patricia russo learning portfolio - pre-online learning ... · web viewh3.2 locate, select and...

Assignment 2

Portfolio Artefacts and Critical Reflection

Modern History HSC Course

By Patricia Russo (17698665)

Table of ContentsPRE-ONLINE LEARNING RESOURCE LESSON....................................................................1

LESSON RESOURCES ATTACHED......................................................................................9CONNECTION TO ONLINE LEARNING RESOURCE...........................................................13POST- ONLINE LEARNING RESOURCE LESSON 1.............................................................14

LESSON RESOURCES ATTACHED....................................................................................22POST-ONLINE LEARNING RESOURCE LESSON 2..............................................................32

LESSON RESOURCES ATTACHED....................................................................................37JUSTIFICATION..............................................................................................................50APPENDICES.................................................................................................................54

APPENDIX A: SCOPE AND SEQUENCES..........................................................................54APPENDIX B: CONCEPT MAP.........................................................................................55APPENDIX C: HSC ASSESSMENT SCHEDULE & WW1 NOTIFICATION............................56APPENDIX D: UNIT OUTLINE..........................................................................................59APPENDIX E: RELATIONAL TABLE..................................................................................79

PRE-ONLINE LEARNING RESOURCE LESSON

Topic area: World War One – Pre-online Learning Resource Lesson

Stage of Learner: Stage 6 (year 12)

Syllabus Pages: 26-27

Date: N/A Location Booked: Computer lab/library

Lesson Number: Week 2 period 2

Time: 60 minutes Number of students: 25

Printing/preparationOLR notification

Outcomes Assessment Students learn about

Students learn to

H3.2 locate, select and organise information from different types of sources

H3.3 analyse and evaluate sources for their usefulness and reliability

H4.2 communicate a knowledge and understanding of historical features and issues, using appropriate and well structures oral and written forms

Informal discussion/questioning and formal responses to OLR Practice module assess students understanding.

How to effectively undertake a source analysis.

How to operate the online learning resource

Reasons for the stalemate (Schlieffen Plan)

Locate, select and organise information from different types of sources, including ICT, about key features and issues related to WW1

Evaluate the usefulness, reliability and perspectives of sources

Communicate an understanding of the features and issues of WW1 using appropriate and well-structured written forms including ICT

Cross Curriculum themes & General capabilities ICT – Using the OLR as a resource to communicate ideas and learn from, students learn to use ICT effectively for educational purposes.

Literacy – visual literacy skills are developed via reading and comprehension of sources, and communicating understanding in written, oral and digital forms in the source analysis scaffold activity (ACARA, 2013).

Explicit subject specific concepts and skills

Students are prepared to develop and use their skills in analysing and communicating the usefulness and reliability of sources.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual QualityThis refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what they are learning.

1.1 Deep knowledge1.2 Deep understanding1.3 Problematic knowledge

1.4 Higher-order thinking1.5 Metalanguage1.6 Substantive communication

Quality Learning EnvironmentThis refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teacher and students and among students.

2.1 Explicit quality criteria2.2 Engagement2.3 High Expectations

2.4 Social Support2.5 Students’ self-regulation2.6 Student direction

SignificanceThis refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear connections with students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

3.1 Background knowledge3.2 Cultural knowledge3.3 Knowledge integration

3.4 Inclusivity3.5 Connectedness3.6 Narrative

How the quality teaching elements you have identified are achieved within the lesson.

Element Indicators of presence in the lesson

Higher order thinking The Q&A aspect during the class scaffolding source analysis response, allows students

to critically think about the source and its usefulness and reliability for the historian, rather than just what the source is saying which was undertaken in the practice module multiple choice and short answer activities.

Engagement The use of ICT to present and undertake the OLR enhances student engagement in completing the task because they can show their understanding in a non-traditional way.

Background knowledge

The lesson builds from student’s prior source analysis skills from year 11, with the use of TOMAC PRU in both the OLR activities and class scaffolding activity. The students background content knowledge about the Schlieffen plan is also used to answer the source questions on the OLR practice module.

Time Teaching and learning actions Organisation Centred

T/S

Intro

5 mins

Roll Call

Teacher to Write and explain the lessons learning intentions i.e. the lesson will be broken into 2 main tasks, the OLR practice module and source analysis scaffolding task. These will be undertaken with the aim to give students opportunity to develop their source analysis skills needed for the online resource, assessment task 1 and the HSC.

Teacher: completes roll marking, writes and dictates lesson overview on the white board.

Student: place books and pens on desk, while listening to teacher overview.

Resources: Roll, whiteboard and marker

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Body

10 mins

OLR module explanation

Teacher passes around an OLR notification, whilst explaining todays lesson will begin by going through the OLR, how to use it, its purpose, and undertaking a practice module. Teacher explains the online resource will then be for students to complete in their own time and will be due for marking at certain dates.

On the projector/ smartboard teacher logs onto

Teacher: Hands OLR notification out and explains it referring to both the notification and the website.

Student: Listen to teacher whilst following the OLR notification

Resources: OLR notification (See Resource 1), internet, OLR

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OLR site. At this point students will just look at the screen and their notification. Teacher goes through notification sheet. Explains what links look like, how to access modules, the topics it covers and why.

At end of teacher overview of OLR teacher will ask students if there have any questions about OLR requirements.

link, projector/smartboard

15 minutes

OLR practice module

Using the link on the OLR notification students will log on to the OLR site and complete the tasks in the practice module. In pairs, they will complete activities 1-3 as collaborative work offers peer tutoring, to help with both ICT familiarity and content understanding.

Teacher: Walks around ensuring students are on task and if in need of help

Student: Log on to computers and OLR site (See Resource 2). They complete Activities 1-3.

Resources: Computers, internet, OLR notification & link

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5 mins Discussion

The class discuss the use of the OLR website and the answers to Activity 2 and 3.

Teacher: Asks for and explains OLR answers.

Student: answer OLR questions, and ask questions if unsure of anything.

Resources: Internet, computers, OLR answers

T/S

20 mins Scaffolding activity:

Teacher writes ‘TOMAC PRU’ on the board and asks students what each letter means to assess background knowledge, and to see if they downloaded the document from OLR activity 4.

Teacher explains this task is to build on the knowledge and comprehension of sources developed in the OLR practice module and

Teacher: Demonstrates response on projector screen, filling in the blanks of the downloadable scaffold in a different colour font whilst discussing how to find the answer in the sources

Student: help the teacher to fill out the scaffold and copy down

T/S

develops source analysis skills, which is needed for the assessment task, OLR and HSC.

Teacher and students break down activity 4 question together. They highlight key terms and note synonyms for main words.

Using the downloaded/printed Source Analysis scaffold, teacher models a response based on source A and B from practice module.

Teacher to facilitate Q&A on what should go in the blank spots on the scaffold to promote higher order thinking.

Students are to copy response.

final response

Resources: Workbooks & pens or computers, download source analysis scaffold and OLR sources (both found using Resource 2 link)

Summary

5 mins

Teacher summarises the main points mad Teacher: Talk about or write key points on the white board.

Student: Listen to teacher, copy any relevant notes down, ask questions if needed.

Resources: White board, marker, books, pens

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Reflection

Reflecting upon this lesson plan has taught me the importance of scaffolding students explicitly when introducing not only novel concepts but processes. In this lesson, it is the use of the OLR. How can you expect to assess student understanding of the content in the OLR, without having first ensured they know how to operate the site to get to the questions? It is a false assumption to assume they would have common ICT sense to figure out how to use the OLR alone.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

H3.2 Students ability to locate and select relevant information from source A and Source B in the OLR will be measured and recorded in their discussion responses to question 2 and 3, and their assistance in filling out the source analysis scaffold of activity 4. Teacher is to informally record observations and student interaction.

H3.3 Students ability to comprehend and analyse sources for the usefulness and reliability will be measured by Q&A when filling out the Source Analysis scaffold as a class. Note they will individually and formally be assessed in the proceeding OLR modules that require them to undertake source analysis alone. The OLR questions will be marked.

H4.2

Students ability to communicate understanding both orally and digitally will be assessed via the class discussion and use of the OLR in answering the practice module questions.

Demonstrated AISTL graduate standards in lesson

Graduate Standards Evidence within this lesson

1.3 students with diverse linguistic and socioeconomic backgrounds

Students with diverse linguistic backgrounds are supported by scaffolds, peer tutoring in the OLR practice module, assistance by the teacher if needed, and the use of having a visual source to analyse, which plays on their strengths as the written source alone may be challenging.

Students with socioeconomic backgrounds are supported as they may not be familiar with how to use ICT. Having a school computer and internet access at school will help them complete this lesson and the OLR in their own time.

2.2 Content selection and The two activities in the body of the lesson plan are created in that

organisation sequence to move students up Blooms taxonomy i.e. they progress from source comprehension skills in multiple choice and short answer formats in activities 2 and 3 of the OLR, to then source analysis skills in activity 4 of the OLR. Moreover, the teacher explicitly showing how to use the OLR first, and how to successfully complete source analysis in extended responses last, helps tie the lesson in a sequential order of need to not overload student cognition.

2.5 Literacy strategies A variety of strategies are implemented to improve student literacy abilities. Written and visual sources are presented in the OLR with questions to enhance student’s literacy skills, as they deconstruct sources to answer questions and analyse sources for their reliability and usefulness. Moreover, the partner work in the OLR practice module and direct instruction using the notification, as well as the source analysis scaffold is implemented to provide low literacy students, and low ICT skilled students’ scaffolding and peer tutoring to enhance their skills and capabilities.

