EDSS471: History Curriculum & Teaching 2

S00153568

G.Cooney

Assessment 3: Teaching and Assessment Report

Section A: Link between Study Design and Exam.
Exam: VCAA 2013 History: Revolutions
Exam Question

Type of Question

Area of
Study/Outcome

Key Knowledge

Key Skills

Explain using 3 or 4
points and providing
evidence. Middle order
thinking question
10 Mark question,
extended response

Revolutionary ideas,
leaders, movements and
events AoS1: Outcome
1.

Section A: France
Q1.

The chronology of key

events and factors
which contributed to
the revolution.
The causes of
tensions and conflicts
generated in the old
regime that many
historians see as
contributing to the
revolution.
The role of
revolutionary
individuals and
groups in bringing
about change.

Document the
chronological events
that contributed to
the revolution.
Analyse information
about the causes of
tension and conflict in
the old regime that
contributed to
revolution.
Analyse the ideas that
were utilised in the
revolutionary
struggle.
Analyse a range of
historical evidence to
evaluate the role of
revolutionary
individuals and
groups in bringing
about change.
Synthesise evidence
to develop a coherent
argument about the
role of revolutionary
ideas, leaders,

EDSS471: History Curriculum & Teaching 2

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G.Cooney

Q2.

Explain using 3 or 4
points and providing
evidence. Middle order
thinking question
10 Mark question,
extended response

Revolutionary ideas,
leaders, movements and
events AoS1: Outcome
1.

The chronology of key

events and factors
which contributed to
the revolution.
The causes of
tensions and conflicts
generated in the old
regime that many
historians see as
contributing to the
revolution.
The ideas and
ideologies utilised in
revolutionary
struggle.
The role of
revolutionary
individuals and
groups in bringing
about change.

movements and
events in the
development of the
revolution.
Consider a range of
historians
interpretations.
Document the
chronological events
that contributed to
the revolution.
Analyse information
about the causes of
tension and conflict in
the old regime that
contributed to
revolution.
Analyse the ideas that
were utilised in the
revolutionary
struggle.
Analyse a range of
historical evidence to
evaluate the role of
revolutionary
individuals and
groups in bringing
about change.
Synthesise evidence
to develop a coherent
argument about the
role of revolutionary
ideas, leaders,
movements and

EDSS471: History Curriculum & Teaching 2

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G.Cooney

Q3a.

Identify. Lower order

thinking question
2 Mark question, short
answer

Creating a new society

AoS2: Outcome 2.

The contribution of
individuals and
groups to the creation
of the new society.

Q3b.

Identify. Lower order

thinking question
2 Mark question, short
answer

Creating a new society

AoS2: Outcome 2.

The contribution of
individuals and
groups to the creation
of the new society.

Q3c.

Explain using your own

knowledge. Middle Order
thinking question
6 Mark question,
extended response

Creating a new society

AoS2: Outcome 2.

The contribution of
individuals and
groups to the creation
of the new society.
The cause of
difficulties or crises
faced by the
revolutionary groups
or governments as a
new state was
consolidated.
The response of the
key revolutionary
individuals, groups,
governments or
parties to the
difficulties that they
encountered as the
new state was

events in the
development of the
revolution.
Consider a range of
historians
interpretations.

Gather evidence of
the difficulties faced
by revolutionary
individuals, groups,
governments or
parties in the creation
of a new society.
Analyse evidence of
the response of the
key revolutionary
individuals, groups,
governments or
parties to the
difficulties that they
encountered as the
new state was
consolidated.
Evaluate the degree
to which the

EDSS471: History Curriculum & Teaching 2

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G.Cooney

consolidated.
The compromise of
revolutionary ideals.
-

Q3d.

Evaluate using source

and perspectives. Higher
order thinking question
10 Mark question,
extended response

Creating a new society

AoS2: Outcome 2.

The cause of
difficulties or crises
faced by the
revolutionary groups
or governments as a
new state was
consolidated.
The response of the
key revolutionary
individuals, groups,
governments or
parties to the
difficulties that they
encountered as the
new state was
consolidated.
The compromise of
revolutionary ideals.
The changes and
continuities that the
revolution brought
about in the structure
of government.

revolution brought
about change from
the old regime.
Consider a range of
historians
interpretations.
Gather evidence of
the difficulties faced
by revolutionary
individuals, groups,
governments or
parties in the creation
of a new society.
Analyse evidence of
the response of the
key revolutionary
individuals, groups,
governments or
parties to the
difficulties that they
encountered as the
new state was
consolidated.
Evaluate the degree
to which the
revolution brought
about change from
the old regime.
Consider a range of
historians
interpretations.

Section B: Russia
Q1a.

Identify. Lower order

thinking question

Revolutionary ideas,
leaders, movements and

The ideas and

ideologies utilised in

EDSS471: History Curriculum & Teaching 2

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G.Cooney

2 Mark question, short

answer

events AoS1: Outcome

1.

revolutionary
struggle.

Q1b.

Identify. Lower order

thinking question
2 Mark question, short
answer

Revolutionary ideas,
leaders, movements and
events AoS1: Outcome
1.

