New south wales technical and further education commission



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NEW SOUTH WALES TECHNICAL AND FURTHER EDUCATION COMMISSION
UNIT GUIDE


Unit Guide


Unit Title:

Analyse historical concepts and issues in context

Unit Code:

NSWTHMN401A

Version Number:

1

Implementation Date:

01-Jan-2009

Unit Sponsor:

Social Inclusion & Vocat Access

Product Developer:

Social Inclusion & Vocat Access

Program Area:

Vocational Access

Product Level:

Available For Statewide Delivery

Last Updated:

28-Jul-2010

Nominal Student Teacher Hours:

72

Nominal Student Hours:

72



The Unit Guide supports delivery of this unit of competency. It:
1. Provides teachers with advice to facilitate learning, and to collect and assess evidence for reporting
achievement of the unit of competency;
2. Supports Institute and teacher compliance with AQTF standards;
3. Informs course planning, monitoring and continuous improvement, and outcome reporting;
4. Provides learning and assessment information for students through the Student Assessment Guide(SAG).
Teachers and other users may select and print one or more sections, or select and print the whole
unit guide.


Part

Contents

You will find information, such as:

1

Introduction

• Unit Purpose

• Grading

• Nominal delivery hours

• Early warning("key alerts") of issues important for delivery of training and evidence collection



2

Unit of Competency
information

• The complete text of the unit of competency. This may be from a training package or be a locally developed unit by TAFE NSW or other RTO.

The definitive source of training package units is the National Training Information Service database


www.ntis.gov.au

3

Assessment Information

• Web links to generic "Policy & Guidelines".

• Guidelines for the collection of sufficient evidence for the learner's achievement of the unit of competency

• Suggested tools for evidence collection in different training and assessment contexts

• How to record and report the outcomes of assessment of a learner's evidence



4

Delivery Information

• Web links to generic "Policy & Guidelines".

• Strategies for learning facilitation for students in different training contexts, including strategies for integrated delivery

• OH & S and Environmental protection issues

• Delivery in specific contexts



5

Resources

• Teaching and learning resources: books, electronic media, Internet and Intranet resources

• Teacher and assessor requirements

• Physical resources

Student purchases



6

Administrative Data

• Data for program planning, monitoring and outcome reporting

• Copyright





1. INTRODUCTION


1.1 Unit Purpose
Completion of this unit of competency should enable you to research and examine historical issues and concepts within an historical context using a range of appropriate sources. You will identify and evaluate historical perspectives and examine the roles of change and continuity in historical context.

 

When you complete this unit of competency you should be able to:




  • use a range of appropriate sources to research historical concepts and issues

  • use historical contexts to examine significant historical issues

  • evaluate varying perspectives of a selected historical context

  • examine change and continuity in a chosen historical context

  • present analysis of historical issues, context, perspectives, change and continuity.



1.2 Grading


Grade Code:

74 : Tpc (Scaled)

This method of assessment is only used in TPC for B group Pre-Vocational units/


modules.
One mark is entered on the mark sheet derived from combining the verified mark
of each Standard Assessment Event (SAE). The SAEs are centrally set, locally
marked and centrally verified. The final result notice to students reports the
combined SAE marks. The marks are then iteratively scaled to contribute towards
the Tertiary Entrance Score which is also reported to students on the final
result notice.

1.3 Hours


Nominal Student Teacher Hours:

72

Nominal Student Hours:

72

       Duration Comments


The number of hours needed to deliver this unit of competency may vary according to:


  •  other units of competency with which it may be integrated 

  •  the needs of learners.



1.4 Key Alerts


1.5 Enrolment Requirements

2. UNIT OF COMPETENCY INFORMATION
2.1 Unit Descriptor
This unit of competency describes the skills and knowledge required to research and examine historical issues and concepts within an historical context using a range of appropriate sources, as well as evaluate historical perspectives and examine the roles of change and continuity in historical context.

 


Employability Skills

The required outcomes described in this unit of competency contain applicable facets of Employability Skills. The Employability Skills Summary of the qualification in which this unit of competency is packaged, will assist in identifying Employability Skill requirements.

 

The Employability Skills demonstrated in the performance of this unit of competency are identified in Section 2.4.6 Employability Skills.