2.6 Information and Communication Technology (ICT)

ICT is used to present and participate in the OLR as it is more engaging than traditional sources. The use of hyperlinks to download videos, navigate through the website, and watch videos teaches ICT skills relevant to all website use.

3.3 Use teaching strategies Multiple teaching strategies are used throughout the lesson including: direct instruction, teacher modelling, peer-assisted learning, ICT, visual and written sources, discussion and analysis scaffolds.

4.1 Support student participation

Student participation is supported via collaborative pair learning which engages students and offers peer assistance. The use of having both visual and written sources to analyse, supports low literacy students to participate, and discussion allows all students the opportunity to show their understanding informally, be it via answers or questions.

5.1 Assess student learning Both informal and formal assessment of learning is evident in this lesson. This includes higher order questioning in the discussions and student responses in the practice module activities.

WHS

As ICT will be used i.e. computers and projector/smartboard to display teacher instruction, classroom lighting must be adequate to prevent eye strain. Any computer cable should be clear from pathways and away from liquids.

References (In APA)

Australian Curriculum, Assessment and Reporting Authority (ACARA). (2013). General Capabilities in the Australian Curriculum. Retrieved from: http://www.australiancurriculum.edu.au/generalcapabilities/pdf/overview

Australian Institute for Teaching and School Leadership (AITSL). (2010). Australian Professional Standards for Teachers. Retrieved from: http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/overview/organisation-of-the-standards

Board of Studies NSW (2009). Modern History Stage 6 Syllabus. Retrieved from https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/modern-history-st6-syl-from2010.pdf

Department of Education and Training Professional Support and Curriculum Directorate. (2003). Quality teaching in NSW public schools: A classroom practice guide. Ryde, NSW. Retrieved from:http://web1.muirfield-h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.pdf

http://web1.muirfield-h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.pdf


https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/modern-history-st6-syl-from2010.pdf


LESSON RESOURCES ATTACHEDResource 1- online comparative notification

WW1 Online Learning Resource (OLR) Notification

What is he OLR

This term you will be undertaking a learning resource online in your own time to supplement your' in class learning for the topic WW1. It has four modules with activities that you must complete by certain dates. On these due-dates it is expected you bring your answers to class as they will be relevant to that lesson and they will be marked.

What is the OLR purpose:

Both part 1 of the HSC exam and assessment task 1 will test your source analysis skills and understanding about WW1 content. As such the modules and activities in the OLR will help prepare you for Assessment task 1 and Part 1 of the HSC exam, as you will be practicing your source analysis skills and learning about topic content simultaneously.

How to access the OLR:

You will access the OLR by typing the below link on your computer/computer internet search bar

http://ww1onlineresource.weebly.com/

Understanding the OLR

How to navigate the OLR:

The online learning resource is made up of an introduction, a practice module and 4 other modules that have activities based on specific syllabus content from the WW1 topic.

You can navigate through the different parts of the OLR using the links at the top of the websites page.

LINKS

http://ww1onlineresource.weebly.com/

What are you learning about in each Module:

Each module will have a coloured heading to indicate the syllabus heading the content and activities are about. It will also state the specific syllabus dot points covered in class on the due date.

How to identify different activities

Each activity will be separated by a clear heading ‘Activity’ and its corresponding sequential time on each activity. This is ok as the recommended time is a guide, but the whole module should take you about an hour to complete.

Types of important activities/questions

As Section one of the HSC exam and Assessment task 1 will test your source analysis skills and understanding of WW1 content via a mix of multiple choice, short answer and extended source analysis response questions, these will be seen in your Activities.

SYLLABUS DOT POINTS

SYLLABUS HEADING

Activity Heading

Recommended time

Questions with options for answers Indicates Multiple Choice Questions

Due Date identified

Types of Resources and how to access them

Apart from pictures of written and visual sources that your questions will be based on, there will be videos and documents to download to assist your learning

To watch a video, press the triangular Play button centres in the video clip.

To download a file to read or complete as part of an activity click where it says, ‘Download File’

Questions with no options for answers are short answers

Questions that ask for the usefulness of TWO sources are extended source analysis questions

Video play button

Written and visual sources will be named with a letter so you know what sources questions are referring to

Example of a source in the OLR

Resource 2- link to Practice module activities and source analysis scaffold

http://ww1onlineresource.weebly.com/practice-m

CONNECTION TO ONLINE LEARNING RESOURCE

Note: I have referred to the Online comparative study as an online learning resource (OLR) throughout this assignment.

The link to access the OLR is:

https://ww1russo.weebly.com

POST- ONLINE LEARNING RESOURCE LESSON 1

Topic area: WW1 – Post-OLR Lesson 1



Date: N/A Location Booked: Computer labs/library

Lesson Number: Week 7 period 2


Printing/preparationWorksheet

Click on this to download a file

https://ww1russo.weebly.com/

https://ww1russo.weebly.com/

Print 26 x 2016 HSC exam

Outcomes Assessment Students learn about

Students learn to

H3.2 locate, select and organise relevant information from different types of sources

H4.2 communicate a knowledge and understanding of historical features and issues, using appropriate and well-structured oral and written forms.

Discussion of multiple choice answer, HSC exam paper and relational table answers, to show student understanding of both HSC requirements in Modern History and the relevance of the OLR to their learning.

How to prepare and do well in Section 1 of the HSC exam.

The relevance of the OLR to preparation and practise for Section 1 of the HSC.

Communicate an understanding of relevant concepts, features and issues using appropriate and well-structured written forms in the HSC extended response Section 1.

Cross Curriculum themes & General capabilities

Literacy – Oral literacy is developed by class discussions, while social literacy is developed by group work, and literacy for EALD and all students is developed with the use of table scaffolds which appeals to visual literacy aspects as well.

ICT – ICT skills are developed as student must use the internet in both research and the OLR to fill out the relational table


Location of information from sources and the internet to develop understandings of WW1 via source analysis, and Modern History requirements via HSC are addressed in this lesson.


Intellectual Quality

This refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what they are learning.

1.1 Deep knowledge

1.2 Deep understanding

1.3 Problematic knowledge

1.4 Higher-order thinking

1.5 Metalanguage

1.6 Substantive communication

Quality Learning Environment

This refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teacher and students and among students.

2.1 Explicit quality criteria

2.2 Engagement

2.3 High Expectations

2.4 Social Support

2.5 Students’ self-regulation

2.6 Student direction

Significance

This refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear connections with students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

3.1 Background knowledge

3.2 Cultural knowledge

3.3 Knowledge integration

3.4 Inclusivity

3.5 Connectedness

3.6 Narrative

How identified quality teaching elements are achieved in lesson

Teaching element Indicators of presence in the lesson

Substantive communication

Via applying deep knowledge regarding how to achieve higher bands in the HSC for Section 1 of the Modern History exam student enhance their substantive communication skills in this lesson. This is because they begin by being instructed on what to do in the exam and how to understand the paper, to then unpacking the OLR relevance in guiding them on how to communicate their understanding and answers when responding to Section 1 of the HSC paper.

Social support The use of collaborative learning via group work and class discussion, students can share their ideas about the OLR relevancies, as well as ask for support if they don’t understand the HSC paper or OLR relevance.

Knowledge Integration The OLR, unit work, and this lesson are all integrated to access Students knowledge of outcomes, and requirements of Section 1 HSC exam. This knowledge integration helps students to improve their understanding of questions asked in the paper as well as to identify their practice of skills needed in the Modern History Discipline and section 1 of the HSC. These can furthermore be relevant in all subject areas e.g. unpacking questions.


T/S

Intro

5 mins

Teacher competes roll Call Teacher settles class and explains

todays lesson will be focusing on section 1 of the Modern History HSC Exam, and how to go about understanding its requirements, practicing for it and successfully taking the test. It will also be linked to the OLR to show students how that helped familiarise them with HSC questions and practise.

Teacher: Mark roll and dictate lesson overview to students

Student: place books and pens from bags to tables, while listening to teacher overview.

Resources: Roll

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Body

10 mins

Explaining Section 1

Teacher hands out a copy of the 2016 HSC exam.

Teacher notifies students they can ask questions at the end of this instructional activity on things they did not understand

Displaying the exam paper on the overhead the teacher will explain it page by page

Note: explain the following (refer to resource 2)

The time, the marks, and the question types addressed on the first page (break this further down as you go i.e. for part A spend 5 minutes on multiple choice, 5 minutes on short answer, 15 minutes on extended response to equate to 25 minutes for section A).

Sources are found at the end of the exam.

Stress the importance of reading i.e. what source to refer to, what HSC

Teacher: hands out 2016 HSC exam and explains page by page. Teacher will display the exam on the projector screen and point/highlight/write comments about it as she speaks about certain content of the exam (see resource 2 for guidance).

Note: This exam was slightly different and harder to previous years.

Student: Follow the teacher’s explanation and make relevant notes on their copies of the HSC paper. Ask questions if don’t understand

Resources: HSC paper (see resource 1), overhead projector, pens, refer to Resource 2 for what

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glossary key term (get to students to highlight and define these in Q6, 7 & 8), how many sources or points you need to write about.

Question instructions i.e. in multiple choice you circle the oval next to the correct responses, and in all other questions you write an answer out using the lines provided aiming to fill all lines.

Show how to change incorrect responses.

Teacher to then unpack short answer with class i.e. underline key words, and find definitions and synonyms for them

and where to explain.

