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Program Evaluation Diana Kulevski

Contemporary Teaching Leadership- Unit Evaluation

Evaluation and Reconstruction of Preliminary Modern History course,

The Decline and Fall of the Romanov Dynasty

Contents page

Abstract Page-2

Background Pages 2-3

Comparative table of suggested program altercations. Pages 4-5

Unit evaluation report Pages 6-11

Re-altered Scope and Sequence Page 12

Re-altered Unit outline Pages 13-23

Original Program Pages 24-30

Reference List Pages 31-32

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Program Evaluation Diana Kulevski
Abstract

An essential aspect of teaching is the continuous evaluation of programing. Good

teaching practice enables teachers to learn knowledge, skills, beliefs and attributes (Reid,

Buckley, Kleinhenz, Maters & Rowley, 2014). This process of reviewing, re-scoping and re-

designing standardised programs into a more effective teaching program with student success at

the core is the essence of program evaluation. Students success is best achieved when they

have a clear and coherent lessons based off a sequenced program that meets syllabus

outcomes and are designed to improve their knowledge and skill set in the classroom as

individual learners.

Background

This program was designed and taught at Eagle Vale High School for the first 7 weeks of

term 2, as part of the preliminary stages of the HSC. This year 11 modern history class

consisted of mixed gender and mixed ability students. The context of the school is a Western

Sydney comprehensive high school. The school is diverse in race and ability and is classified as

low Social Economic, with a rather low benchmark of HSC success.

Modern History has proven to be a popular stage 6 elective, due to students eagerness in

learning about the blood and gore associated with World War 1, the assassination of JFK and

the decline and fall of the Romanov dynasty. The unit was completed successfully in its current

format, yet, there are numerous elements that need improving to further heighten students

ability in grasping the threshold concepts. There is only one modern history class running. Within

that classroom there is a diverse range of abilities. Most of the students want to complete the

HSC, however, there is a handful of students who are only at school until they can legally leave

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Program Evaluation Diana Kulevski
or find employment. The school has a large number of Vet courses that assist students with

future prosperities. The strengths of this program are that it outlines all the preliminary syllabus

outcomes at the beginning of the program. It further does well to create a varied amount of

activities including a good variation between source analysis and ICT activities.

However, this program is missing key elements required to sufficiently prepare students

for the HSC examination. There is no scope and sequence, assessment task or a unit

outline that has allocated topic area to a timeframe. This can make the learning sequence

incoherent. It is further difficult to address if students are grasping the threshold concepts.

Additionally, there is no evidence within the program, that links classroom activities to

syllabus outcomes or the Australian professional standards for teachers.

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Part B: Comparative table of suggested program alterations

Areas within the unite of Suggested Units Alterations Researching Supporting


concern Alterations
A Scope and sequence and an
A scope and sequence has Add a scope and sequences effective unit outline creates
not been designed for the and detailed unit outline. Coherence, based on a common,
program. The unit outline clear vision of good teaching
does not specify weeks or A scope and sequence is grounded in an understanding of
timeframes allocated to essential when planning for a learning, permeates all coursework
syllabus dot point. stage 6 syllabus, especially and clinical experiences (Ingvarson,
with the HSC as an end goal. Reid, Buckley, Kleingenz, Masters &
Strengths The HSC is high-stake testing Rowley. 2014. P.12).
and it is required by the
All curriculum dot points are department of education to This further links to professional
present in the unit outline. have an adequately developed standard 2.2 content selection and
scope and sequence covering organisation; organise content into an
the stage 6 learning outcomes. effective learning and teaching
sequence.
The Understanding by Design
model is best used to develop
a backwards mapping scope
and sequence that develops
students skills and knowledge.

