Board Endorsed October 2009 amended Octpber 2015

Proposed Evaluation Procedures

Download 3.04 Mb.
Size3.04 Mb.
1   ...   11   12   13   14   15   16   17   18   ...   143

Proposed Evaluation Procedures

Following is a suggestion of questions that could be asked to teachers and students to evaluate course units to establish:

Are the course and Course Framework still consistent?

Were the goals achieved?

Was the course content appropriate?

Were the teaching strategies used successful?

Was the assessment program appropriate?

Have the needs of the students been met?

Was the course relevant?

What improvements need to be made to the unit’s delivery?

Examples of Assessment Tasks

Examples of history assessment items are recommended through Moderation Day or otherwise can be found on the Myclasses page at

To obtain access to this page contact Assessment/Moderation Officers at the Office of the Board of Senior Secondary Studies on (02) 6207 2771.

Revolutions in the Modern World Value 1.0



Specific Unit Goals

This unit should enable students to:

A Course

T Course

  • demonstrate investigation and interpretation skills necessary to analyse historical information and achieve independence in researching

  • demonstrate investigation and interpretation skills necessary to solve problems of evidence and achieve independence in researching

  • communicate a logically developed, articulate and focussed argument to convey historical positions or ideas

  • develop an understanding of the nature of revolutions and revolutionary movements

  • develop an understanding of the nature of revolutions and revolutionary movements

  • demonstrate knowledge, awareness and understanding of causes, significant individuals, social groups, places, and events related to the revolutions of the modern world

  • consider the role of ideas, movements and leaders in revolution

  • critically evaluate the role of ideas, movements and leaders in revolution

  • evaluate the impact and outcomes, including the nature of the new society created by the revolution


A study of this unit should include a comparison of at least two of the following content areas. There is scope for some areas to be treated in more depth than others. Topics for study will be guided by teacher expertise and student interest.

The Nature of Revolutions

What is a Revolution?

Models of Revolution

Examples of Revolutions:

The English Revolution (1625-1689)

The Industrial Revolution

The American Revolution

The French Revolution

The Russian Revolution

The Chinese Revolution

The Cuban Revolution

The Islamic Revolution

For each revolution, there will be three aspects to consider:

1. The Old Regime and the origins of the Revolution

Political, social and economic life in pre-revolutionary society

Causes of tension

Reasons for government unwillingness or inability to adjust

2. Revolutionary events, ideas, movements and leaders

Turning points and chronology of the revolution

Leading personalities of the revolution

Ideas/ideologies of the revolution

Revolutionary movements/groups/organisations

3. The New Society (move forward to a post revolutionary stage)

Impact and legacy of the Revolution

Teaching and Learning Strategies

Refer to page 30.

Assessment Task Types

Refer to page 32.

Student Capabilities

Evidence could be in:

Student Capabilities



Teaching and Learning


creative and critical thinkers

enterprising problem-solvers

skilled and empathetic communicators

informed and ethical decision-makers

environmentally and culturally aware citizens

confident and capable users of technologies

independent and self-managing learners

collaborative team members


Refer to pages 41-49 for resource.

Share with your friends:
1   ...   11   12   13   14   15   16   17   18   ...   143

The database is protected by copyright © 2020
send message

    Main page