Teachers should refer to pages 6 to 8 of this document for details of the HSC course structure, time allocation and assessment.
3.1 Designing Programs of Work The sample HSC program outlined on page 41 has been developed from the programming pattern suggested on page 9 of this document. Sample teaching programs for the following topics can be found on pages 45 to 56:
National Study: Russia and the Soviet Union 1917–1941
Personalities in the Twentieth Century: Alexandra Kollontai
International Studies in Peace and Conflict: The United Nations as Peacekeeper: 1946–2001
Steps involved in developing the units of work:
Step 1Identify from the program the outcomes targeted for each unit.
Step 2Sequence the content to be taught within the unit of work. The content is to be found in the syllabus through the learn about and the learn to statements. The learn to statements are found on page 26 of the syllabus for the Core, page 28 for the National Studies, page 38 for the Personalities in the Twentieth Century and page 67 for the International Studies in Peace and Conflict. The learn about statements are included with each of the options. The learn to statements are linked to the targeted outcomes and the learn about statements.
Step 3 Design teaching and learning activities and identify key resources that will foster student interest and provide opportunities for each student to achieve the targeted outcomes.
Step 4 Design assessment tasks (as specified in the assessment program) that will enable teachers to award marks that validly represent student performance in relation to the targeted outcomes.
Note: Teachers may approach these steps in any order.
The sample assessment program provided in this document has been developed using advice provided in the BOSTES publications HSC Assessment in a Standards-referenced Framework. A Guide to Best Practice (November 2003) and The New Higher School Certificate Assessment Support Document,(1999). These documents assist teachers to incorporate the key features of standards-referenced assessment into their assessment planning. Teachers are strongly advised to consult these documents in designing assessment programs and individual tasks.
3.3 Other Programming Patterns The Modern History syllabus offers a broad range of programming options for teachers. Some possible patterns of study across Preliminary and HSC topics are suggested below, each with a different national emphasis.
Note: The Historical Investigation in the Preliminary Course may be programmed either as a separate topic or integrated into the Case Studies or the Core Study. Teachers may choose their own sequence of topics in both Preliminary and HSC.
Emphasis on Japan
Part II – Historical Investigation
The Samurai tradition (Teacher-developed unit as background to Case Study List B)