Extension History

AMBARVALE HIGH SCHOOL

Extension

History

HSC Assessment Booklet

2021-22

Teacher - Mrs Pimentel

CONTENTS

1. Assessment Procedures in HSIE

2. Assessment Grid for Extension History

3. Assessment Task Notifications

4. Syllabus documents for the topics to be studied

Teacher – Mrs Pimentel

[email protected]

mailto:[email protected]

ASSESSMENT PROCEDURES IN HSIE

The HSIE Faculty will follow the policy and procedures outlined in the AHS Assessment

Policy and Procedures Booklet.

Please note in particular the following points;

● If you have a legitimate reason why you will be unable to achieve an assessment

deadline, you may be eligible for special consideration on your task. You must

notify your teacher and negotiate this well BEFORE the due date of your task.

You may require supporting documentation.

● All tasks are generally required to be submitted in PAPER form, NOT

electronically, unless your task specifically states otherwise. Be organised.

● Be aware that computer or electronic failure are NOT considered by NESA to be

a valid reason for a late or non-completion of tasks. Always, always, always

back up your work.

● Be aware that NESA requires HSC students to submit their tasks before the end

of school day ON THE DUE DATE and it will therefore be enforced in HSIE that all

tasks must be received by 2.50pm.

● Failure to submit your task on or before the due date will result in an N-Award

Warning Letter, a ZERO mark …AND you will still have to submit the task to clear

the warning and to be able to complete the course.

Exceptions include the following;

• ILLNESS fully covered by DOCTORS CERTIFICATE. You must see your classroom

teacher / Head Teacher HSIE before school the morning of your return and

present your paperwork.

• MISADVENTURE covered by a MISADVENTURE FORM. See your classroom

teacher / Head Teacher HSIE before school the morning of your return to school

and present your paperwork.

Non-Serious Attempts and Malpractice;

● NESA requires that all student assessments submitted are a serious attempt of

the task. Non-Serious Attempts attract an N-Award Warning Letter and you will

be required to resubmit the task to ensure you meet NESA standards of

‘diligence’. Please be aware you must make a ‘reasonable attempt’ of all

assessment tasks. Your teacher will specifically advise you of what constitutes a

‘reasonable attempt’.

Malpractice is a serious matter and includes plagiarism and cheating. In HSIE, there is a significant research component across our subjects and it is important to pay particular attention to plagiarism and accurate referencing. ANY infraction to NESA policy will result in a ZERO mark on the task, an N-Award Warning Letter and you will be required to resubmit the task. Be aware that further consequences can include Executive intervention, suspension and formal reporting. Please refresh and ensure you understand your obligations as outlined during the compulsory “All my Own Work” program or seek advice from your teacher if you are unsure of your obligations.

For further information on Ambarvale High School Assessment requirements. Please refer to your HSC Assessment Booklet for further information.

ASSESSMENT GRID FOR EXTENSION HISTORY

In this Subject you will cover:- Module

Constructing History - Key Questions

- Case Study – TBC

History Project

HSC Course Assessment Components The mandatory components and weightings for the HSC course are set out below. The internal assessment mark submitted to the Board of Studies is to be based on the HSC course only. A Knowledge and understanding of significant historical ideas and processes B Skills in designing, undertaking and communicating historical inquiry and analysis

COMPONENTS

WEIGHTING /100

TASK 1 TASK 2 Task 3

Due: T2, W2

Due: T2, W9/10

Due: T3, W4

History Project:

Historical Process

Trial HSC Examination

History Project:

The Essay

Outcomes Outcomes Outcomes

HE12-2 HE12-1, HE12-4 HE12-1HE12-2, HE12-3, HE12-4

Knowledge and understanding of significant historical ideas and processes

40% 5 30

5

Skills in designing, undertaking and communicating historical inquiry and analysis

60 % 25

35

Total Marks 100% 30% 30% 40%

Course Outcomes: HE12-1 Analyses and evaluates different approaches to history and the complexity of factors

that shape historical interpretations

HE12-2 Plants, conducts and presents a substantial historical investigation involving analysis, synthesis and evaluation of information from historical sources of differing perspectives and historical approaches

HE12-3 Communicated through detailed, well-structures texts to explain, argue, discuss, analyse and evaluate historical issues

HE12-4 Constructs an historical position about an area of historical inquiry, and discusses and challenges other positions

ASSESSMENT NOTIFICATIONS FOR EXTENSION HISTORY

Task 1: History Project: Historical Processes Due - Term 2 2021, Week 2

Task 2: Trial Examination

Due - Term 2 2021, Weeks 9/10

Task 3: History Project: The Essay Due - Term 3 2021, Week 4

Notice of Assessment Task Year 12 History Extension

History Project: Historical Processes

Date of initial notification:

Term 1 2021, Week 6

Date of submission of task:

Term 2 2022, Week 2

Teacher: Pimentel

Task Number: 1

Time Allowed: 2 Terms

Weighting of task: 30% (/60)

Course Component/Focus area/topic/module:

History Project: Historical Processes

Task Description

The History Project: Historical Process will be undertaken during class and independently by students of History Extension, and will be followed up with The History Project: Essay due in week 4 of Term 3 2020. The Historical Process includes the following three elements assessed as one formal task:

- Proposal /15 - Process log / 30 - Annotated Bibliography /15

This task is to be completed in an ongoing manner, and students will be required to submit their progress at checkpoints throughout the year. This contributes to the historical investigation process and will be taken into account when marking the final submission. Student should engage in an investigation of an area of historiographical debate or changing historical interpretation. Students develop and refine a specific question that they will then answer, that contributes to their understanding of the key questions:

• Who are the historians?

• What are the purposes of history?

• How has history been constructed, recorded and presented over time?

• Why have approaches to history changed over time? The Historical Proposal and Process Log elements of this task must demonstrate that the student has addressed these questions in developing their Historical Investigation and Project. Students can investigate an area of historiographical significance of their own choosing, and with teacher guidance will develop their proposal and question. The format of the assessment task will be as follows:

Part A - Process Log + Topic Proposal: Students will conduct their process and proposal according to the timeline below. The Process Log and Topic Proposal will be submitted, and re-submitted accordingly:

• Process Log and Topic Proposal Checkpoint 1 – Term 4 Week 8 – Student submits any investigation or work to date.

• Process Log and Topic Proposal Checkpoint 2 – Term 4 Week 10 – Students submits any investigation or research to date and should be finalising their proposal and question.

• Process Log and Topic Proposal Checkpoint 3 – Term 1 Week 4 – Students submit any research to date, including any work they have done on their Essay or Annotated Sources.

• Process Log and Topic Proposal Checkpoint 4 – Term 1 Week 10 – Students submit any research to date, including any work they have done on their Essay or Annotated Sources.

The Topic Proposal should contain:

• A description of preliminary research

• A focus question

• Inquiry questions that you will ask to guide your investigation.

• Research intentions in relation to o Areas/texts to examine. o Methodologies.

• An explanation of how the key questions of the syllabus have informed your proposal/project area and research.

• An explanation of any key historians and works to be used or analysed in your research or annotated sources.

The Process Log should contain:

• A dated summary of all research, discussions and writings related to your assessment task

• description of procedures

• A summary of the sequential development of your topic

• A record of the major decisions of the project

• Reviews of cumulative self, peer and teacher evaluation of the project, and record of interviews

• Draft responses Students should also note:

• Engagement in this feedback process will be taken into account when marking

• The topic of your History Project: Essay will be finalised in the Topic Proposal. Therefore, the topic cannot be changed following this date

• Following the submission of this task, students will be required to continue to conduct research in this topic for their submission of the History Project: Essay (Assessment Task 3)

Part B – The Annotated Sources: Students should select three historical sources (secondary or primary) that they will heavily rely on and use in their History Project: Essay. For each source, students must explain the strengths and weaknesses or each source, considering:

• their usefulness to the question

• their reliability for the question

• the reasons for their value to the project and the central argument of the essay. Each source annotation should be approx. 200 words. The Annotated Sources Task should be no longer than 600 words in total as stipulated by the Syllabus.

Outcomes/Competencies to be assessed in this task:

HE12-2, HE12-3, HE12-4

Feedback: How will I receive feedback on this task?

Written

Verbal

Whole class

Individual

• If you are absent on the day that the task is due, you MUST see your teacher the next day (not your next lesson) that you are present

at school to show your medical certificate or produce a misadventure form (refer to your Assessment Booklet for a copy of the form).

• Exemptions and extensions for any other reason will only be determined at the discretion of the Head Teacher, and only in extenuating circumstances. You must advise the Head Teacher as soon as possible if you know you are unable to submit the task on the due date.

• All appeals must be lodged within 48hrs of receipt of the task. Students who may consider an appeal are not permitted to take their task home. The original task cannot be altered in any way prior to the appeal process. See Assessment booklet for details.

MARKING CRITERIA Proposal /15

MARKING CRITERIA MARK

Constructs a well-developed topic proposal that accurately focuses on the historiographical debates, interpretations, themes or content.

Provides a well-developed explanation of the development of the question and area of study, extensively outlining how the essay will address the proposed question.

Provides a detailed and clear explanation of the research methodology undertaken and to be undertaken to develop a credible body of work.

