiaoping. Get them to
pick out things in the photo that might
help to gain a better understanding of the
Students formulate and Tiananmen square event. For eg,
sequence historical questions Communist uniform, army like clothes,
to support an investigation of god like stance. After identifying the
different elements get students to think
how and why Deng Xiaoping about what the image portrays E.g.
imposed martial law Strength, innocence, evil etc.
Get students to analyse Deng Xiaopings
speech (compare his opinion of counter
revolutionarys or innocent civilians
protesting for basic human rights.
Students will be split into 2 groups, 1
apposing Deng Xiaopings actions and
one supporting his actions. Students will
be split into sub groups to argue of the
pros/cons on the; economic state of
china, reputation, view from allies,
political stability, prevent further blood
shed?

Focus Question 4: discus and investigate National and International repercussions of suppression in the Time allocated to FQ- 6 lessons
dissident movement
Get students to look for a Chinese News articles from western
Students will investigate the article from June 4. After minutes of not countries compared to those from
role of the media during the finding anything explain that it is banned China
national/international to report of the Tiananmen square. Use
repercussions of the discussion to emphasis the concealment http://www.history.com/speeches/b
suppression in the dissident of the events. ush-on-tiananmen-square
movement Students will now watch the video of
HW Bush responding to the massacre.
Look at the chinses He labels it as an internal affair. Get
governments policys students to unfold this label in groups.
(weather or not they Using the Tiananmen square photo from
changed) the assessment, analyse its significance
as one of few photos from the event.
This will lead to challenge the label
Investigate the concealment Deng Xiaping gave the protesters as
of the events that took place counter-revolutionaries.
at Tiananmen Square. Why
did they try to keep it secret?
Evaluation for lessons Evaluation:
Questions to ask after each lesson to guide reflective thinking
Did I communicate the subject matter clearly?
Did I supply students with all the correct materials for each lesson (text books, work sheets, websites etc)
Are the students engaging in the content and participating in classroom activities? If no, why?
Are the students practically applying the lesson content?
Are the students meeting syllabus outcomes?

If possible, get a supervisor teacher to sit in on lesson and give feedback on the above questions

Areas for concern

ESL students Inclusivity
A detailed scaffolding sheet has been provided for the assessment to help students who Group presentation in the lead up to assessment task in pre-lesson is a good example on how to get everyone involved.
struggle/ELA students. Breaks content down so they can submit a sound assessment task. Keeps Also the unit outline has a lot of pair learning activities. These promote everyone being actively participating throughout
them involved and guides their learning. the unit
Pre -Lesson
Year: 11 Syllabus section: Core 1: Case Studies

Unit Name: The Tiananmen Square Massacre: FQ 3: Analyse the response of the Chinese Government under Deng Xiaoping after
the massacre

Lesson Topic: Deng Xiaping Scaffolding for Assessment task 1 Duration: 60 mins

Prior knowledge/skills Resources

required Kahoot quiz
FQ1, FQ2 Image of Deng Xiaoping
Work Sheet to help deconstruct the image of Deng Xiaoping

Quality Teaching Elements (lesson focus) - Highlight relevant items

1. Intellectual Quality 2. Quality Learning Environment 3. Significance

1.1 Deep knowledge 2.1 Explicit quality criteria 3.1 Background knowledge
1.2 Deep understanding 2.2 Engagement 3.2 Cultural knowledge
1.3 Problematic knowledge 2.3 High Expectations 3.3 Knowledge integration
1.4 Higher-order thinking 2.4 Social Support 3.4 Inclusivity
1.5 Metalanguage 2.5 Students self regulation 3.5 Connectedness
1.6 Substantive communication 2.6 Student direction 3.6 Narrative
Syllabus outcomes:

P1.1 - Describe the role of key individuals, groups and events of selected studies from the eighteenth century to the present
P2.1 - Identify forces and ideas and explain their significance in contributing to change and continuity from the eighteenth century to the
present
P3.1 Ask relevant Historical questions
P3.3 Comprehend and analyses sources for their usefulness and reliability
P3.4 Identify and account for differing and account for differing perspectives and interpretations of the past
P4.1 Use historical terms and concepts appropriately