The ideas and

ideologies utilised in
revolutionary
struggle.

Q1c.

Explain using your own

knowledge. Middle Order
thinking question
6 Mark question,
extended response

Revolutionary ideas,
leaders, movements and
events AoS1: Outcome
1.

The chronology of key

events and factors
which contributed to
the revolution.
The causes of
tensions and conflicts
generated in the old
regime that many
historians see as
contributing to the
revolution.
The ideas and
ideologies utilised in
revolutionary
struggle.

Document the
chronological events
that contributed to
the revolution.
Analyse information
about the causes of
tension and conflict in
the old regime that
contributed to
revolution.
Analyse the ideas that
were utilised in the
revolutionary
struggle.
Analyse a range of
historical evidence to
evaluate the role of
revolutionary
individuals and
groups in bringing
about change.
Synthesise evidence
to develop a coherent
argument about the
role of revolutionary
ideas, leaders,
movements and

EDSS471: History Curriculum & Teaching 2

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G.Cooney

events in the
development of the
revolution.
Q1d.

Evaluate using source

and perspectives. Higher
order thinking question
10 Mark question,
extended response

Revolutionary ideas,
leaders, movements and
events AoS1: Outcome
1.

The chronology of key

events and factors
which contributed to
the revolution.
The causes of
tensions and conflicts
generated in the old
regime that many
historians see as
contributing to the
revolution.
The ideas and
ideologies utilised in
revolutionary
struggle.
The role of
revolutionary
individuals and
groups in bringing
about change.

Document the
chronological events
that contributed to
the revolution.
Analyse information
about the causes of
tension and conflict in
the old regime that
contributed to
revolution.
Analyse the ideas that
were utilised in the
revolutionary
struggle.
Analyse a range of
historical evidence to
evaluate the role of
revolutionary
individuals and
groups in bringing
about change.
Synthesise evidence
to develop a coherent
argument about the
role of revolutionary
ideas, leaders,
movements and
events in the
development of the
revolution.
Consider a range of

EDSS471: History Curriculum & Teaching 2

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G.Cooney

historians
interpretations.
Q2.

Essay. Use evidence.

Evaluate. Higher Order
Thinking Question.
20 Mark question, essay

Creating a new society

AoS2: Outcome 2.

The contribution of
individuals and
groups to the creation
of the new society.
The cause of
difficulties or crises
faced by the
revolutionary groups
or governments as a
new state was
consolidated.
The response of the
key revolutionary
individuals, groups,
governments or
parties to the
difficulties that they
encountered as the
new state was
consolidated.
The compromise of
revolutionary ideals.
The changes and
continuities that the
revolution brought
about in the structure
of government.

Gather evidence of
the difficulties faced
by revolutionary
individuals, groups,
governments or
parties in the creation
of a new society.
Analyse evidence of
the response of the
key revolutionary
individuals, groups,
governments or
parties to the
difficulties that they
encountered as the
new state was
consolidated.
Evaluate the degree
to which the
revolution brought
about change from
the old regime.
Consider a range of
historians
interpretations.

EDSS471: History Curriculum & Teaching 2

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G.Cooney

Section B: Teaching to an Exam (800 words).

Questions:
Section A: Q3d - Evaluate to what extent this representation is useful in understanding the way in which revolutionary leaders lost power
from 1791 up to and including 1794. In your response, refer to parts of the representations and to different views of this period in the
revolution. (10 Marks)
Section B: Q1c - By quoting from the extract and using your own knowledge, explain how the provincial government intended to lead
Russia. (6 Marks)

Question
Section

Summary

Lesson

Resources

Annotation

This question required

In order to teach the skills

Primary

This task shows students what is

A: Q3d

students evaluate the

needed to answer the

documents on

required for such questions, and gets

usefulness of the given

question more effectively a

given events

them thinking about the representation

source in regards to the

possible activity might be a

chosen to

of sources, how they portray history and

downfall of revolutionary

source analysis that has

evaluate

their usefulness, rather than seeing

leaders. According to the

multiple sources on one

primary evidence as fact.

examiners report questions

event or a sequence of

It requires them to Analyse evidence of

such as this one are

events and using

the response of the key revolutionary

challenging to students

VanSledrights model

individuals, groups, governments or

across the board as the need

students need to look at how

parties to the difficulties that they

to use the image in

this event or sequence of

encountered as the new state was

conjunction with the context

events has been represented

consolidated as the task can be

surrounding it is often a

over time and how the

moulded to any context; evaluate the

difficult thing for students to

context of the piece affects

usefulness and consider historical

comprehend.

its meaning and portrayal.

perspectives.