Clearly and directly relates their question and topic to the Constructing History Key Questions, demonstrating an excellent understanding of historiography and the History Project.

Demonstrates meaningful engagement in discussion and feedback processes

13-15

Constructs a clear topic proposal that accurately focuses on historiographical debates, interpretations, themes or content.

Provides a clear explanation of the development of the question and area of study, outlining how the essay will address the proposed question.

Provides a clear explanation of the research methodology undertaken and to be undertaken to develop a credible body of work.

Clearly relates their question and topic to the Constructing History Key Questions, demonstrating a thorough understanding of historiography and the History Project.

Demonstrates a good level of engagement in discussion and feedback processes

10-12

Constructs a satisfactory topic proposal that somewhat focuses on historiographical debates, interpretations, themes or content.

Provides a sound explanation of the development of the question and area of study, explaining how the essay will address the proposed question.

Provides a simple explanation of research methodology which may include work undertaken and/or to be undertaken to develop a credible body of work.

Soundly relates their question and topic to the Constructing History Key Questions, demonstrating a sound understanding of historiography and the History Project.

Demonstrates some engagement in discussion and feedback process

7-9

Constructs a basic topic proposal that may not address historiographical debates, interpretations, themes or content.

Provides a description of the development of the question with a basic description of how the essay will address the proposed question.

Provides a basic description of research undertaken and/or to be undertaken. May or may not relate their question to the Constructing History Key Questions, demonstrating basic

understanding of historiography and the History Project. Demonstrates minimal engagement in discussion or feedback process.

4-6

Constructs an elementary topic proposal that does not address historiographical debates, interpretations, themes or content.

May or may not provide a basic description of the development of the question without an inclusion of how the essay will address the proposed question

May or may not provide a simplistic identification of research. Demonstrates limited understanding of the Key Questions. Demonstrate little or no engagement in discussion or feedback processes.

1-3

Process /30


Demonstrates substantial engagement in historical investigation practices involving analysis and synthesis of complex historical and historiographical information.

Demonstrates extensive and continual engagement in ongoing research Demonstrates meaningful and substantial reflection and records detailed and accurate

adjustments to investigation Detailed and accurate sequence of the development of the topic and recording of decisions

accurately and in detail. All sources recorded and referenced in a consistent and accurate manner using academic

referencing systems Demonstrates evidence of substantial drafting practices. Meets all checkpoint deadlines on time and engages in the process in a substantial, meaningful

and ongoing manner.

25-30

Demonstrates thorough engagement in historical investigation practices involving analysis of historical ideas and historiographical information.

Demonstrates detailed and continual engagement in ongoing research Demonstrates meaningful reflection and records many adjustments to investigation Clear and accurate sequence of the development of the topic and recording of decisions

accurately. All sources recorded and referenced in a mostly consistent and accurate manner using academic

referencing systems Demonstrates evidence of thorough drafting practices. Meets all checkpoint deadlines on time and engages in the process in a meaningful and ongoing

manner.

19-24

Demonstrates sound engagement in historical investigation practices involving some analysis of historical ideas and historiographical information.

Demonstrates continual engagement in ongoing research Demonstrates some reflection practices and records some adjustments to the investigation Some sequence of the development of the topic and recording of some decisions made Most sources recorded and referenced in a somewhat consistent and accurate manner using

academic referencing systems Demonstrates evidence of regular drafting practices. Meets most checkpoint deadlines on time and engages in the process in an ongoing manner.

13-18

Demonstrates basic engagement in historical investigation practices involving little analysis of historical ideas and historiographical information.

Demonstrated some inconsistent engagement in ongoing research Demonstrates little evidence of reflection Little sequence of the development of the topic which may or may not include recording of

decision made Few sources recorded and referenced in an inconsistent and inaccurate manner using academic

referencing systems Demonstrates some evidence of drafting practices. Meets some checkpoint deadlines on time.

7-12

Demonstrates limited engagement in historical investigation with no or basic analysis Demonstrates limited engagement in ongoing research Demonstrates limited evidence of reflection May or may not sequence development of project in a journal May or may not include a limited identification of sources Demonstrates limited evidence of drafting practices May or may not engage in checkpoint processes.