Students learn to: Describe and evaluate the role of Students learn about: Studentsformulate and sequence
key individuals and groups in selected studies of the historical questions to support an investigation of how
modern world and why Deng Xiaoping imposed martial law

PART B: RUNNING SHEET

Timing Lesson Student activity Teacher activity
content
5 Mins Kahoot Quiz Students will start the lesson on a quick recap of Teacher will need to access Kahoot.
information taught in the two previous focus questions. https://kahoot.it/ and use the log in
Students will be required to use a laptop, tablet or details
phone to access the quiz. Username: b.webb
Password: Lfclover1

https://play.kahoot.it/#/k/d6b573c7-d69e-42b7-aefb- Then access this link -

86d372d2a892 https://play.kahoot.it/#/k/d6b573c7-
d69e-42b7-aefb-86d372d2a892
5 mins Class Students will first encounter the picture of Deng Hand out worksheet to help students
discussion Xiaoping. The teacher will run them through how to
about the analyse the source using prompt questions https://newrepublic.com/article/10098
image including: 3/deng-xiaoping-mao-china-
1. What do you see? revolution-communism Image
2. Record any words in picture? What do they
mean?
3. Is there anything you recognise? Ect

20 mins Group Work Group students randomly ask students to quickly
line up in the day they were born 1 through to 31.
Then students will be split into groups of 3 to 4 in
order of the line. Ensure groups represent classroom
ability
Students in these groups will use the provided work
sheet and a laptop to quickly create a 2 slide
presentation about the image using the templet
provided
20 Mins Present group Students will present their 2-3 min presentations on
findings and how they analysed the source and what the
discuss their significance of the course in relation to China.
finding
Teach should walk from group to
group to offer them help with their
questions. For example,
Deng is wearing a communist uniform
what is the significance of this?
How does this relate to the
Tiananmen square massacre? Does
this picture show he is military
minded? Ensure you challenge
students to think critically.
Teacher should ask for clarification of
particular elements

PART C: EVALUATION AND SELF-REFLECTION

Assessment of student learning how have outcomes been achieved?

What worked well What needs improvement

Links to next lesson

Get students to analyse Deng Xiaopings speech (compare his opinion of counter revolutionarys or innocent
civilians protesting for basic human rights
Worksheet: Interpreting Sources: Images

Image access: http://chineseposters.net/themes/dengxiaoping.php

Breaking down the image
Students need to consider the following questions when analysing a source
Zeng Xiaoping (Paramount leader)
What is in the picture?
Think about:
Location
Person/people
Action
Event
Period in history

Are there any words?

Is there anything significant about the title of the

image?
Is there anything in the image you can recognise?

Is there any evidence that can back up your

interpretation

Is it propaganda? If yes, what could be its intension?

This picture expresses that Deng is a hero. Is this true?

(use reference to the Tiananmen Square events)

For more help analysing this assessment go to

https://www.mtholyoke.edu/courses/rschwart/hist283/Visual_images/Perlmutter_long.htm
After filling in the simple table with some interpretations of the image students in their groups now need to
make a small power point presentation showing three key findings.

Example:

HINT! This will be very useful for assessment task!

PART A: PREPARATION AND STRATEGIES
Year: 11 Syllabus section:

Unit Name: Core 1: Case studies: Tiananmen Square Massacre

Lesson Topic: Using Assessment for learning Duration: 60 mins

Tiananmen Square Resources: Attached work sheet, https://www.google.com.au/docs/about/ ,

Quality Teaching Elements (lesson focus) - Highlight relevant items

1. Intellectual Quality 2. Quality Learning Environment 3. Significance

1.1 Deep knowledge
1.2 Deep understanding
1.3 Problematic knowledge
1.4 Higher-order thinking
1.5 Metalanguage
1.6 Substantive communication
Syllabus outcomes:
2.1 Explicit quality criteria 3.1 Background knowledge
2.2 Engagement 3.2 Cultural knowledge
2.3 High Expectations 3.3 Knowledge integration
2.4 Social Support 3.4 Inclusivity
2.5 Students self regulation 3.5 Connectedness
2.6 Student direction 3.6 Narrative

P4.1 Use historical terms and concepts appropriately

P4.2 Communicate a knowledge and understanding of historical features and issues, using appropriate and well-structured
oral and written forms
Students learn to: Communicate an understanding of Students learn about: How to improve extended response
relevant concepts, features and issues using appropriate answers
and well-structured oral and/or written and/or
multimedia forms including ICT.