10 mins Complete HSC questions 1 – 6 under exam conditions

Students are given ten minutes to answer questions 1-6 of the 2016 HSC exam (Multiple choice and short answer Part A). This is to get them to practise source analysis skills H1.3, location of relevant sources at the back of the booklet, and quiet conditions or exams, and time keeping.

Teacher: Ensures students follow exam conditions and notifies students when time is up.

Student: Answer question 1-6 under exam conditions

Resources: 2016 HSC paper, pens/pencils

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5 mins Discuss answers to 1-6

Teacher and students discuss the answers and where to find them in the source.

Teacher: Explains correct answers

Student: Share answers with class, correct wrong answers and highlight where the appropriate answer was in the source.

Resources: HSC exam, pen

T/S

5 mins 2016 relational table

Teacher hands out worksheet to students.

Teacher explains the activity and what each heading in the relational tables means.

Teacher: Fills out example of relational table showing where to find content.

Student: Listen and note how to access needed resource and copy

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Teacher shows students where to find answers for relational table i.e. accessing the exam paper and guidelines from NESA website, and using OLR to find its connections.

out 2016 relational table.

Resources: Computer, projector, internet, relational table from worksheet (See resource 3), pens, OLR, NESA website

10 mins Worksheet:

Teacher strategically (range of abilities) moves students into groups of four. two groups will be given 2013, two groups will be given 2014 and two groups will be given 2015.

Groups work together to fill out the relational table for their designated year.

Teacher: Places students in groups and walks around aiding and ensuring students are on task

Student: Fill out relevant table

Resources: Worksheet (see resource 3), computers, internet, OLR, past HSC papers

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10 mins Relational table presentations

One student from a 2013, 2014 and 2015 group will display their table responses on the projector for students to copy.

Teacher: Asks certain students to show their tables

Student: Share, listen and copy other relational tables

Resources: Filled relational tables, projector, worksheet, pens

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Summary

5mins

Discussion/revise

Each group shares why they think the OLR is important learning for HSC preparation.

Teacher to do a mind map on the board with students to summarise key things consider for undertaking section 1 of HSC exam.

Home work: attempt question 7 of 2016 HSC exam paper.

Teacher: Talk about, ask and write key skills and tell students about homework

Student: Listen to teacher, share answers, copy mind map, note homework down

Resources: Books, pens

T/S

Reflection

Reflecting upon this lesson plan has taught me that all teaching activities should be meaningful. This is because students will better develop the skills and content they need to excel in the subject and in life, as the contemporary career world is more interested in cross

capable skills. As the OLR was additional work in students own time it is very important they learnt the purpose and relevance of the OLR, which was to help them with general analytical skills that can be used in life to make judgements about anything and the HSC exam.



H1.3 Multiple choice practise

P4.2 Students ability to communicate their understanding of HSC requirements including understanding what the question is asking, the relevance of the OLR via class discussion, as well as the oral communication of explaining relational tables and multiple choice answers, all assess student communication skills of features relevant to modern history in general and its HSC exam specifically.



1.2 Understand how students learn

Many strategies are contained in this post lesson displaying an understanding of how students learn. These include teacher instruction of understanding HSC exam requirements, where students apply literacy skills in note taking forms. The use of group work for the relational table activity accommodates Peer tutoring and social literacy to be developed to help the overall student learning experience be it teaching others or learning from others. Moreover, providing a table scaffold helps students structure ideas and findings to visually show them the use of OLR.

2.2 Content selection and organisation

The lessons content is ordered to first provide students with familiarity and explanation to the actual HSC exam requirements, while the second activity uses this knowledge and organizes it in a way to show students the OLR was a meaningful learning experience as it helped develop their skills relevant to the HSC exam Section 1.

3.3 Use teaching strategies

Many teaching strategies are included in this lesson plan e.g. teacher instruction, collaborative learning, class discussion and relational table scaffolding


Scaffolds and group work offer literacy support and peer tutoring, while discussions allow all students, no matter their academic abilities to share ideas.

WHS

As computers and projector will be used the teacher should ensure the lighting is appropriate so students can see both the projector and their work books to prevent eye strain. Computers cables should be tucked away to prevent tripping hazards, and away from water to prevent electrical hazards.

Also as this lesson involves group work student will be placed into their groups of 4 one at a time, so movement of chairs poses as a smaller risk.

References (In APA)



Board of Studies Teaching & Educational Standards NSW. (2016). Higher School Certificate: Modern History.Department of Education and Training Professional Support and Curriculum Directorate. (2003). Quality teaching in NSW public schools: A classroom practice guide. Ryde, NSW. Retrieved from:http://web1.muirfield-h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.pdf





LESSON RESOURCES ATTACHED

Resource 1 – 2016 HSC exam

Link to 2016 Modern History HSC exam

http://educationstandards.nsw.edu.au/wps/wcm/connect/2798031b-db0c-4098-b049-067d26fff4a9/2016-hsc-modern-history.pdf?MOD=AJPERES&CACHEID=ROOTWORKSPACE-2798031b-db0c-4098-b049-067d26fff4a9-lHPDH61

Teacher to print 26 copies!

Resource 2 – what to talk about when explaining HSC exam structure and content




Resource 3 – Relational table worksheet

HSC & OLR Relational Tables

Task: Fill out the below relational tables using past Modern History HSC exam paper and marking guidelines accessible on NESA website.

http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-curriculum/resources/hsc-exam-papers

Procedure:

1. Class will fill out the 2016 relational table together, so you know where to find the resources needed to fill in the table, and what you are looking for in the resources.

2. In groups of 4 you will be allocated a specific HSC year and fill out the one table designated to that year.

3. Each group will present their findings to the class so they can fill out the relational tables for the other HSC years.

4. Class discussion on the relevance of the OLR

Modern History 2016 HSC Exam: Section 1

Question Question type (multiple choice, short answer, extended response, useful/reliable source analysis)

Syllabus: students learn about

Syllabus outcomes

Connections to OLR (the module and activity that relates to this topic in the form of short answer, extended response or source analysis usefulness and reliability)

Part A

Q1

Part A

Q2

Part A

Q3

Part A

Q4



Part A

Q5

Part A

Q6

Part A

Q7

Extended Response

Part B

Q8

Source analysis


Question/part Question type Syllabus: students learn about

Syllabus outcomes

Connections to OLR

Part A

Q1

Part A

Q2

Part A

Q3

Part A

Q4

Part A

Q5

Part A

Q6

Part A

Q7

Extended Response

Part B

Q8

Source analysis



Syllabus outcomes

Connections to OLR

Part A

Q1

Part A

Q2

Part A

Q3

Part A

Q4

Part A

Q5

Part A

Q6

Part A

Q7

Extended Response

Part B

Q8

Source analysis



Syllabus outcomes

Connections to OLR

Part A

Q1

Part A

Q2

Part A

Q3

Part A

Q4

Part A

Q5

Part A

Q6

Part A

Q7

Extended Response

Part B

Q8

Source analysis

Resource 3 - Pre-filled 2016 Relational table

Modern History HSC Exam: Section 1 year (2016)

Question/part Question type (multiple choice, short answer, extended response, useful/reliable source analysis)

Syllabus: students learn about

Syllabus outcomes

Connections to OLR (the module and activity that relates to this topic in the form of short answer, extended response or source analysis usefulness and reliability)

Part A

Q1

Mc Women’s lives in Britain

H3.2 Module 1 Activity 2

Part A

Q2

Mc Women’s lives in Britain

H3.2 Module 1 Activity 2

Part A

Q3

Mc Allied victory H3.2 N/A

Part A

Q4

MC USA entry H3.2 Module 4 Activity 2

Part A

Q5

MC USA entry H3.2 Module 4 Activity 2

Part A

Q6

Short answer Russia withdrawal

H1.1, H3.2 Module 4 Activity 3

Part A

Q7

Extended Response USA entry and Russia withdrawal

H1.1, H3.2 Module 4 Activity 1

Module 4 Activity 3 Q3

Part B

Q8

Source analysis Women’s lives in Britain

H1.2, H3.2, H3.3, H3.4

Module 3 Activity 5

POST-ONLINE LEARNING RESOURCE LESSON 2

Topic area: WW1- post OLR Lesson 2



Date: N/A Location Booked: Classroom

Lesson Number: week 9 Lesson 3


Printing/preparationworksheet on marking exemplars

Outcomes Assessment Students learn about Students learn to

H3.3 analyse and evaluate sources for their usefulness and reliability

H4.2 communicate a knowledge and understanding of historical features and issues, using appropriate and well-structured oral and written forms

Informal assessment – discussion of how and why students graded the exemplar responses.

How to improve their skills and knowledge to achieve better marks for the HSC

Evaluate the achievement of responses regarding marking criteria


Communicate an understanding of the features and issues of WW1 using well-structured oral/written forms

Cross Curriculum themes & General capabilities

Literacy – Lteracy skills developed via reading and marking exemplar responses.

Numeracy – Numeracy elements of marking criteria are basically used.


Students learn how to effectively communicate the usefulness and reliability of a variety of sources.


Intellectual QualityThis refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what they are learning.

1.1 Deep knowledge1.2 Deep understanding1.3 Problematic knowledge

1.4 Higher-order thinking1.5 Metalanguage1.6 Substantive communication

Quality Learning EnvironmentThis refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teacher and students and among students.