The program is not complete Complete the program by It is of utmost importance to link each
or adequately linked to linking activities to lesson to syllabus outcome,
syllabus outcomes. outcomes. especially in the preliminary stages of
the HSC. The UbD method (Wiggins
It is unclear what outcomes This program should be and McTighe, 2005) outlines three
each activity is designed to completed and linked to steps to use when designing a
achieve and makes it difficult syllabus outcomes in program: clear set of goals,
for students to gain an preparation for the HSC. assessment and learning experience.
understanding of key Although all the preliminary Using this method allows for a clear
concepts. This makes it outcomes are listed at the pathway to achieving learning goals
unclear what skills students beginning of the program, each and reaching syllabus outcomes.
will be developing each topic area is not linked.
lesson. The Blooms taxonomy backwards
This program needs to be set mapping focus on the threshold
Strengths out lesson by lesson or week concepts students need to
by week so teachers can understand to successfully complete
There is a varied amount of assess students learning the unit.
learning activities. progression and sequence
threshold concepts.

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The unit outline does not have Encourage projected based The school and teachers have the
project based learning. learning. responsibility to develop values,
academic rigor, learning how to learn,
The program begins with Project base Learning should 21st century skills, critical thinking,
teacher centred introduction be an underlying element of social justice, tolerance (Lens, Wells
and no mind mapping of key the entire program. It does not & Kingston. p.67) In short, a project
concepts associated with the necessary need to be is an act of creation over time, it has
subject area. referenced every lesson, two basic concepts that attach
however, key aspects such as, themselves to the word: production
No key concepts or outcomes exploring ideas, engaging and complexity (p.67) Students can
are highlighted as to why the media and making the topic engage with historical inquiry and
students are learning what relevant (Lens, Wells & argument.
they are learning. There is no Kingston p.67) should be
evidence of student based weaved throughout the Missed opportunity for a cross-
inquiry or modern historical program. Especially because it curriculum element by adding
relevance. is a stage 6 syllabus. numeracy and sustainability into the
program. cross curriculum activities
Strengths enrich the study of other learning
areas and contributes to the
Students have the opportunity development of a broader and
to engage with varied visual deeper (Australian Curriculum)
and verbal activities. understanding of the subject area.

Differentiation. Design lessons with Differentiation allows all students to


differentiation. engage with the learning material
This program does not best to their ability. Effective teacher
attempt to differentiate. No Differentiating in the classroom pedagogy is designing lessons that
evidence of differentiation is is essential. Scaffolding key cater to all students. Each individual
evident in the program. It is concepts for lower ability has unique strengths and
unclear if any pre-testing or students and further weaknesses that can be recognized
evaluation went into this encouraging self-regulated as multiple intelligence (Gardner,
program. learning for G&T students 1983) thus, differentiated activated
should be incorporated within need to be on offer.
every lesson.

Evaluation Add informal and formal Regular reviews of units and


evaluation to the program. curriculum against design standards
This program does not assess enhance curricular quality and
of evaluate whether students Evaluation allows for feedback effectiveness (UbD.p.4)
are understanding the and areas that need improving.
threshold concepts. No mini Evaluation further allows for There are many variations evaluation
assessment or informal the program in its self to be and feedback can be given such as,
evaluation is evident in the reviewed and evaluated. observation, homework,
program. Additionally, questionnaire, scaffolded learning
evaluation is not linked to Formative evaluation needs to and class assessments disguised as
effective syllabus outcomes take place in developing class discussions.
(summative evaluation) assessment in
conceptualisation key ideas.
Strengths There is also no evidence of
reflection on previous lessons,
Formal assessment is present or process based evaluation,
at the end of the program. for example, how does the
teacher ensure the program is
producing the results or
developing skills.
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UNIT EVALUATION REPORT

The context of the school is the traditional and prestige Sydney Boys high school. A high

performing school, designed as a tertiary preparation institution and has a high history of HSC

success. Diversity in ethnicity is low yet differentiation in the classroom is needed to challenge

gifted and talented students and further assist lower ability students in grasping key concepts. It

has strengths in mathematics and science yet needs improvement in literacy and the social

sciences.

The original program has been extensively evaluated and a number of concerns have been

identified. Four key areas needing automatic attention is the non-existent scope and sequence

and the unit outline not linked to syllabus outcomes. Furthermore, this program lacks

differentiation in learning abilities and projected based learning. Finally, this program will be

improved with assessment and evaluation throughout the unit outline. Each of these areas

outlined will be re-evaluated with recommendations for alterations and supported by the

Understanding by Design model as well as further evidence based research.

