Background to the work samples A small P4 school in a suburb of Sydney The class is one of two Stage 3 classes The girls are outnumbered by boys in the class The majority of students are English speaking
Background to the assessment task The class was working on the topic ‘Australian Democracy’ with a focus on outcomes SSS3.8 and CCS3.2 The class was working on the topic ‘Australian Democracy’ with a focus on outcomes SSS3.8 and CCS3.2 The syllabus subject matter the planned assessment task references are: The syllabus subject matter the planned assessment task references are: Key figures, events and issues in the development of Australian democracy Aboriginal democratic practices before British colonisation
Teaching and learning for the planned assessment The teaching and learning activities were adapted from lessons in Discovering Democracy: The Law Rules for Upper primary. These lessons are part of a unit of work. Background information in A guide to government and law in Australia by John Hirst was used by the teacher.
Assessment task Under the heading Applying the law in Australia, write 3 points on : Under the heading Applying the law in Australia, write 3 points on : Traditional Aboriginal law The Governor’s Court in the early colony The work of the courts today including how these have changed over time.
Assessment task criteria lists some features of Aboriginal law, the early Governor’s court and the courts today demonstrates an understanding of changes to the application of laws communicates the development of Australian democracy over time.
‘At’ Based on your understanding of the syllabus and performance standards and collaborative discussions with other teachers: Has the student a sound knowledge and understanding of the main areas of the task and achieved an adequate level of competence in the processes and skills.
Work samples Use the following 4 student work samples to determine if the work sample is At, Above or Below Refer to the HSIE assessment criteria
Assessment and reporting At the time of reporting, assessment information gathered by teachers from observations, students’ work and planned assessment events, is used to make a holistic judgement about student performance in HSIE against a 5 point achievement scale.