PART B: RUNNING SHEET

Timing Lesson content Student activity Teacher activity
2-3 Introduction Students will be working on becoming more Hand out students completed assessment
mins proficient at identifying their own weaknesses in tasks.
How to assessment on the Tiananmen Square. This will be
improve done by self-analysing their own work. Firstly, this Give general verbal feedback on the good
assessment will be done in pairs on an anonymous answer, then sections and sections that needed improving
task and build to their own using simplified marking criteria. in the students assessment task
critical thinking
skills on own Hand out the below worksheet
work.
2 mins Pair students Get students to line up at the front of the classroom This will get all students up and engaged in
up using birthday months. E.G. Jan, next to Feb, next the lesson, making it seem like fun. It will
march etc also help spread the portion of high
 achieving students to pair up with lower
achieving students.
5 mins YouTube Video https://www.youtube.com/watch?v=CkFWbC91PXQ Pick out quotes in the video to help show
Get students to watch this to help create the the significance of self-assessment
connectedness to them
Identifying Teacher will prompt students to analyse the
5 mins good elements work using these four questions
in essay on
worksheet Did the essay demonstrate knowledge
5mins and understanding origins and nature
Discuss findings Students in pairs will work on the below worksheet of events in Tiananmen Square in July
as a class annotating the practice assessment introduction. 1989?
Apply the skills of critical thinking and
analysis?
5mins Identifying bad
elements in Communicate ideas and information
essay on using relevant examples or references?
worksheet
Present a logical and cohesive
response (spelling, grammar,
5 mins Discuss as a
structure)
class

Pick students at random to contribute to

keep engagement

10 Re-write the Ensure you check on groups

mins introduction
together as a
class using Go around the room and make sure
suggestions everyone contributes to the essay
from students. introduction
Re-write a Now having developed their own self-reflection Teacher need to ensure students value
15-20 paragraph of skills, students will re-write one paragraph they student-self assessment, as it encouraged
mins their own think they could improve using the four simple students to take responsibility of their own
assessment reflection questions. learning. It incorporates self-monitoring,
self- evaluation and self-assessment.
*Get students to hand paragraph in via google docs
for marking*

PART C: EVALUATION AND SELF-REFLECTION

Assessment of student learning how have outcomes been achieved?

What worked well What needs improvement

Links to next lesson

Move onto next unit of work
Work Sheet ASSESSMENT FOR LEARNING

These are four simple marking guidelines which can be used to help evaluate assessment tasks.
Did the essay demonstrate knowledge and understanding origins and nature of events in Tiananmen Square in July 1989?
Apply the skills of critical thinking and analysis?
Communicate ideas and information using relevant examples or references?
Present a logical and cohesive response (spelling, grammar, structure)
In pairs, Students are required to identify parts of this introduction which could be improve using the four above marking
guidelines.

The 1989 Tiananmen square Massacre was in China. The Massacre took place on June 4th 1989. The Tiananmen protest ended

in tragic failure and people died. Army troops and tanks were sent to take control of the city and were ordered to clear the

square by firing at the crowd of protesters and The number of deaths has been a matter of controversy over the world until

now, which ranges from several hundreds to thousands. Tiananmen square was a tragic day is chines history. Deng Xiaoping

was responsible for the attack because he was communist.

Re-Write the introduction

Now re-write youre a paragraph in your returned assessment which could be improved! Submit your document to our google
Docs for marking!
 Modern History
Case Study 1: Essay question
Task 1
Topic: Case study Tiananmen Square
Marks: 20
Due Date: TBA
Outcomes to be assessed:
P1.1 describe the role of key individuals, groups and events of selected studies from the eighteenth century to the present
P2.1 identify forces and ideas and explain their significance in contributing to change and continuity from the eighteenth century to the present
P3.2 locate, select and organise relevant information from different types of sources
P3.3 comprehend and analyse sources for their usefulness and reliability
P3.4 identify and account for differing perspectives and interpretations of the past
P3.5 plan and present the findings of historical investigations, analysing and synthesising information from different types of sources
P4.1 use historical terms and concepts appropriately
P4.2 communicate a knowledge and understanding of historical features and issues, using appropriate and well-structured oral and written forms