Scope and sequence and unit outline

Designing an effective scope and sequence especially for a stage 6 program is a must. It

should be backwards mapped with success in the HSC as the underlying beginning and end

goal. Using Blooms taxonomy of backwards mapping, a scope and sequence ought to be

designed to develop a sequence of events in a step by step process, that accommodates

information, facts and methodology (Adams, 2015). A scope and sequence synthesise and

assists students in gaining the knowledge and skills needed to complete the HSC. Additionally,

blooms taxonomy is associated with the development of cognitive skills that range from lower-

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order skills to higher order skills (Adams, 2015) and thus, develops students ability in retaining

information being taught.

Additionally, using the Understanding by Design model, a scope and sequence was designed in

the re-evaluated program to deepen students understanding and to make meaning of the big

ideas, by unpacking and transforming content standards and mission-related goals (Wiggins &

McTighe, 2011). UbD further highlights that an effective curriculum is planned backwards for a

long-term desired result (Wiggins & McTighe, 2011. p.4) in this case, the HSC. Likewise,

sequencing two years of work that effectively develops students knowledge, skills,

understanding and attitudes (Modern History Stage 6 syllabus) required to successfully

complete the HSC needs to be done with a coherent and clear sequences of topic areas.

The absents of a scope and sequence impacts the syllabus outcomes being transformed into an

effective unit outline. Although the unit outline does well to cover historical events, source

analysis, effective use of ICT and build on historical inquiry, it lacks differentiation. Effective

teacher pedagogy is lacking in the differentiations of tasks throughout the unit outline. Applying

the UbD method when differentiating allows for the teacher to teach for understanding of

transferable concepts and processes, by giving learners multiple opportunities to apply their

learning in meaningful contexts (Wiggins & McTighe, 2011.p.5). This allows for a unit outline to

consist of learning activities that caters to diverse needs, identifies desired results linked to

syllabus outcomes and scaffolds threshold concepts.

Differentiation

A classroom lesson has three pillars of transferable knowledge, what some students will

learn, what most students will learn and what all students will learn (Stefanakis, 2011). These

three pillars can be brought together with adequate lesson differentiation. Applying the UbD

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model in the re-evaluated unit outline is thinking purposefully about curricular planning, not a

rigid program or prescriptive recipe (Stefanakis p.3) and links Australian professional standard

3.2: plan structure and sequence learning programs that caters to all students ability.

Differentiated learning goes deeper than making a lesson easier with worksheets, or harder with

more questions. Teacher pedagogy needs to be applied in knowing your students and how they

learn. Differentiated learning should enhance the lesson by catering to specific intelligence and

sensory needs. Howard Gardner writes, each individual has unique strengths and weaknesses

that can be recognized as multiple intelligence (Gardner, 1983). Re-evaluating the unit outline

with scaffolded worksheets for EALD students, ambiguously guiding G&T students to self-

regulated learning, using source analysis for the visual leaners and verbally discussing content

with students who are better verbal articulators, are all differentiated learning elements added

into the re-evaluated program. Likewise, focus on students improving their literacy skills is

scaffolded throughout the unit outline.

This further links to the Australian professional standard 3.6 evaluate and improve teaching

programs to cater to all students needs. Giving students different opportunities to present what

they have learned in varied formations, evaluates if students are understanding the threshold

concepts.

However, the core of the stage 6 syllabus is essentially backward mapping students towards the

standardized high-stakes test of the HSC. When teachers are focusing on teaching to a test,

they are less likely to encourage different problem-solving strategies and are less likely to use

different modalities to teach (Chiu, 2016. p.5). This claim by Chiu was uncovered after an

action research project uncovered that Gardner multiple intelligence theory is difficult to assess

in standardised testing. This could be a factor as to why the original program does not attempt
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to differentiate.

Yet, the purpose of differentiation is for teaches to go beyond the classroom and accommodate

the school levers through developing their skill set for life outside the classroom. A teachers

goal is to make the lesson content relevant for students as well as a shared experience to

which students can relate (Bowman, 2004) the content to modern perspective. For example,

linking the Romanov complete rule, imperial family aspect to the current events in North Korea.