 

2.2 Elements of Competency and Performance Criteria




Element

(Elements of Competency describe the essential outcomes of a UOC)




Performance Criteria

(Performance criteria describe the required performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the Required skills and knowledge and/or the Range Statement. Assessment of performance is to be consistent with the Evidence Guide).




1  Use a range of appropriate sources to research historical concepts and issues

 

 




1.1  Use range of sources to define historical concepts and historical issues.

1.2  Select historical issue[s] for examination

1.3  Select a variety of relevant appropriate sources relevant to that issue.

1.4  Prepare a bibliography of relevant sources.  




2  Use historical contexts to examine historical issues


2.1  Use sources to examine selected historical issue[s]

2.2  Use relevant historical context to examine chosen historical issue[s]




3. Evaluate varying historical perspectives of a selected historical context

 


3.1  Identify range of historical perspectives relevant to the historical context.

3.2  Account for range of perspectives relevant to historical context.

3.3  Evaluate varying perspectives of the historical context.


4  Examine change and continuity in a selected historical context

 


4.1  Describe and account for significant change and continuity.

4.2  Examine the role of significant change andcontinuityto historical outcomes

4.3  Present information in the form of an academic essay.


5  Present analysis of  historical issues, context,  perspectives, change and continuity

 

 



 


5.1  Prepare drafts

5.2  Edit drafts in response to teacher feedback.

5.3  Present information, examination and analysis in written format including bibliographies as required.

5.4  Use appropriate, referenced evidence to sustain analysis

5.5  Apply agreed referencing system.

 

 



2.3 Range Statement


The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording in the Performance Criteria is detailed below. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

 

The Range Statement relates to the Unit of Competency as a whole and explains the scope and context of the Unit of Competency.



Historical concepts may include  

 


  • the nature of historical inquiry

  • the importance of continuity

  • the nature of change

  • the complexity of causes and outcomes

  • the range of historical perspectives




Historical issues are limited to 


  • Imperialism/Colonialism

  • Nationalism

  • Ideologies

  • religion

  • the role of individuals

  • interaction of groups

  • impact of industrialisation and/or technological change

  • exercise of power

  • international relations




Appropriate sources must include:  


  • substantial, sustained and reputable sources

  • at least one respected historian

  • primary sources

  • secondary sources.




Historical contexts must include

 


  • defined timeframe

  • specific place/location

  • specific events




Historical perspectives may include  


  • different perspectives of various significant people and institutions in the period of the selected historical context

  • divergent historical narratives which may include examinations of different historical approaches, use of diverse sources, different emphases, specialised areas of expertise, and different points of view

  • major debates among historians concerning alternative interpretations of the past

  • new historical interpretations resulting from the recent acquisition of historical evidence leading to new interpretations and understandings




Change may include  


  • the complexity of causes and outcomes

  • complex adjustments, alterations, modifications and transformations in aspects of  economic, social political and cultural structures with reference to selected historical context 




Continuity may include  

 

 



 


  • examination of aspects of social, economic political and cultural structures inherently resistant to change with reference to selected historical context 




Agreed referencing systems includes  

  

 



 


Formal and consistent referencing of required details of all resources used,  according to a referencing system such as:

  • Harvard [recommended]

  • American Psychological Association [APA]

  • Modern Languages Association [MLA]

  • Numerical Systems

  • Footnote

  • Vancouver

  • Chicago or Turbian 



 

2.4 Evidence Guide




The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Underpinning Skills and Knowledge and Range Statement.



Assessment must include evidence of essential knowledge of, and skills in the following areas:

 

2.4.1 Critical Aspects of Evidence

 

The following evidence is critical to the judgement of competence in this unit of competency:

 

Demonstrated ability to: 




  • apply methods of historical inquiry to analysis of historical issues and concepts

  • select and evaluate relevant information for reliability and usefulness for the purposes of researching historical concepts, context and issue[s]

  • apply knowledge of historical context and issues

  • evaluate varying historical perspectives

  • examine continuity and change.

 

 

2.4.2 Essential Skills and Knowledge

 


This provides the essential skills and knowledge and their level, required for this unit.

 

Assessment must include evidence of essential knowledge of, and skills in the following areas:

 

Knowledge of:




  • the nature of historical inquiry

  • a range of historical perspectives

  • the importance of continuity

  • the nature of change

  • the complexity of causes and outcomes.