Task: Essay 1000 words

Part 1: describe and discuss the origins and nature of events in Tiananmen Square in July 1989 (15
marks)

Part 2- Deng Xiaoping labelled the protesters as a counterrevolutionary rebellion. Unfold this
quote using the source and analyse whether this statement was true or not. Justify your answer (5
marks)

Key Terms

Analyse Identify components and the relationships between them; Draw out and relate
implications
Justify Provide reason in favour
Explain Support an argument or conclusion
Discuss Identify issues and provide points for and/or against
 Marking Guide
Part 1: Describe the origins and nature of events in Tiananmen Square in July 1989 Mark
Makes a clear judgement about the Tiananmen square massacre based on a sophisticated and 9-10
sustained argument, which demonstrates a comprehensive understanding of the origins and
nature of events that took place
Presents a logical, cohesive and well-structured response drawing on a clear identification of
relevant key features
Supports interpretation with detailed, relevant and accurate historical information and makes
use of appropriate terms and concepts
Makes sound judgement about the Tiananmen square massacre and demonstrates well- 7-8
developed knowledge and understanding of the origins and nature of events in 1989
Presents a well-structured response drawing on relevant key features
Provides detailed, relevant and accurate historical knowledge and uses appropriate historical
terms and concepts
Addresses Tiananmen square massacre but largely narrative or descriptive response which 5-6
may contain implied understanding of the origins and nature of events in 1989
Presents a structured response, with some identification of the key features
Provides adequate, relevant and accurate historical knowledge incorporating some historical
terms
Presents a narrative or descriptive response, which is largely relevant but may be generalised 3-4
AND/OR incomplete
Presents a simple response, with some mention of the key features
Provides limited, relevant and accurate historical knowledge incorporating some historical
terms
Attempts a narrative or description, which may be only generally relevant AND/OR seriously 0-2
incomplete
May be disjointed AND/OR very brief
Provides very limited historical knowledge

Part 2: Comparing the Quote and picture sources Mark

Makes a sophisticated judgement which demonstrates understanding of the two sources and 9-10
give context to their usefulness
Uses appropriately a wide range of historical terms and concepts
Provides a detailed argument to which source is more reliable and gives a clear
understanding of perspective in the context of how the two images portray different
perspectives making clear connection to whether they are counterrevolutionaries or not.
Makes a clear judgement about the sources which demonstrates understanding. 6-7
Makes an argument on the reliability of the sources by analysing the different perspectives
given in the two sources
Gives good reference to reliability of the source using background knowledge
Describes both sources and gives generalised statements in relation to whether the 3-5
protesters were counterrevolutionaries
Gives little or no give reference to the reliability of the source with background knowledge
Little to no description of the events the sources are related to 1-2
Uses some or no historical terms and concepts
Give no insight or argument into the opposite views of the sources
 Scaffoldings Sheet for assessment

List of historical concepts that should be used by students

Autocracy
Communism
Democracy
Evidence
Ideology

Question 1
I. Introduction
a. Introduce topic
i. Analyse question and define key terms E.g. what is Tiananmen square? Where is it? Etc
ii. Establish a point of view
iii. Use references when using facts
II. Body
a. In a sequential matter answer the following questions
i. What where the origins leading up to the Tiananmen square incident? Why did they protests
occur? What was being protested? What happened on the day? What role is influential
people like Deng Xiaoping play?
III. Conclusion
a. Conclude by addressing the question

Question 2
I. Identify each source
a. Who, What, When, How, Why?
II. Analyse what each source is saying, and compile a point of view whether they were counter revolutionaries?
a. List why they were/werent
b. Make direct reference to the source when answering EG
III. Conclude by addressing the question again, and offering a perspective on the sources
Justification of Teacher and Learning Strategies

Learning is defined as the acquisition of knowledge or the acquisition of skills though study, experience and being
taught. Not all people acquire knowledge in the same way, and in a school setting it is important to use a variety of
teacher and learning strategies to help students acquire skills and knowledge. Students in senior high school must
adhere to the content in the stage 6 syllabus, and as teachers it is important that students are provided with the
correct resources to reach their highest achievement level possible. Throughout this unit of work, class structure has
been modified to help all students achieve.

