Using the HSIE Syllabus for Consistent Moderation in a Small Stage 3 Class in Sydney

Using the HSIE Syllabus for Consistent Moderation in a Small Stage 3 Class in Sydney
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This article explores the use of the HSIE syllabus to ensure consistency in assessment and moderation practices in a small Stage 3 class in Sydney. The school has a majority of English-speaking students, with boys outnumbering girls in the class.

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About Using the HSIE Syllabus for Consistent Moderation in a Small Stage 3 Class in Sydney

PowerPoint presentation about 'Using the HSIE Syllabus for Consistent Moderation in a Small Stage 3 Class in Sydney'. This presentation describes the topic on This article explores the use of the HSIE syllabus to ensure consistency in assessment and moderation practices in a small Stage 3 class in Sydney. The school has a majority of English-speaking students, with boys outnumbering girls in the class.. The key topics included in this slideshow are HSIE syllabus, consistency of moderation, Stage 3 class, small school, assessment practices,. Download this presentation absolutely free.

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

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

3. Background to the assessment task 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 Key figures, events and issues in the development of Australian democracy Aboriginal democratic practices before British colonisation Aboriginal democratic practices before British colonisation

4. Teaching and learning for the planned assessment 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. 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. Background information in A guide to government and law in Australia by John Hirst was used by the teacher.

5. Assessment task 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 Traditional Aboriginal law The Governors Court in the early colony The Governors Court in the early colony The work of the courts today The work of the courts today including how these have changed over time. including how these have changed over time.

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

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

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

9. Make a decision Make a decision Below Below At At Above Above

14. A decision A decision Below Below At At Above Above Robert Robert Nash Nash Daniel Daniel Angus Angus

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

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