As such, the original program does not establish a general set of expectations for students

(Broemmel, Jordan & Whitsett, 2015. P.71) and thus, does not develop or enhance students

knowledge or skill set for life outside the classroom. This leads into the third area of concern,

lack of project based learning.

Project based learning

Project based learning (PBL) is a teaching approach, a mindset, and a framework for

teaching skills and content (Lenz, Wells, & Kingston. 2015. p.68). The inclusion of PBL in the re-

evaluated stage 6 program develops students self-regulated learning skills and prepares them for

life after the HSC. Throughout the re-evaluated unit outline, students have opportunities to

engage with historical inquiry and historical investigation. Project based learning allows students

to develop academic rigor, learning how to learn, 21st century skills, critical thinking and

tolerance (Lenz, Wells, & Kingston. 2015, p.67). This type of teaching can shift a student

learning mindset from learning because they have to, to learning because they want to.

PBL further offers a student friendly learning style that allows students to demonstrate key

knowledge and skills, by exercising creative thought and objectivity in a sequence of learning

activities (Lenz, Wells, & Kingston, 2015, p.70) These skills allow students to dive into the
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learning concepts guided by the teacher, not led. Additionally, PBL can allow students to become

an authentic audience that challenges them to present their learning professionally and inspires

their reaching for quality (Chiu, 2016.p.8).

PBL also correlate with High Value-Add (HVA) framework that promotes a progressive learning

culture through a positive environment. HVA advocates for students to be socially engaged,

intellectually engaged, interested, motivated, and challenged in their subjects (Centre for

Education Statistics and Evaluation). Thus, why in the re-evaluated program, focuses on learning

activities that are centred on group collaborative work. Likewise, the UbD model advocates on

helping students come to an understanding of important ideas by transferring their learning to

new situations (UbD p.3) such as life after school.

Designing learning activities through the PBL framework entwines achieving syllabus outcomes

assessed in the HSC, as well as developing a skill set needed in becoming global citizens. These

skills however, can go underdeveloped if the appropriate evaluation is not undertaken, leading to

the fourth area of concern, lack of students assessment and evaluation in the original program.

Evaluation

Assessment and evaluation in school programs is in accordance with Australian

professional standard 5.1 Assess students learning. Throughout the learning program, both

formal and informal assessments have been added. This allows the teacher to examine if

students are understanding the key concepts. Assessment is an important part of education and

is used in schools to determine whether instructions have been effective (Chiu, 2016. P.4). In

short, if students are not grasping the content knowledge then the teacher must re-evaluate the

program to reach the syllabus outcomes.

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When a teacher is planning a program, they should factor in student readiness- diagnostic pre-

assessment and establish what learning goals the students will be achieving. The UbD

framework outlines if emphasis is on short-term content acquisition for simple recall instead of

long-term understanding (p.4) then students will not improve on their skill set. Planning for a high-

stakes assessment task like the HSC, needs to be evaluated through both informal and formal

mini assessment. Evaluation tasks such as observations, peer assessments, visual and verbal

articulation is at the essences of fine-tuning students ability and guiding them to deepen their
knowledge and skills.

The re-evaluated program places importance on mini assessments through, the group source

analysis presentation, small extended response questions and verbal discussions. All of these

evaluations should have constructive and informative feedback attached to them is applying

effective teacher pedagogy. This allows students to continue developing the required skills

needed for the HSC and life thereafter.

Finally, evaluation goes beyond classroom student cantered assessment. Teacher programing

can be held liable if students are underperforming from an insufficient program. Recent federal

and state policies require programs to be held accountable for producing effective results

(Henry, Kershaw, Zulli & Smith, 2012. P.335). Hence why the original program has had an

extensive evaluation. It is the schools and teachers responsibility to stop, analyse and adjust

programing where needed. The UbD model highlights a continuous improvement approach to

achievement. This type of assessment informs the teacher what type of adjustments are needed

in improving students learning.