2.1 Explicit quality criteria2.2 Engagement2.3 High Expectations

2.4 Social Support2.5 Students’ self-regulation2.6 Student direction

SignificanceThis refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear connections with students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

3.1 Background knowledge3.2 Cultural knowledge3.3 Knowledge integration

3.4 Inclusivity3.5 Connectedness3.6 Narrative

How identified quality teaching elements are achieved in lesson

Teaching element Indicators of presence in the lesson

Substantive communication

Students learn how to improve their communication of source analysis in written forms and literacy in general by evaluating exemplar response that allow students to compare different types of level responses to each other and to the student’s responses in the OLR.

The evaluation and comparison of different level exemplar responses helps students to understand the differences and complexities of well to mid ranged written communication in history source analysis.

Explicit quality criteria Throughout lesson students engage with explicit quality marking criteria used for source analysis reliability and usefulness.

Background knowledge The lesson explicitly build from the students’ background knowledge of source analysis scaffolds used throughout the unit and OLR.


T/S

Intro

5 mins

Roll Call Teacher explains learning

intentions to students i.e. the lesson will consist of analysing the quality of exemplar responses and the students own responses to OLR extended questions.

Teacher: Mark roll, dictate lesson overview to students

Student: Take workbooks and pens out and Listen to teacher overview.

Resources: Roll

T

35 mins Group activity: Marking sample answers

Teacher splits students into groups of 3-4

Teacher gets students to pass around the worksheet.

Teacher briefly explains the worksheet activities and purpose i.e. it contains source analysis response from different bands to a past HSC question.

Together the class unpacks the question prior to marking responses.

In groups students must complete the worksheet activities which lead to their estimated band grade of the exemplar responses and their own response in module 2 of OLR.

Teacher: Place students in groups, hand out and instruct worksheet activities. Go around class and check students are on task and if in need of help.

Student: Work together to complete the activities.

Resources: Worksheet (See Lesson Resource 1), Paper, pen, printed/marked OLR responses

S

15 mins Class discussion:

Each group reveals the mark they gave to the exemplar responses and why.

Teacher reveals the appropriate band that was given to the sample responses and why.

Teacher to go through activity answers prompting students to share what they highlighted or wrote in scaffolds.

Teacher will highlight response differences using over head for all students to see and verbally discuss the fill in the blanks.

Teacher: Discuss the sample responses real marks and highlight difference on projector screen

Student: Discuss the marks they gave the exemplar responses, and make any appropriate adjustments to their worksheet answers.

Resources: Worksheet, paper, pen, highlighter, projector/smartboard

T/S

Students to adjust their activity answers if necessary.

Teacher to give general tips for improvements based on the marking of the OLR.

Summary

5 mins

Close/revise:

Summarise the key skills regarding the HSC exam.

Students to jot down one thing they did well and one thing they need to improve on when analysing source usefulness and reliability.

Teacher asks students to volunteer and share what they need to improve on.

Teacher: Talk about or list key points on white board

Student: Listen to teacher summary as well as writing down the skills they need to improve on, and what they already do quite well.

Resources: Books, pens, marker, whiteboard

T/S

Reflection

Reflecting upon this lesson plan has made the importance of post scaffolds clear. It is one thing to prepare students for a task, assessment, process etc. but another to scaffold them on improving after the task, process etc. Like feedback, post scaffolding provides direction and purpose to improvement. In this case improvement on source analysis which is purposeful to the HSC exam and student’s ability to make judgements in real life situations.

Moreover, viewing different responses whilst searching for exemplars was beneficial to me as a teacher/marker as it gave me insight regarding teacher expectations of students.



H3.3 Students ability to analyse and evaluate sources for the usefulness and reliability will be measured during the discussion exemplar responses. The exemplar responses themselves can be used as a source for learning, as well as the sources that are being analysed in the exemplar responses as students must consider their own analysis understanding of these sources to identify if the exemplar response is correct.

H4.2 Students ability to communicate their understanding of marking criteria, improvements and communicating source analysis in written forms will be assessed orally via the discussion surrounding activity answers.



1.1 Physical, social and intellectual development and characteristics of students

The intellectual development of students considered in this lesson as it surrounds the idea on them improving source analysis responses. By using varying standards of responses for the exemplar marking activity students can compare them to each other and their own works to evaluate the intellectual aspects they need to improve on.

2.5 Literacy and numeracy strategies

Literacy is present in this lessons via comprehension of the exemplar responses to highlight and fill in the blanks for activities. Verbal literacy is addressed as students must explain to the class why they marked the way they did which assesses their understanding.

Numeracy elements are present in this lesson as students must make summations using marking criteria’s.

3.3 Use teaching strategies Collaborative learning via group work, class discussion and student marking are teaching strategies evident in this lesson plan.


Students participation is supported for strategically and collaboratively completing the ‘marking exemplar’ activity with peers. Class discussions also support everyone to contribute learning and ideas.

WHS

Sufficient lighting should be available so students can see the teacher, board and work materials.

References (In APA)


Board of Studies NSW. (2006). Higher School Certificate: Modern History.

Board of Studies NSW. (2007). 2006 HSC Notes from the Marking Centre Modern History. Retrieved from http://educationstandards.nsw.edu.au/wps/wcm/connect/b454154e-badd-41fc-96c5-2db585d78334/modern-history-hsc-notes-2006.pdf?MOD=AJPERES&CACHEID=ROOTWORKSPACE-b454154e-badd-41fc-96c5-2db585d78334-lHm6a0Z

Board of Studies NSW. (2007). 2006 HSC – Modern History Band ¾ - Sample 1 Question 1-3. Retrieved from

https://arc.bostes.nsw.edu.au/standards-packs/SP06_15270/go/2006/modern-history/section-i/question-1-3/band-3/4/sample-1/index.html

Board of Studies NSW. (2007). 2006 HSC – Modern History Band 5/6- - Sample 3 Question 1-3. Retrieved from



Department of Education and Training Professional Support and Curriculum Directorate. (2003). Quality teaching in NSW public schools: A classroom practice guide. Ryde, NSW. Retrieved from:http://web1.muirfield-h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.pdf

Steel, C. (2017). Guide to Modern History source analysis: TOMAC PRU [Class Handout]. Department of Education, Western Sydney university, Sydney, NSW.







http://educationstandards.nsw.edu.au/wps/wcm/connect/b454154e-badd-41fc-96c5-2db585d78334/modern-history-hsc-notes-2006.pdf?MOD=AJPERES&CACHEID=ROOTWORKSPACE-b454154e-badd-41fc-96c5-2db585d78334-lHm6a0Z



LESSON RESOURCES ATTACHEDResource 1 – Marking exemplar responses worksheet

Marking Exemplar activity

In groups of 3 to 4 you are going to look at some exemplar responses from past HSC papers. You will be required to mark what band you would place these responses. Your decision will be based off marking criteria and referring to your source analysis scaffold presented in this unit, and downloaded in your OLR. You will then also consider your response in the OLR module 2 regarding this marking criteria. This is to help you visualise where you currently fit and what you need to do to improve and move up to higher bands for the HSC.

Question from 2006 HSC paper

Assess how useful Sources C and D would be for an historian studying the impact of total war on the home fronts during World War I.

In your answer, consider the perspectives provided by the TWO sources and the reliability of each one (10 marks)

Source C

Source D

Exemplar responses from the 2006 HSC paper

Response 1

Source C is a primary literacy source from American ambassador James Gerard. It outlines the effects the war had on the German Homefront and the consequences from the naval blockade imposed by Britain. The sources Perspective is that of an American who takes the role of an onlooker to the situation unfolding in Germany. His account is free from personal bias, making the source a reliable one. Although source C is not a particularly emotive-driven one, it still provides an overview of life in Germany during the war, providing detail of food shortages and employment. The source does have its limitation. It provides only a picture of civilian life in Germany, which was vastly different to the conditions experienced in Britain. It also doesn’t provide details of other facts of total war including the political and economic situations of Germany and measures taken to overcome these problems.

Source C doesn’t detail the initial reaction to war in Germany and the factors which brought about the descent into eventual revolution, and changes in attitudes.

Source D is a primary pictorial source. It is a British propaganda poster from the Ministry of Food, printed in 1917.

The poster reflects the attitudes and lives of civilians in Britain during the war. Voluntary rationing was introduced in 1917, which this poster demonstrates. The symbolism of the British Navy in the background of the poster and the Slogan ‘Defeat the U-Boat’ encourage feelings of nationalism and pride, which propaganda posters hoped to achieve. The women in the posters foreground represents the increasing role women were playing during the war.

The perspective of Source D is a British one, allowing historians to analyse the effectiveness of propaganda which played a large role in the war. It is reliable in showing the British government’s role in the lives of civilians and the measures gone to, to encourage nationalism and further support for the war. It is limited as it presents only one view, and that of the government may differ to the public opinion. Because the poster is propaganda also, other sources need to be used in conjunction with source D to provide an overall picture of conditions on the Homefront.

These sources C and D, can be used in corroboration with other sources to provide a comprehensive understanding of the roles of the Homefront’s in terms of total war. Total war involved several factors and all these would have to be considered by an historian studying total war.

Response 2

Each source shows the different perspectives on the importance of food at the time (1917), which would help a historian studying this a some of the impacts of total war on the home fronts.

Source C is an extract from ‘My four years in Germany’ written by farmer American Ambassador James Gerald. Written in a descriptive text, it explains the rationing system and scarcity of food in 1917, Germany. Created to inform the audience of whom reads it, we learn that transportation, resources (coal) and entertainment all

Halted in the third winter of the war. As a source, it is useful as evidence to show the impact WW1 had on the German home front. It is factually reliable in that it was written at the time by someone who was there, making it a first-hand account. Thus, Source C is very useful and reliable to show the conditions at the time and the extent of the war on the home front (Germany).

