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Human Society and its Environment K-6 (HSIE) Using the syllabus for consistency of moderation

Human Society and its Environment K-6 (HSIE) Using the syllabus for consistency of moderation. © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training. Background to the work samples. A small P4 school in a suburb of Sydney

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Human Society and its Environment K-6 (HSIE) Using the syllabus for consistency of moderation

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  1. Human Society and its Environment K-6 (HSIE)Using the syllabus forconsistency of moderation © 2006 Curriculum K-12 Directorate, NSW Department of Education and Training

  2. Background to the work samples • A small P4 school in a suburb of Sydney • The class is one of two Stage 3 classes The girls are outnumbered by boys in the class • The majority of students are English speaking

  3. Background to the assessment task The class was working on the topic ‘Australian Democracy’ with a focus on outcomes SSS3.8 and CCS3.2 The syllabus subject matter the planned assessment task references are: • Key figures, events and issues in the development of Australian democracy • Aboriginal democratic practices before British colonisation

  4. Teaching and learning for the planned assessment The teaching and learning activities were adapted from lessons in Discovering Democracy: The Law Rules for Upper primary. These lessons are part of a unit of work. Background information in A guide to government and law in Australia by John Hirst was used by the teacher.

  5. Assessment task Under the heading Applying the law in Australia, write 3 points on : • Traditional Aboriginal law • The Governor’s Court in the early colony • The work of the courts today including how these have changed over time.

  6. Assessment task criteria • lists some features of Aboriginal law, the early Governor’s court and the courts today • demonstrates an understanding of changes to the application of laws • communicates the development of Australian democracy over time.

  7. ‘At’ Based on your understanding of the syllabus and performance standards and collaborative discussions with other teachers: Has the student a sound knowledge and understanding of the main areas of the task and achieved an adequate level of competence in the processes and skills.

  8. Work samples • Use the following 4 student work samples to determine if the work sample is At, Above or Below • Refer to the HSIE assessment criteria

  9. Make a decision

  10. A decision

  11. Assessment and reporting At the time of reporting, assessment information gathered by teachers from observations, students’ work and planned assessment events, is used to make a holistic judgement about student performance in HSIE against a 5 point achievement scale.

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