 

Skills in:




  • using technology in research and presentation of material  

  • collecting, analysing and organising information

  • summarising relevant information from a source

  • evaluating sources in terms of relevance to historical issue/s and context

  • developing and planning a research topic with reference to criteria

  • editing own work

  • writing a research essay or report.

 

 

2.4.3 Linkages to other Units

 

 

 



2.4.4 Method and Context of Assessment

 

The focus of assessment for this unit of competency will depend on the industry, workplace, community or educational setting. Assessment must be contextualised to meet the needs of the particular context in which performance is being assessed. Assessment should only address those variable circumstances, listed in the Range Statement, which apply to the chosen context.



 

Assessment Context

The assessment context must provide for:




  • holistic assessment against the unit of competency

  • formative assessment, where students are provided with opportunities to receive feedback and reflect on their performance

  • verification of student achievement

  • events that allow for student comment, reflection and discussion

  • events that allow students to make choices about assessment.

 

 

Assessment Methods

Assessment will be through 2 Standard Assessment Events (SAE1 and SAE2).

 

SAEs from this unit of competency will be submitted for verification



For information on the verification process refer to the course document section 5.1 Assessment strategy

 

Standard Assessment Events must be completed at the prescribed time.



All SAEs must be submitted/presented

 

Where word limits are indicated material that exceeds the word limit will not be considered in the marking.



 

 

SAE 1 Academic Essay

An academic essay accounting for and evaluating varying perspectives of an historical context.

 

The essay will:




  • outline context in terms of historical significance, defined timeframe and /or specific place/location

  • focus on one or more of the historical issues listed in the Range Statement,

  • choose perspectives that are substantial, sustained and informed.  Perspectives may be current or contemporary, but must include at least one respected historian

  • in-text referencing and bibliography in agreed referencing system.

 

 

Conditions




  • This assessment will be submitted in week 10 of the semester

  • academic essay of 1800 - 2000 words

  • essay must focus on one or more issues listed in the range statement (historical issues)

  • perspectives may be current or contemporary, but must include at least one respected historian.

  • draft essay must be presented for authentication and feedback prior to submitting the final copy of the essay

  • other authentication of the work, as determined by the teacher, may be required. (observation, interview, oral presentation).

 

 

SAE 2 In class Essay 

 

The essay will report on the significance of continuity and change in a chosen historical context. It will focus on one or more of the issues listed in the Range Statement, Historical issues.



 

The essay will:




  • relate continuity and change to a relevant historical context  

  • describe and account for significant change  

  • examine the contribution of continuity to historical outcomes 

  • include a bibliography and reference system in agreed format.

 

Conditions


  • this assessment will be done in week 17 of semester 

  • the essay will be written under exam conditions in class

  • the essay will be written in no more than 100 minutes

  • the issue selected MUST NOT USE THE SAME ISSUE AS CHOSEN FOR SAE 1

  • a bibliography of at least five items, but no more than ten, must be compiled prior to assessment event

  • learners will have access to their bibliography during the assessment event for the purposes of in-text referencing

  • learners should prepare an essay plan of no more than 100 words to use during the assessment event

  • the essay  plan is to be handed in with the completed essay.

 

Note: Weblogs, online encyclopaedias and dictionaries, or websites without author or reputable organisation identified should not represent a significant proportion of sources consulted.

 

Assessment methods should closely reflect workplace demands (eg literacy) and the needs of particular groups (e.g. people with disabilities, and people who may have literacy or numeracy difficulties such as speakers of languages other than English, remote communities and those with interrupted schooling). 

 

Language, literacy and numeracy demands of assessment should not be greater than those required on the job

 

An individual's access to the assessment process should not be adversely affected by restrictions placed on the location or context of assessment beyond the requirements specified.

 

Reasonable adjustments can be made to ensure equity in assessment for people with disabilities. Adjustments include any changes to the assessment process or context that meet the individual needs of the person with a disability, but do not change competency outcomes. Such adjustments are considered ‘reasonable’ if they do not impose an unjustifiable hardship on a training provider or employer. When assessing people with disabilities, assessors are encouraged to apply good practice assessment methods with sensitivity and flexibility.

 

 


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