Source D depicts a woman, who looks like a house wife, cutting and rationing her bread. Linking with the bold writing, the poster formed text clearly states – ‘Don’t waste bread’. Claiming saving two slices a day will help in the war effort and stop German U-boat attacks. Made in 1917 by the Ministry of food, it intends to encourage the public of time to save food and ration wisely. Postered in Britain at the time of the war it is useful to a historian studying the Homefront as evidence of the lengths that will be gone to in order to show how important rationing was at the time. The source is factually reliable in showing this and indicates the ideology of the home front of the British nations. Therefore, it is also both useful and reliable in showing the impact of WW1 from the perspectives of the British home front.

Things to consider when Grading the responses

did they talk about usefulness? did they talk about reliability? did they discuss perspective was perspective related to only source origin and/or the reliability and usefulness to

the source source C perspective was that of an ambassador source c was neutral perspective rather than bias because it was likely written before

the USA entered the war. While source D is propaganda it encouraged positive action.

Marking Criteria

Comments from the Marking centre about the general responses to this question

TASK

1. Using the source analysis scaffolds below, fill in the blanks based on each response analysis of the sources.

2. Compare response 1 to response 2. Highlight what response 1 has that response 2 does not have.

3. Having completed activity 1 and 2, grade both response 1 and response 2 using the marking criteria and considerations above.

4. Consider you response to module 2. What band would you place your response in. were you missing any elements of source analysis? How can you improve your response to achieve a better band grade?

SOURCE ANALYSIS FORMULA

Fill in the blanks using Response 1 Source C

1st Sentence

Introduction

Source C, a ___________________ (what is the source?), is a _________ (how useful?) useful source to an historian studying the ________________________ (insert the specific question).

1st Paragraph

Discuss the perspective and reliability

This source is a type of ________________________and comes from _____________________________________________

The perspective of this source is_______________ (AUTHOR, MOTIVE and AUDIENCE). This affects the reliability of the source because ____________________________________________. Thus, making it_______ (more or less reliable) because __________________________________________________.

One CONTENT/FEATURE of the source that impact on reliability includes _______________________________________. This affect reliability because________________________________________ For example ___________________________________________

Another CONTENT/FEATURE of the source that impact on reliability includes _____________________________ ________________________________________. This affect reliability because ____________________________ ______________________________________________ For example _______________________________________

A third CONTENT/FEATURE of the source that impact on reliability includes _______________________ __________________________________________. This affect reliability because __________________________________ ____________________________________ For example ___________________________________________________

Concluding Sentence As a result of factors such as ______________________ ___________ this source can be considered _______________

Final judgement on the sources reliability

(highly reliable/unreliable, fairly reliable/unreliable).

2nd Paragraph

Evaluate the usefulness of the source for addressing the question

EITHER:

Despite the __________________ (fairly unreliable or highly unreliable) nature of the source, it can still be considered ______________ (how useful) useful when studying _______________________________________ (the question)

OR

The ________________ (highly reliable or fairly reliable) nature of the source renders the information obtained _________________ (how useful) for a historian studying ________________________________________ (the question).

Specifically state what can be learned from the source

The source provides information about ________________ _________________________(information) as can be seen ____________________________________(example).

Identify limitations of the source

Due to the limitations of the source such as _____________________________________________the usefulness of the source is diminished.

Concluding statement

Overall usefulness

Despite this/Due to this Source C being a ______________ (how useful) useful to a study of _____________________________ ________________________________ (topic of the question).

Fill in the blanks using Response 1 Source D

1st Sentence

Introduction

Source D, a ___________________ (what is the source?), is a _________ (how useful?) useful source to an historian studying the ________________________ (insert the specific question).

1st Paragraph


This source is a type of ________________________and comes from _____________________________________________I

The perspective of this source is_______________ (AUTHOR, MOTIVE and AUDIENCE). This affects the reliability of the source because _____________________________. Thus making it __________________ (more or less reliable) because ___________________________________________________.

One CONTENT/FEATURE of the source that impact on reliability includes _______________________________________. This affect reliability because ________________________________ _________ For example _______________________________

Another CONTENT/FEATURE of the source that impact on reliability includes _______________________________________. This affect reliability because _________________________ ______________________________________ For example _______________________________________________

A third CONTENT/FEATURE of the source that impact on reliability includes ________________________ ________________________________________. This affect reliability because ________________________ _____________________________________ For example _______________________________________________

Concluding Sentence


As a result of factors such as __________________ ________________________________________ this source can be considered _______________ (highly reliable/unreliable, fairly reliable/unreliable).

2nd Paragraph EITHER:

Despite the __________________ (fairly unreliable or highly


unreliable) nature of the source, it can still be considered ___________________ (how useful) useful when studying ______________________________________ (the question)

OR

The ________________ (highly reliable or fairly reliable) nature of the source renders the information obtained _________________ (how useful) for a historian studying ______________________________________ (the question).


The source provides information about _____________ ________________________(information) as can be seen ____________________________________(example).


Due to the limitations of the source such as ___________________________________________the usefulness of the source is diminished.


Overall usefulness

Despite this/Due to this Source D being a ______________ (how useful) useful to a study of ______________ (topic of the question).

Fill in the blanks using Response 2 Source C

1st Sentence

Introduction

Source C, a ___________________ (what is the source?), is a _________ (how useful?) useful source to an historian studying the ________________________ (insert the specific question).

1st Paragraph


This source is a type of ________________________and comes from ____________________________________________I

The perspective of this source is_______________ (AUTHOR, MOTIVE and AUDIENCE). This affects the reliability of the source because _____________________________. Thus making it ______________ (more or less reliable) because ___________ ___________________________________________________.

One CONTENT/FEATURE of the source that impact on reliability includes _______________________________________. This affect reliability because ____________________________ _____________ For example __________________________ ________________________________________________

Another CONTENT/FEATURE of the source that impact on reliability includes _______________________________________. This affect reliability because ________________________________ _________ For example _______________________________

a third CONTENT/FEATURE of the source that impact on reliability includes ___________________________________ _________________________. This affect reliability because ______________________________________________ ___________________________________ For example ____________________________________________

Concluding Sentence


As a result of factors such as __________________________________________ this source can be considered _______________ (highly reliable/unreliable, fairly reliable/unreliable).


Despite the __________________ (fairly unreliable or highly


unreliable) nature of the source, it can still be considered ___________________ (how useful) useful when studying ____________________________________ (the question)

OR

The ________________ (highly reliable or fairly reliable) nature of the source renders the information obtained _________________ (how useful) for a historian studying _______________________________________ (the question).


The source provides information about ______________________(information) as can be seen ____________________________________(example)


Due to the limitations of the source such as ___________________________________________the usefulness of the source is diminished.


Overall usefulness

Despite this/Due to this Source C being a ______________ (how useful) useful to a study of ______________ (topic of the question).

Fill in the blanks using Response 2 Source D

1st Sentence

Introduction

Source D, a ___________________ (what is the source?), is a _________ (how useful?) useful source to an historian studying the ________________________ (insert the specific question).

1st Paragraph


This source is a type of ________________________and comes from ___________________________________________I

The perspective of this source is_______________ (AUTHOR, MOTIVE and AUDIENCE). This affects the reliability of the source because _____________________________. Thus making it __________________ (more or less reliable) because _________________________________________________.

One CONTENT/FEATURE of the source that impact on reliability includes _______________________________________. This affect reliability because _________________________________________ For example ________________________________________________

another CONTENT/FEATURE of the source that impact on reliability includes _______________________________________. This affect reliability because _________________________________________ For example ______________________________________________

a third CONTENT/FEATURE of the source that impact on reliability includes _______________________________________. This affect reliability because _________________________________________ For example _________________________________________________

Concluding Sentence


As a result of factors such as _________________________________ this source can be considered _______________ (highly reliable/unreliable, fairly reliable/unreliable).



Despite the __________________ (fairly unreliable or highly unreliable) nature of the source, it can still be considered ___________________ (how useful) useful when studying ______________________________________ (the question)

OR

The ________________ (highly reliable or fairly reliable) nature of the source renders the information obtained _________________ (how useful) for a historian studying _____________________________________ (the question).


The source provides information about ______________________(information) as can be seen ____________________________________(example).


Due to the limitations of the source such as _______________the usefulness of the source is diminished.


Overall usefulness

Despite this/Due to this Source D being a ______________ (how useful) useful to a study of ______________ (topic of the question).

JUSTIFICATION

Created for Modern History HSC Core Study: World War One 1914-1919, the above Online Learning Resource (OLR), Pre-OLR Lesson, and two Post-OLR Lessons were planned with the intentions to enhance the source analysis skill set of students’ undertaking Modern History. Supporting the planning and design of the above materials present in this portfolio, are

various pedagogical theories, models, and approaches (TMAs). These TMAs were used to influence the creation of an integrated and meaningful learning experience, which will be justified below.

The OLR

The OLR was specifically created to aid student preparation for Section 1 of the Modern History Higher School Certificate (HSC) Exam. This was achieved as students further develop their source analysis skills via practising such use of skills in the OLR on various syllabus dot points within the World War One unit. This familiarity with, and practice of HSC style questions should build student confidence in their abilities to undertake exams (Tompkins, 2014). However, more than this, the analytical skills embodied in the OLR are highly useful to students outside of the school context, as it equips them with the skills to make effective evaluations, key in creating future informed citizens (Board of Studies, NSW, 2009).