EDSS471: History Curriculum & Teaching 2

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The examiners report

Students must then peer

highlighted the need for

assess each others analysis

students to analyse not only

assessing how well they

Robespierres downfall but

evaluated the given source/s

that of other leaders as the

as the exam question would

questions talks of the way in

require

which revolutionary leaders

lost power, not just

For the purpose of teaching

Robespierre.

to enhance the response to

However, while other leaders

the question the content is

needed to be mentioned

not the most important

students were also required

element, rather the skills

to analyse the position the

needed to answer it are. As

source was presenting, what

while the content needed will

historical viewpoints it was

always change, the skills

depicting, which did not

required stay the same no

require historian opinion but

matter what the context of

could be included only if it

the question may be

added to the response. Also

many students tried to
respond to it like a language
analysis task rather than an
image analysis task.
According to the examiners

G.Cooney

EDSS471: History Curriculum & Teaching 2

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G.Cooney

report the most successful

answers showed an
understanding of the
historical viewpoint,
compared with their own
view and supported with
evidence and ideas from the
source
From my own response I can
see how students can find
this type of question difficult
as it was far too easy for me
to say it was only useful in
understanding Robespierres
downfall rather than the
people movement that
destroyed many others. I
struggled quite a lot with the
need to be direct and concise
and not try to over analyse

Section
B: Q1c

the source
This question required

In order to teach the skills

Significance

students to use their own

needed to answer the

timeline,

knowledge and that of the

question more effectively a

primary

As this question draws upon original

thought to explain the task is heavily
focused on student thought, they must
argue their stance through using their

EDSS471: History Curriculum & Teaching 2

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G.Cooney

source to explain. According

possible activity might be to

documents on

to the examiners report too

draw upon a significance

chosen event

many students focussed too

timeline/living graph created

much on summarising the

throughout the AOS and then

information in the source,

using their own knowledge

rather than using it to

and a source given (as

support their own argument.

supporting evidence) explain

Students needed to approach

why they have deemed an

the source by looking at the

event chosen by the teacher

context in which it was

as significant/insignificant

written, something which I

did not think to do straight

Again since the skills

away. The report exemplified

underpinning the question

the need for students to

are more important that the

think beyond the source.

content of the specific

question this task is designed
so that it can be moulded for
any context

own knowledge and the analysis of the

given source for the purpose of
supporting evidence only.
Students must:
Analyse a range of historical evidence
to evaluate the role of revolutionary
individuals and groups in bringing about
change.
Analyse the ideas that were utilised in
the revolutionary struggle.
Synthesise evidence to develop a
coherent argument about the role of
revolutionary ideas, leaders, movements
and events in the development of the
revolution.
-

EDSS471: History Curriculum & Teaching 2

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Section C: Reflection (400 words).
Backwards planning is essential for effective teaching and learning,
however this can sometimes be mistaken for teaching exactly to
assessment. Throughout my placements I have too often seen
teachers giving practice questions to students that are almost
exactly the same as that on their assessment, effectively teaching
the student nothing and merely assessing their ability to remember
what they have already done. Through backwards planning it is
ensured that students understand the relevant knowledge and skills
needed to not only pass their assessment but also understand the
way history is created and presented throughout time and come to
their own conclusions through exposure to historical thinking
concepts. In regards to VCE, such teaching can and should be used
in conjunction with modelling tasks to exam expectations, rather
than just teaching solely to the exam. With the study design moving
towards examining not only content but historical viewpoints and
perspectives, it is imperative that students do history, rather than
recite history. In order to help teachers ensure their students are
able to do this the VCAA examiners reports and the subsequent
exam data available to teachers are great tools to utilise. Through
reflecting on available data, teachers can see where they need to
improve and focus in order to help their students. The availability of
this data coupled with past examinations undoubtedly influences
teacher pedagogy. For instance, knowing that evaluate questions
are often seen to be difficult by students and that through the
examiners reports teachers and students may see how to
effectively approach these kind of questions will effect the way we
teach how to respond to these questions as it would be foolish to
have such resources at your fingertips and not use them. However,
one must be careful not to rely on such documents, they should aid
in your lesson development, not control it, which is why I created my
tasks in the manner that I did. The tasks are designed to be able to

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be moulded to any revolution and if needed any question. Giving a
lesson on how to exactly answer an evaluate question is not good
practice, students should be given the opportunities to grasp the
skills but not taught passively. Through creating lessons that centre
around the exploration of context and original thought, for example,
students are given exposure to the tools needed to succeed in their
studies but they arent handed them on a plate. As the exam follows
a very structured format, it should be noted that teaching solely
content is not the best idea, instead students should be looking at
patterns within the question in different manners. For example in
order to attain the skills needed for an explain or evaluate question,
students must corroborate and contextualise, something used within
all source analysis tasks. In creating lessons that were based upon
skills needed in the questions but not the questions themselves
allows us to prepare our students and have them actively participate
in our classroom, instead of passively absorbing content. While I am
happy with the way in which this tasks does not obviously address
the question, it is obviously not perfect, only through experience in
the VCE classroom would I be able to realise what works well and
what doesnt. While I knew that designing tasks for units 3&4 would
be difficult due to the rigorous nature of the sequence, I did not
realise how important it would be to make sure that the learning
tasks met a multitude of requirements to ensure students are
adequately prepared, its quite a burden, and its something that I
dont think I did too well with these tasks, however practice makes
perfect and this assessment has made me realise how important it
is to keep learning for not only your students but also yourself.