1-6

Annotated Sources / 15 MARKING CRITERIA MARK

Presents three historical sources that are integral and highly relevant to the specific area of study for the History Project

Extensive evaluation of the usefulness of this source to the specific area of study for the History Project

Extensive evaluation of the reliability of this source to the specific area of study for the History Project

Extensive evaluation of the value of this source to the specific area of study for the History Project

Accurate citations used according to a predetermined academic referencing system

13-15

Presents three historical sources that are important and relevant to the specific area of study for the History Project

Through evaluation of the usefulness of this source to the specific area of study for the History Project

Thorough evaluation of the reliability of this source to the specific area of study for the History Project

Thorough evaluation of the value of this source to the specific area of study for the History Project

Mostly accurate citations used according to a predetermined academic referencing system

10-12

Presents three historical sources that are relevant to the specific area of study for the History Project

Sound evaluation of the usefulness of this source which may or may not link directly to the specific area of study for the History Project

Sound evaluation of the reliability of this source which may or may not link directly to the specific area of study for the History Project

Sound evaluation of the value of this source which may or may not link directly to the specific area of study for the History Project

Somewhat accurate citations used according to a predetermined academic referencing system

7-9

Presents three historical sources that are somewhat relevant to the specific area of study for the History Project

Basic evaluation of the usefulness of this source which may or may not link directly to the specific area of study for the History Project

Basic evaluation of the reliability of this source which may or may not link directly to the specific area of study for the History Project

Basic evaluation of the value of this source which may or may not link directly to the specific area of study for the History Project

Mostly inaccurate citations used according to a predetermined academic referencing system Presents some analysis of the source which may or may not consider usefulness / reliability or

value to the project.

4-6

May or may not present historical sources that are not relevant to the specific area of study for the History Project

May or may not present descriptions of sources with no talk of usefulness, reliability or value May or may not attempt to cite sources.

1-3


Trial Examination


Term 1 2021, Week 6


Term 2 2022, Weeks 9-10

Teacher: Pimentel

Task Number: 2

Time Allowed: 2 hours



Key Questions, Case Study

Task Description

Students will complete a Trial Examination on the content learned throughout the year. The examination will consist of two questions. In answering these questions, you will need to refer to provided sources, additional sources, and two areas of debate. The examination will consist of 10 minutes reading time and 2 hours working time.


HE12-1, HE12-4


Written

Verbal

Whole class

Individual






History Project: The Essay


Term 1 2021, Week 6


Term 3 2022, Week 4

Teacher: Pimentel

Task Number: 3

Time Allowed: 3 Terms



History Project: The Essay

Task Description

This task will consist of two parts, which will be marked as one assessment task

• The Essay

• Bibliography Part A: The Essay In response to the created question:

• Presents a sustained, coherent and logical argument

• Supports argument through detailed coherent analysis and evaluation of significant historiographical questions

• Uses historical and historiographical terms, concepts and issues appropriately

• Demonstrates skill in historical inquiry and historical communication

• Uses a recognised system of referencing

• Must not exceed 2,500 words – NOTE the Bibliography is NOT included in the word count

Part B: The Bibliography You must ensure that your bibliography is consistently formatted, in alphabetical order and uses an appropriate referencing style (APA, Harvard, Oxford, etc.)


HE12-1HE12-2, HE12-3, HE12-4


Written

Verbal

Whole class

Individual






◻ Demonstrates extensive and critical knowledge, understanding, and insight into their chosen focus study.

◻ Demonstrates an in depth and sophisticated understanding of historiography and historiographical interpretations.

◻ Demonstrates extensive and thorough analysis and synthesis of a range of complex historical sources.

◻ Presents a complex, coherent, and sustained historical argument

◻ Communicates using a detailed and well-structured essay.

◻ Presents an extensive and accurately referenced body of work using an approved academic referencing system

33 – 40

◻ Demonstrates extensive knowledge, understanding, and insight into their chosen focus study.

◻ Demonstrates an in depth understanding of historiography and historiographical interpretations.

◻ Presents a detailed analysis and synthesis of a range of historical sources.

◻ Communicates detailed, coherent, and sustained historical argument

◻ Communicates using a well-structured essay.

◻ Presents an accurately referenced body of work using an approved academic referencing system

25 – 32

◻ Demonstrates sound knowledge, understanding, and insight into their chosen focus study.

◻ Demonstrates a sound understanding of historiography and historiographical interpretations

◻ Demonstrates substantial analysis of a range historical sources.

◻ Presents a detailed and sustained historical argument

◻ Communicates using a structured essay.

◻ Presents a mostly accurate referenced body of work using an approved academic referencing system

17 - 24

◻ Demonstrates basic knowledge, understanding, and insight into their chosen focus study.

◻ Demonstrates basic understanding of historiography and historiographical interpretations

◻ Demonstrates some understanding of a range historical sources.

◻ Presents a basic historical argument

◻ Communicates using an unstructured essay.

◻ Presents an inconsistently referenced body of work using an approved academic referencing system

9 – 16

◻ Writes about topic or history in general terms, with some reference to historiographical issues.

◻ Presents limited historical investigation that does not rely on sources.

◻ Presents limited references.

1 - 8

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