With the use of backward mapping inherited in the Understanding by Design (UbD) Framework, a catalyst to the development of the OLR was formed. Here, the OLR outcomes and content were predefined using past HSC papers (2013-2016), to clarify what content and question types be present in the OLR. This strategic planning is to promote the OLR as a meaningful and engaging learning experience for students (McTighe & Wiggins, 2015).

Beyond past HSC exams heavily influence on the OLR content and questions, Blooms Taxonomy was also consulted to ensure elements of critical and creative thinking were implemented to further support the OLR as meaningful and effective learning experience. Synthesis and comprehension were required in the multiple choice and short answer questions, while analysis and evaluation of sources was required in extended responses (Nenti & Zietlow, 2007). Moreover, having the overlap of question types evident in the HSC exam that progress students up Blooms Taxonomy was integrated across all modules. This is because the multiple assessment key outcomes, but in different types better supports overall learning (McTighe & Wiggins, 2015).

Pre-lesson

The pre-assessment lesson plan aimed to teach students how to use the OLR and undertake source analysis effectively to receive high band grades. The Centre for Education Statistics and Evaluation (2014) findings that novel information should be taught via explicit

instruction was abided in this pre-lesson first activity. Here the teacher explicitly shows students how to use the OLR via the notification worksheet and teacher modelling of the website.

The decision to input a practice module to be undertaken in class time was implemented to further ensure the student can use the OLR. This is because without this skill, effective assessment of OLR tasks cannot be performed. Here in, the notion to have this task completed via a collaborative pedagogy i.e. in student pairs, was strategically decided to further ensure students could walk away from the lesson equipped to use the OLR effectively as peer learning enhances engagement and further provides students with support in understanding novel concepts (Westwood, 2015; McTighe & Wiggins, 2015).

As performing source analysis was undertaken in the preliminary course this was not a novel concept. Instead it was planned that the second activity where the class works together to perform source analysis under heavy scaffolding, required pedagogy that related to background knowledge. An example of this is when the teacher writes TOMAC PRU on the board to begin the activity. Underpinning this decision is the cognitivism theory, which supports that new learning can only be achieved when prior knowledge is addressed and blended in to current context (Nenti & Zietlow, 2007).

Post-OLR Lesson 1

The first post-OLR lesson was designed to explain the HSC to students and the relevance of the OLR to the HSC. Greene & Melton (2007) research found that the common strategies in successfully preparing students for any test require demonstration, student practice, sharing and assessment. As such the sequence of this lesson followed this structure. The teacher demonstrates how to read the HSC paper, the students practice undertaking the multiple-choice section, then share their answers so learning and assessing understanding can consequently occur.

Furthermore, the use of the relational table tasks also contributes in student preparation for the exam. This knowledge regarding the relevance of the OLR should help students better prepare for the HSC exam as Stages 2 & 3 of Smiderle & Green (2011) model of best practice claim that “students that decide to use study materials provided by the teacher based on the information they have about the exam lead to better results”. As such if the students know the relevance of the OLR regarding the HSC exam, they will be more inclined to use it as a study tool, which in turn should move them up band descriptors.

Post-OLR Lesson 2

The second post lesson was designed to help students achieve higher band descriptors by having students mark exemplar responses to visually help them understand the requirements to achieve high HSC bands. Unpacking the question as a class and having student engage in the marking criteria and markers comments provides students with an explicit quality criteria to effectively analyse the quality of their own similar response in the OLR. Unpacking the question helps student prepare for the exam, because key to exam success is understanding what the question is asking you to do. This was evident in stage 5 of Smiderle & Green (2011) model of best practice in exam preparation. Stage 6 of Smiderle & Green (2011) model of best practice also influenced this lesson in the self-reflection component. Here, student identify what they did well, and where they can improve their OLR response based on personal feedback, as well as the general marker comments in the work sheet. Furthermore, Orsmond, Merry and Reiling (2002) research influenced this activity as they found a student’s ability to understand marking criteria aids the production of higher quality work in the long run i.e. better band descriptors in the HSC exam.

Conclusion

To conclude the various TMAs that influenced the development of the OLR and its associated lesson plans, seek to prepare students for success in Section 1 of the HSC and the general outcomes of the Modern History course. It was also developed to assist students outside of the school context. Here it is hoped students further extend their analytical skills to transform into informed citizens who can evaluate situations for themselves.

References

Board of Studies NSW. (2009). Modern History Stag 6 Syllabus. Retrieved from https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/modern-history-st6-syl-from2010.pdf



Centre for Education Statistics and Evaluation (CESE). (2014). What works best: Evidence-based practices to help improve NSW student performance. NSW Department of Education and Communities. Retrieved from https://vuws.westernsydney.edu.au/bbcswebdav/pid-2741921-dt-content-rid-22644863_1/courses/102090_102091_102092_2017_1h_modernhistory/what_works_best.pdf

Greene, A., & Glennon, D.M. (2007). Test talk: Integrating test preparation into reading workshops. Portland, ME: Stenhouse Publishers.

McTighe, J., & Wiggins, G. (2015). Solving 25 Problems in Unit Design. Alexandria, VA: Association for Supervision and Curriculum Development.

Nentl, N., & Zietlow, R. (2007). Using Bloom’s taxonomy to teach critical thinking skills to business students. Journal of College & Undergraduate Libraries, 15(1-2), 159-172. doi: http://dx.doi.org.ezproxy.uws.edu.au/10.1080/10691310802177135

Orsmond, P., Merry, S, & Reiling, K. (2010). The use of exemplars and formative feedback when using student derived marking criteria in peer and self- assessment. Assessment & Evaluation in Higher Education, 27(4), 309-323. doi.org/10.1080/0260293022000001337

Smiderle, D., & Green, P.L. (2011). How should students prepare for exams: A knowledge management approach. International Journal of Knowledge Management. 7(4), 55-69. doi: 10.4018/978-1-4666-2485-6.ch020

Tompkins, G.E. (2014). Preparing for Standardized Tests. Retrieved from https://www.education.com/reference/article/preparing-standardized-tests/

Westwood, P. (2015). Common sense Methods for Children with Special Educational Needs. London: Routledge.

https://www.education.com/reference/article/preparing-standardized-tests/

https://vuws.westernsydney.edu.au/bbcswebdav/pid-2741921-dt-content-rid-22644863_1/courses/102090_102091_102092_2017_1h_modernhistory/what_works_best.pdf



APPENDICES

APPENDIX A: SCOPE AND SEQUENCES

APPENDIX B: CONCEPT MAP

APPENDIX C: HSC ASSESSMENT SCHEDULE & WW1 NOTIFICATION

HSC ASSESSMENT SCHEDULE

ASSESSMENT NOTIFICATION FOR ASSESSMENT TASK 1: WW1 SOURCE ANALYSIS EXAMFACULTY: HSIE

COURSE: HSC Modern historyUNIT: Core Study: World War I 1914–1919

TASK NAME: Assessment Task 1DUE DATE: Tuesday Term 1 Week 7 WEIGHTING: 20%MARKS: 25 Task Type: Source Analysis Exam

ASSESSED OUTCOMES:

H1.1 - describe the role of key features, issues, individuals, groups and events of selected twentieth-century studies

H1.2 - analyse and evaluate the role of key features, issues, individuals, groups and events of

selected twentieth-century studies H3.2- locate, select and organise relevant information from different types of

sources H3.3 - analyse and evaluate sources for their usefulness and reliability H3.4 - explain and evaluate differing perspectives and interpretations of the past

TASK OUTLINE: You will be required to answer questions on a variety of written and visual sources. This task will be completed in class, on the due date, under exam conditions. No notes may be used. You will be given 45 minus to complete the task.

TASK PREPARATION: Revise your notes on the World War 1 and practise your source analysis skills.

POLICY REQUIREMENTS: If absent on the due date and no medical certificate or misadventure appeal is received students will receive a zero for the task. Students will still be required to sit the task for feedback purposes.

MARKING CRITERIA:

You will be assessed on your ability to:

Incorporate your own knowledge and understanding of course content in your analysis of sources

Locate, select and organise information from different types of sources about WW1 Evaluate the usefulness, reliability and perspectives of sources Account for and assess differing historical interpretations of WW1

Question Content Mark

Part A A source-based objective response and short-answer questions 15

Part B One source-based question 10

APPENDIX D: UNIT OUTLINE

UNIT OUTLINE

Subject: Modern History

Course: HSC (year 12)

Number of Weeks: 9

Unit title: Part I: Core Study: World War I 1914–1919: Key Concepts/ Big Ideas The importance of this learning

- Western Front- Stalemate- Trenches- War- Allies- Verdun- The Somme- Passchendaele- Soldiers- Civilians- Total war- Recruitment- Conscription- Censorship- Propaganda- Armistice- Treaties

This unit is important to learning because students are reequipped with both content and skills to analyse and evaluate the great social, technological, economic, political and moral transformations that have shaped today’s society. This is important to students as issues relevant to World War One still exist in the contemporary world they will be the future active citizens of.

Unit context within Scope and Sequence Syllabus Outcomes

This is the core topic for HSC Stage 6. It will begin in HSC term 1 week 1 and end in HSC term 1week 9.