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Scope and Sequence {Not counted in word count}


Term 1 Term 2 Term 3 Term 4
Preliminary Topic: Case Studies- Topic: Case Studies- Topic: Core study- 30% Students start the HSC
25% The Social 25% The world at the beginning Topic: Core study 25%
consequences on The decline and fall of the of the Twentieth century World War 1 1914-1919: a
industrialisation in Britain Romanov Dynasty Source based source-based study
in the early nineteenth Syllabus outcomes: Syllabus outcomes: The Weimar Republic
century. Duration in P1.2, P2.1, P3.3, P3.4, P1.1, P1.2, P2.1, P3.1, Syllabus outcomes:
weeks and hours: P3.5, P3.2, P3.3, P3.4, P3.5,
Weeks-1-8 Duration in weeks and P4.1, P3.2 H1.1, H1.2, H3.2, H3.3,
Assessment-week-8 hours: Duration in weeks and H3.4, H3.5, H4.2, H4.2
Syllabus outcomes: 1-9 weeks hours: Duration in weeks and
P1.1, P1.2, P2.1. P3.1, 10-Assessment 1-8 weeks hours:
P3.2, P3.4, P3.5, P4.1. 9-10 exam period Weeks 1-7- Core study
Topic: Historical 60 minutes / 120 hours 60minitues /120 hours Weeks 7-10
Investigation- 20% 60 minutes per lesson
the Assassination of JFK
Week-9-10
60 minutes / 120 hours

HSC Topic: National Study- Topic: Personalities and Topic: International HSC
25% the Twentieth Century- Studies in Peace
Russia and the Soviet 25% Conflict 25%
Union 1917-1941 Leon Trotsky Conflict in Europe 1935-
The Soviet foreign policy Red Army 1945
Syllabus outcomes: Syllabus outcomes: Syllabus outcomes:
H1.1, H1.2, H3.2, H3.3, H1.1, H1.2, H3.2, H3.3, H1.1, H1.2, H3.2, H3.3,
H3.4, H3.5, H4.2, H4.2 H3.4, H3.5, H4.2, H4.2 H3.4, H3.5, H4.2, H4.2
Duration in weeks and Duration in weeks and Duration in weeks and
hours: hours: hours:
Weeks 1-8 National Study Weeks 1-7 Personalities Weeks 2-8 Peace in
Weeks 9-10 Investigation Weeks 7-10 Red Army Europe
60 minutes per lesson 60 minutes per lesson. Weeks 8-10 Revision
60 minutes per lesson.

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UNIT OUTLINE
Subject: Modern History Course: Stage 6 Number of Weeks: 8

Unit title: The decline


and fall of the
Romanov dynasty

Key Concepts/ Big Ideas The importance of this learning


Key features and issues:
This topic will develop students knowledge and skills in investigating key features and issues
*individuals and events from the eighteenth associated with the decline and fall of the Romanov Dynasty. Students will learn to understand
century to the present varied perspectives, formulate inquiry and analyse how historical argument can differ through source
*change and continuity over time analysis.

* the process of historical inquiry Students will develop their literacy skills, analytical skills and exercise critical thinking. Students gain
a deep understanding of threshold concepts and examine historical events that led to the decline
* communicating an understanding of history and fall of the Romanov dynasty. Students will demonstrate critical thinking in articulating historical
importance of this study.

Unit context within Scope and Sequence Syllabus Outcomes

Case Study 1. P1.1 describe the role of key individuals, groups and events of selected studies from the
Percentage of course time: 20% eighteenth century to the present
Preliminary year, Term 2 2. P1.2 investigate and explain the key features and issues of selected studies from the
eighteenth century to the present
The decline and fall of the Romanov dynasty
P2.1 identify forces and ideas and explain their significance in contributing to change and
Nicholas II as autocrat continuity from the eighteenth century to the present
political, social and economic
grievances in early twentieth-century 1. P3.1 ask relevant historical questions
Russia 2. P3.2 locate, select and organise relevant information from different types of sources
the Tsars failure to address the 3. P3.3 comprehend and analyse sources for their usefulness and reliability
problems of Russia 4. P3.4 identify and account for differing perspectives and interpretations of the past
the role of World War I in the fall of the 5. P3.5 plan and present the findings of historical investigations, analysing and synthesising
tsarist regime information from different types of sources

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Principal focus: Students apply historical 1. P4.1 use historical terms and concepts appropriately
inquiry methods within a range of historical
contexts to investigate key features, issues, P4.2 communicate a knowledge and understanding of historical features and issues,
individuals, groups, events, concepts and
other forces in the eighteenth, nineteenth and
twentieth centuries.