Students are diverse learners (Clarke & Pittaway, 2014). They all learn in different ways including visual learners,
auditory learners, read-write learners and kinaesthetic learners (Cavanagh & Prescott, 2014). It is important for
teachers to modify their teaching pedagogy to help meet the needs of all these different types of learners. Through
the unit of work multiple strategies have been used to give students the opportunity to have their specific needs
catered for. For example, a lesson where a documentary is show helps visual learners stay engaged in the content.
This is combined with the teacher regularly pausing the film and asking question. These questions are good for the
auditory learners, and at some points, the teacher may ask students to write notes on specific parts of the
documentary, again helping students who learn in this way.

Students who have English as a Second Language (ESL) are usually those who have immigrated to Australia at a later
stage in life. In Australian schools there is a huge achievement level gap between ESL students and non-ESL students
(Shi & Steen, 2013). High school students are required to stay in school until they are 17 which suggests that most
teachers will encounter ESL students in their classes. The pre-lesson and assessment take into consideration
students who wont have the same level of vocabulary as the rest of the class. In the pre-lesson students complete a
group work task. Williams (2001) suggests that group work helps to create purpose to the activity and helps
motivate ESL students. These social settings provide ESL students to construct new knowledge. This collaborative
styled teacher method also aims to increase the students self-esteem in the classroom and remove barriers due to
limited contact with English speakers which has a positive impact on their learning experience (Alharbi, 2015).

Inclusive pedagogy is a method of teaching that incorporates all learning styles, and the dynamic nature of students
(Ambrose, 2010). This pedagogical approach was considered throughout the unit of work. The assessment
accommodates the needs of all students with diverse learning styles and abilities. The scaffolding sheet is provided
to give all students an equal chance of success in the assessment task. Also the pre-lesson is used to involve all
students in similar styles content which is covered in the assessment. The different learning styles are considered
throughout the unit of work with visual, audio, kinaesthetic learners all being considered in the creation of the unit.

Assessment for learning

The unit of work frequently uses formative assessment during the lesson plans. Using this approach to monitor
students progression through a unit to provide ongoing feedback that can be used by the teacher to improve their
teaching pedagogy and by the students to improve their learning. Students are assigned to complete a quick Kahoot
quiz in their pre-lesson. Quinn suggests that this form of assessment helps provide feedback to the teacher on
students lower order cognitive processes and helps to recap knowledge for the upcoming lesson (2003).

Assessment for learning is an integral part of teaching and learning for students. Hargreaves (2005) argues that there
are various conceptions for learning when using assessment including Monitoring student performance; using the
assessment to inform next step of learning; a chance to give feedback to students on how they can improve; learn
about the students learning, and students take control of their own learning. These considerations can be seen in the
group activity in the post lesson. Students learn to critically analyse their own work, and build from their mistakes.
According to Nicol & Macfarlane (2006) using assessment for learning helps to clarify what good performance is
and looks like. This explains why a past paper is used in the post lesson to help students identify the good/bad aspect
of the paper. In the following activity where students are required to re-write a paragraph from their assessment, the
teacher re-marks this paragraph and students will get improve results. Marking is seen as a negative because it often
leads to students comparing themselves to other students rather than comparing it to themselves. This is why this
activity is done as it will increase students self-esteem as they will compare it against their own results.

References
Alharbi, M. (2015). Strategies, learning styles and reading coprehesion: A correlation Study. Jounral of language
teaching and research, 6(6), 1257-1268. Retrieved from
http://search.proquest.com.ezproxy.uws.edu.au/docview/1734852688/B9705AD10
9AA49BFPQ/8?accountid=36155
Ambrose, S. A., Bridges, M.W., DiPietro, M. & Lovett, M.C. (2010). How learning works: Seven research-
based principles for smart teaching.