H1.1 describe the role of key features, issues, individuals, groups and events of selectedtwentieth-century studiesH1.2 analyse and evaluate the role of key features, issues, individuals, groups and events ofselected twentieth-century studiesH3.2 locate, select and organise relevant information from different types of sourcesH3.3 analyse and evaluate sources for their usefulness and reliabilityH3.4 explain and evaluate differing perspectives and interpretations of the pastH3.5 plan and present the findings of historical investigations, analysing and synthesizinginformation from different types of sources

H4.1 use historical terms and concepts appropriatelyH4.2 communicate a knowledge and understanding of historical features and issues, usingappropriate and well-structured oral and written forms

Literacy Focus Numeracy Focus

ICT Focus Differentiation

- Glossaries- cartoons- Social literacy - group work

presentations - Close passages- Essays- Discussion- Reading & writing- Summaries- Debates- Role plays- Unpacking Key

terms - Modelling Source

Analysis- TOMAC PRU

scaffold

Analysing Statistical data and timelines

Internet research

Video clips

Online sources

multimodal presentations

Word processing

Cmaps

extension work i.e. can do more source analysis (GAT)

Discussions so they can express understanding beyond what is asked in activities, or to avoid written expression (GAT & EALD)

scaffold sheets, teacher modelling, and close passages (low learners)

Glossaries and visual activities e.g. role play (low literacy learners)

Group work to learn from others and teach others (GAT & low literacy earners)

Week/ Sequence

Syllabus Content Teaching and Learning Strategies including assessment for learning

Resources

Week 1 Period 1

Introductory Lesson Hand out HSC Glossary term, definitions sheet for this unit, and source analysis TOMAC PRU booklet.

Briefly explain the Modern History HSC course and this units focus on source analysis, the assessment task and the online resource activities.

Class mind map – ask students what the main reasons for war were to refresh what was learnt in preliminary year and leads up to this unit.

Cartoon – discuss cartoon on events behind World War One

HSC Glossary Sheet Definitions sheet TOMAC PRU

booklet White board Marker Cartoon

Week 1 Period 2

Students learn about:

War on the western front -The reason for the stalemate on the Wester Front

Students learn to:

Use historical terms and concepts appropriately

Locate, select and organise information from different types of primary and secondary sources, about key features and issues related to World War 1

Outcomes: H4.1, H3.2

List – write a list of reasons for the stalemate. Teacher to explain them.

Map activity – class looks at a map of western front and discusses what student define the Western Front as

Worksheet – short answer questions on written and visual sources about stalemate

Discussion – class discusses answers to worksheet

Whiteboard Marker Paper Pens Map

Week 1 Period 3


War on the western front -The nature of trench warfare and life

Lecture – teacher lectures students about trench structure and main commanders. Discussion- class

Lecture Computer/project

or smartboard

in the trenches dealing with experiences of Allied and German soldiers

Students learn to:

Make deductions and draw conclusions about key features and issues of World War 1

Outcomes: H1.1

discussion based on diagrams about trench structure from lecture.

7 strips activity - students write 7 main points about lesson. They share their points with another peer. They then collectively turn their 14 points into 7.

Time permitting textbook Source analysis questions

Workbooks Pens Textbook

Week 1 period 4


War on the western front -The nature of trench warfare and life in the trenches dealing with experiences of Allied and German soldiers

Outcomes: H1.2

Trench Tactics and weapons worksheet – class read information on methods of trench warfare and weapons. Class discuss causality statistics (focus on disease), and fill out the table on weapons and their use and effectiveness.

Computers Internet PowerPoint Email Computer/projector

or smartboard Textbook

Week 2 period 1


War on the western front -The nature of trench warfare and life in the trenches dealing with experiences of Allied and German soldiers

Students learn to:

Ask relevant questions in relating to World War 1


Communicate an understanding

Jigsaw task – in groups of 2-3, using the textbook and computers students are to create a PowerPoint presentation on a given condition of Trenches. They will summarise the effects of their condition and complete one source question from the textbook on their topic and place it in their power point.

Students are to email these to their teacher to put together and hand out to all students.

Topics include – Lice, Dysentery, Fatigue, V.D, Rats, Shellshock, Cholera, Rations, Gas Gangrene,

Textbook Computers Internet PowerPoint email Computer/projector

smartboard

of the features and issues of WW1 using appropriate and well-structured multimedia forms

Outcomes: H1.1, H3.2, H4.2

Trench fever, Mud, trench foot

Presentations- depending on time get x number of students to present their findings to the class

Week 2 period 2

PRE-LESSON PRE-LESSON PRE-LESSON

Week 2 period 3


War on the western front -

Overview of strategies and tactics to break the stalemate

Students learn to:



Jigsaw task – in groups of 3-4 give students a tactic to study i.e. ‘breakthrough’, ‘Bite and hold’, ‘Leapfrogging’ or ‘infiltration’. On a word document students are to define their tactic and list its process.

Students will email their document to the teacher to create as one document for the whole class.

Source analysis – in the same groups students will complete source analysis questions on a DIFFERENT tactic and share responses with the class

Textbook ‘internet Computers Microsoft Word Email Workbooks Pens

Week 2 period 4


War on the western front -Overview of strategies and tactics to break the stalemate including key battles: Verdun and the Somme

Students learn to:

Locate, select and organise

Key battles booklet- students are given a booklet with information, timelines, sources and activities on Verdun, the Somme and Passchendaele to work through I the next two lessons. Class will read the information together and discuss answers

Key battles booklet Workbooks Pens

information from different types of primary and secondary sources, about key features and issues related to World War 1



Week 3 period 1


War on the western front -Overview of strategies and tactics to break the stalemate including key battles: Passchendaele

Students learn to:




Work through Passchendaele section of ‘key battles booklet’

Summative mind map – teacher to draw a summative mind map on tactics to break the stalemate and key battles.

key battles booklet Workbooks Pens whitebeard marker

Week 3 period 2


War on the western front -Changing attitudes of Allied and German soldiers to the war over time

Students learn to:

Locate, select and organise information from different types

Essay – using the textbook students are to write a mini essay on the changing attitudes of soldiers over time.

MC HSC practise – students to complete multiple choice questions about ‘war on the western front’ from past HSC papers. Teacher to

Work books Pens Textbook HSC part 1 paper

of primary and secondary sources, about key features and issues related to World War 1


Communicate a knowledge and understanding of historical features and issues, using appropriate and well-structured written forms


discuss answers afterwards.

Week 3 period 3

Summary of War on Western Front

OLR Module 1 due: discuss answers

Worksheet – multiple choice and short answer questions covering all dot points under War on the Western Front in syllabus.

Discuss answers to worksheet and get students to ask questions on answers they did not know.

Worksheet White board Marker Answers to module

1 Computer workbooks Pens

Week 3 period 4


The home fronts in Britain and Germany- total was and its social and economic impact on civilians in Britain

Students learn to:

Locate, select and organise information from different types of primary and secondary sources, about key features and

Teacher to draw mind map on Britain home front covering trade and industry, role of government, social changes and politics


Source analysis activities and discussion

Whiteboard Marker Textbook Workbooks pens

issues related to World War 1




Homework: Module 3 of OLR

Week 4 period 1


The home fronts in Britain and Germany- total was and its social and economic impact on civilians in Germany

Students learn to:





Teacher to draw mind map on Germany Homefront covering trade and industry, role of government, social changes and politics

Source analysis activities and discussion

Homework: Module 2 of OLR due. Discuss answers.

Whiteboard Marker Textbook Workbooks Pens

Week 4 period 2


The home fronts in Britain and Germany- recruitment in Britain and Germany

Students learn to:

Teacher explains what recruitment is

Class source analysis – using the four-box source analysis scaffold on ‘your country needs you’ featuring Lord Kitchener, teacher and

Whiteboard Marker 4 box source

worksheet sources workbooks pens





students together fill out the scaffold

Think pair share – source analysis using the same 4 box scaffold, students will analyse two other sources, share responses with a friend then the whole class.

Week 4 period 3


The home fronts in Britain and Germany- conscription in Britain and Germany

Students learn to:

Make deductions and draw conclusions about key features and issues of WW1




Worksheet – students given a worksheet with conscription information, statistics, and sources. They will complete short answer questions, and fill in the blank questions to test comprehensions skills

Worksheet Pens

Week 4 period 4


The home fronts in Britain and Germany- censorship in Britain

Teacher explains censorship

Censorship comparison - Students are given a letter that a soldier

Workbooks Pens 3 censorship letters

and Germany

Students learn to:



Outcomes: H1.1

wrote to a loved one, and a letter that a loved one receives. Students are to note differences in experiences based on letter content. Teacher then reveals this was the same letter but censored.

Teacher then explains censorship

Censor a letter task – students are given another letter a soldier wrote and must censor it based on a government approval list the teacher will hand out.

Discussion – class discusses empathy and implications of censorship.

government approval content information sheet

Week 5 period 1


The home fronts in Britain and Germany- propaganda in Britain and Germany

Students learn to:




Outcomes: H1.1, H1.2, H3.2,

Work booklet – students are given a work booklet on propaganda. It will entail the reasons for, types of and how to analyse propaganda. It will also have notes decoding source analysis on both a written and visual propaganda source. Class will read and discuss information together. Students will then work through source analysis activities alone.

Work booklet Pens

H3.3

Week 5 period 2


The home fronts in Britain and Germany- recruitment, conscription, censorship and propaganda in Britain and Germany

Outcomes: H1.1

Summative mind maps – using Cmaps students are to create 4 different mind maps on recruitment, conscription, censorship and propaganda – they will summarise what they are and key considerations in analysing their types of sources.

Discussion – class discusses mind maps, and teacher asks every student to share something they have learnt or found interesting bout the home fronts in Britain and Germany topic.

Computers Cmaps

Week 5 period 3


The home fronts in Britain and Germany-the variety of attitudes to the war and how they changed over time in Britain and Germany

Students learn to:



Ask relevant questions in

Flow chart – teacher draws and explains the changing attitudes from the enthusiastic beginnings to war weariness.

List- students to list key events, statists, and dates about why attitudes changed using the textbook and own research.


Source analysis questions in textbook

White board Marker Textbook Work nooks Pens Computers Internet

relating to World War 1


Week 5 period 4


The home fronts in Britain and Germany- The impact of war on women’s lives and experiences in Britain

Students learn to: Locate, select and organise information from different types of primary and secondary sources, about key features and issues related to World War 1




Lecture on change and continuity of women’s roles

Source analysis questions form textbook

Homework: work on module 4 of OLR

Work books Pens Textbook lecture

Week 6 period 1


The home fronts in Britain and Germany- The impact of war on women’s lives and experiences in Britain

Students learn to:

Use historical terms and concepts appropriately

Present the findings of investigations on aspects of WW1, analysing and

DUE: module 3 of OLR – discuss answers

Research task- students are to research one occupation British women took up in WW1 and write an essay about it, referring to sources they found. This will be assessed.

Computers Internet Textbook Workbooks pens

synthesising information from different types of sources

Communicate an understanding of the features and issues of WW1 using oral forms


Week 6 period 2


Turning points – impacts of the entry of the USA and Russian withdrawal

Students learn to:

make deductions and draw conclusions about key features and issues of WW1

Outcomes: H1.1

Video clip – introductory short clip on turning points of WW1. Students to take notes.

Textbook summaries – students to summarise USA entry and Russia withdrawal from textbooks

Discussion – class discusses what they have learnt and teacher lists important points on board

Video/projector Textbook Work books Pens Whiteboard marker

Week 6 period 3


Turning points – impacts of the entry of the USA and Russian withdrawal

Students learn to:

Communicate an understanding of the features and issues of WW1 using oral forms

Ask relevant questions in relation to WW1


Debate – which impact had the more significant influence on the Allies Victory, the USA entry or Russia Withdrawal of WW1?

Workbook notes pens

Week 6 period 4


Turning points- Ludendorff’s

Worksheet- students given a worksheet with information about, short answer and source analysis

Worksheet Workbooks Pens

Spring Offensive and the Allied response

Students learn to:






questions on Ludendorff’s Spring Offensive and the Allied response. Class to read together and discuss answers

DUE: module 4 OLR- Discuss answers

Week 7 period 1

Revision for assessment task 1 Students to study for exam and ask anything they are unsure of

Workbooks Pens computers

Week 7 period 2

POST-LESSON 1 POST-LESSON 1 POST-LESSON 1

Week 7 period 3

Assessment task 1- Source Analysis Exam



Week 7 period 4


Allied victory- events leading to the Armistice, 1918

Students learn to:

Locate, select and organise information from different types

Timeline activity – class to construct a timeline together and making important notes about the events that lead to the Armistice

Source analysis questions from textbook

Work books Pens White board Marker Textbook

of primary and secondary sources, about key features and issues related to World War 1



Outcomes: H1.1H3.2

Week 8 period 1


Allied victory- reasons for the Allied victory

Students learn to:



Account for and assess differing historical interpretations of WW1

Communicate an understanding of the features and issues of WW1 using appropriate and well-structured multimedia forms including ICT


Mini research task- using the textbook and internet, in groups of 3 to 4, students will research reasons for Allied victory and briefly describe each reason in a multimodal presentation, or word document table.

Discussion – class to discuss findings and teacher to list reasons on board

Computers Internet Workbooks Textbook

Week 8 period 2


Allied victory- reasons for the German collapse

Mini research task- using the textbook and internet, in groups of 3 to 4, students will research

computers Internet Workbooks

Students learn to:




Communicate an understanding of the features and issues of WW1 using appropriate and well-structured multimedia forms including ICT


reasons for German collapse and briefly describe each reason in a multimodal presentation, or word document table.

Discussion – class to discuss findings and teacher to list reasons on board

Textbook

Week 8 period 3


Allied Victory – reasons for Allied victory and German collapse

Students learn to:


Ask relevant questions to WW1

Communicate an understanding of the features and issues of WW1 using appropriate and well-structured oral forms


Debate – did the Allies win due to German collapse or did the German collapse due to reasons that helped the Allies become victorious?

Past lessons knowledge and work

Week 8 period 4

Students learn about: Research task on Wilson and Lloyd George. Students to note their goals

Computers

Allied Victory – the roles and differing goals of Clemenceau, Lloyd George and Wilson in creating the Treaty of Versailles

Students learn to:

Make deductions and draw conclusions about key features and issues related to WW1





Present the findings of investigations on aspects of WW1, analysing and synthesising information from different types of sources

Outcomes: H1.1, H3.2, H3.3, H3.4, H3.5

and roles in the creation of Treaty of Versailles using the textbook and internet.

Source analysis questions on Lloyd George and Wilson

Internet Textbook Workbooks pens

Week 9 period 1


Allied Victory – the roles and differing goals of Clemenceau,

Teacher lecture on the role and goals of Clemenceau

Source analysis questions on

Lecture Textbook workbooks

Lloyd George and Wilson in creating the Treaty of Versailles

Students learn to:

Make deductions and draw conclusions about key features and issues related to WW1





Outcomes: H1.1, H3.2, H3.3, H3.4

Clemenceau

Summative discussion – student and teacher sum up the role and goals in point form in the creation of Versailles

pens

Week 9 period 2


Allied Victory – the roles and differing goals of Clemenceau, Lloyd George and Wilson in creating the Treaty of Versailles

Students learn to:


Account for and assess differing

Role play – teacher to put students into 6 groups. 2 groups will get Lloyd George, 2 groups will get Wilson and 2 groups will get Clemenceau. Students are to create a script their character would take in to the Treaty of Versailles meeting to argue their goals and opinions on Germany repercussions.

One person from each group will be the actor. The actors from each

Workbooks Pens

historical interpretations of WW1

use historical terms and concepts appropriately

Communicate an understanding of the features and issues of WW1 using appropriate and well-structured oral forms

Outcomes: H1.1, H3.4, H4.1, H4.2

different group will come together and form a group as they will act their differing roles in front of the class.

Week 9 period 3

POST-LESSON 2 POST-LESSON 2 POST-LESSON 2

Week 9 period 4

Revision Lesson Teacher to hand out a syllabus summary scaffold that students can fill in using their knowledge and recorded lesson tasks and information.

Syllabus summary scaffold

Workbooks pens

APPENDIX E: RELATIONAL TABLE

HSC year

Topic: WW1 Targeted Syllabus Dot Point Targeted Outcome

Connection to OLR

2013 Section 1AQ 1-2, 4-6 (multiple choice 1 mark each)

Ludendorff’s Spring Offensive and the Allied response

changing attitudes of Allied and German soldiers to the war over time

reasons for Allied victory and German collapse AND total war and its social and economic impacts on civilians in Germany

H1.1, H3.2

Module 4 Activity 4 (Ludendorff - multiple choice)

Module 2 Activities 1, 3 & 4 (total war - multiple choice

2013 Section 1A Q3 (2 marks)

The impact of the war on women’s lives and experiences in Britain

H3.2, H4.1

Module 3 Activity 3 (Women - Short answer)


Reasons for Allied victory and German collapse

H1.1, H1.2, H3.2, H4.2

N/A

2013 Sections 1B (10 marks)

Total war and its social and economic impact on civilians in Britain and Germany

H3.3, H3.4, H4.2

Module 2 Activity 5 (total war – source analysis usefulness & reliability)

2014 Section 1A Q1-3, 5-6) (multiple choice 1 mark)

The nature of trench warfare and life in the trenches dealing with experiences of Allied and German soldiers


H1.1, H3.2

Module 1 Activity 2 (trench warfare- multiple choice)




H3.2, H4.1

Module 1 Activities 1, 3 & 4 (trench warfare – short answer)

Module 1 Activity 5 (tactics short- answer)




H1.1, H1.2, H3.2, H4.2

Module 1 Activity 4 (life in trenches- extended response)

2014 Section 1B (10 marks)



H3.3, H3.4, H4.2

N/A

2015 Section 1 A Q1-3, 5-6 (multiple choice 1 mark each)


the variety of attitudes to the war and how they changed over time in Britain &and Germany

H1.1, H3.2

N/A




H3.2, H3.4, H4.1

N/A

2015 Sections 1A Q7 (8 marks)



H1.1, H1.2, H3.2, H4.2

N/A

2015 Section 1B (10 marks)



H3.3, H3.4, H4.2

N/A

2016 Section 1A Q 1-5

The impacts of the war on women’s lives and experiences in Britain

Allied Victory AND Impacts of the entry of the USA

H3.2 Module 5 Activity 2 (women – multiple choice)

Module 4 Activity 2 (USA – multiple choice)


Impacts of the Russian withdrawal H1.1, H3.2

Module 4 Activity 3 (Russia short answer)


Impacts of the entry of the USA and of the Russian withdrawal

H1.2, H3.2

Module 4 activities 2 & 3 (Russia extended response)

2016 Section B (10 marks)

The impact of the war on women’s lives and experiences in Britain

H1.2, H3.2, H3.3, H3.4

Module 3 Activity 5 (women source analysis usefulness and reliability)

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