Cavanagh, M., & Prescott, A. (2014). Your professional experience handbook: A guide for pre-service teachers.
Pearson Australia.
Clarke, M., & Pittaway, S. (2014). Marshs: Becoming a teacher. Pearson Australia.
Hargreaves, A. (2005). Assessment for learning? Thinking outside the (black) box. Cambridge Journal of
Education, 35(2), 213-224.
Nicol, D.J. & Macfarlane-Dick, D. (2006) Formative assessment and self-regulated learning: a model and seven
principles of good feedback practice. Studies in Higher Education . 31(2), 199-218.
(http://dx.doi.org/10.1080/03075070600572090)
Quinn, D. and Reid, I. (2003). Using innovative online quizzes to assist learning. AusWeb (Australasian World
Wide Web conference).

Shi, Q., & Steen, S. (2013). USING THE ACHIEVING SUCCESS EVERYDAY (ASE) GROUP MODEL TO PROMOTE SELF-
ESTEEM AND ACADEMIC ACHIEVEMENT FOR ENGLISH AS A SECOND LANGUAGE (ESL) STUDENTS.
Professional School Counseling, 1(16), 63-70. Retrieved from
http://search.proquest.com.ezproxy.uws.edu.au/docview/1312675887/B707EA585D4B48F3PQ/4?accountid
=36155
 APPENDIX
STAGE 6 MODERN HISTORY SCOPE AND SEQUENCE PLANNER 2016 to 2017

Topics Term 1 Term 2 Term 3 Term 1 Term 2 Term 3 Term 4

Prelim Prelim Prelim HSC HSC HSC HSC
Part I Case Study List A x

Part I Case Study List B x x

Part II Historical Investigation x x x

Part III Core Study the world at the Beginning x x

of the C20th
Part I Core Study World War I, 1914-1919 x

Part II National Study x x

Part III Personality in the C20th x x

Part IV International Study x

Assessment Handbook
Course Time Case Studies 50% Course time 30%

Historical Investigation 20%

The Chinese The decline and Nuclear Testing in the The world at the beginning of
TOPICS Government and Fall of the pacific the 20th century
Romanov dynasty
Tiananmen Square
Time: hours (approx.) Terms 1, 2, 3 24 hours 24 hours 36 hours 36 hours

Assessment Tasks Source Analysis Research and Research and oral Examination items:
OUTCOMES essay presentation all topics
A student develops the skill to:

P1.1 Describe the role of key individuals, groups and events of selected studies from the
eighteenth century to the present x x

P1.2 Investigate and explain the key features and issues of selected studies from the
eighteenth century to the present x x x

P2.1 Identify forces and ideas and explain their significance in contributing to change and
continuity from the eighteenth century to the present x x

P3.1 Ask relevant Historical questions

x x
P3.2 Locate, select and organize relevant information from different types of sources
x

P3.3 Comprehend and analyses sources for their usefulness and reliability
x x x
P3.4 Identify and account for differing and account for differing perspectives and
interpretations of the past x x

P3.5 Plan and present the findings of historical investigations, analyzing and synthesizing
information from different types of sources x x x

P4.1 Use historical terms and concepts appropriately

x x x x

P4.2 Communicate a knowledge and understanding of historical features and issues, using
appropriate and well-structured oral and written forms x x x x
Preliminary Assessment Program

Task 1 Task 2 Task 3 Task 4

The Chinese Government and The decline and Fall of the Nuclear Testing in the pacific The world at the beginning
Tiananmen Square Romanov dynasty of the 20th century

Assessment Tasks Source analysis Research, process log and Research and oral Examination/test items
in-class extended response presentation

Date Term 1 Term 2 Term 3 Term 3

Outcomes P1.1 P1.1 P1.2 P1.1

P2.1 P2.1 P3.1 P1.2
P3.2 P3.2 P3.2 P2.1
P3.3 P3.5 P3.4 P3.2
P3.4 P4.2 P3.5 P3.3
P3.5 P4.2 P3.4
P4.1 P3.5
P4.2 P4.1
P4.2
Topic Focus Case Study Case Study Research project Case Studies and The
The Chinese Government and The Decline and fall of the Nuclear Testing in the Pacific world at the beginning of
Tiananmen Square Romanov Dynasty the 20th Century

Assessment 5% - Source analysis 25% - Source Analysis 15% - Oral presentation 30% - Exam
Components and 15% research 10%- Research
Weighting
Unit Map