Literacy Focus Numeracy Focus ICT Focus


Differentiation
Writing tasks
*Extended responses Dates Online lessons will be *Gifted and talented students will have tasks designed to enhance
*Questionnaires Timeline activities used through Weebly their learning ability into historical inquiry
Analysing Sources Lesson outline will be *EALD will have teachers aid support.
Historiography presented through Prezi *Low ability students will have scaffolded worksheets.

Teaching and Learning Strategies including assessment for Resources


Week/ Syllabus Students learn about learning.
Sequence Outcomes
Begin the lesson with the power point and highlight the Smart Board
Wk. 1- 3 relevant learning outcomes of the lesson. Weebly
Nicholas II as autocrat Prezi
P1.2- Describe the role of This power point is in place to give students a visual Worksheets
key individuals, groups and Textbook
representation of the lessons content. It has a
events of selected studies
from the 18th century to the summary of key concepts and sources illustrating the
present. Romanov family tree Imperial family, the Palaces, Bloody Sunday protest
signs. All of these visual elements are in place to set
P2.1- Identify forces and Key Concept and the scene of the study. Ask students to look at how
ideas and explain their terminology used people are dressed, expressions on their face, whats
significance in contributing to associated with this going on in the background etc.
change and continuity from study, i.e Tsar,
the 18th century to present. Duma, imperialism Students are to create a glossary page.
This page will be referred to each lesson at both the
beginning and the end of each lesson.
Map of Russia and Students will continue to scaffold threshold concepts

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its place in the world. over the next few lessons.
Timeline/ Important
dates
Geographical factors
Nicolas rises to Mapping activity- students are to examine a map of Russia
power and the world from 1890-1917. Working off their worksheets
students are to;
Articulate major changes during this time,
His role as a family The magnitude of Russian land
man, a military man Different language and cultural rituals associated with
and a leader the people
How Nicolas II ruled with diverse language and
Russians Social geographical barriers in place.
Structure
Historical Narrative
These factors will be analysed as a whole class in examining
the current narrative associated with Nicolas II. Key issues
within that are Nicolas II,
Family
His children and heir
Illness associated with his family
Social pressure

Timeline- Numeracy
Students are to complete the timeline activities and complete
the worksheet. This adds a numeracy element.
Students exam how many years between each Tsar
What key events may have contributed to Russias
current state i.e. industrial revolution (Years of
invention and progress)

Literacy
Students are to write a short summary of the current state of
Russia and Nicolas II current position as leader. This allows
students to use the correct terminology associated with the
Romanov dynasty.

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Students will begin to dig deeper and begin to focus on
historical inquiry and build a historical argument.

Differentiation

EALD
The glossary is a source of reference to assist students in
correct spelling and terminology associated with the area of
study. EALD students will have a scaffold sheet to assist them
in gaining a coherent understanding of the topic area.
YouTube clip will be played to give students a visual
understanding of the Romanov dynasty. Allow for 10 minutes
at the end of each lesson to sit down with students and each
table group and discuss the lessons content.

G&T
students can begin in engaging with the concept of historical
inquiry after they have completed all class work. Students are
to find relevant sources beginning to construct their historical
inquiry.

Focus on literature
Spend the beginning of the lesson discussing historical
terminology and threshold concepts and themes that will add
content rhetoric throughout the subject area. This exercises
students ability in higher order thinking.

Summary- building on back-ground knowledge. Smart Board


Wk. 3-5 P1.1 Describe the role of Weebly
key individuals, groups and Political, social and Outline the second key focus areas and the next two weeks of Worksheets
events of selected studies economic grievances in topics that will be discussed. Textbook
from the eighteenth century
early twentieth-century Bring up the Weebly, refer to the timeline to articulate
to the present
Russia where we are now up to in the scope of events.
P3.3 Comprehend and
analyse sources for their Complete Rule
usefulness and reliability Each lesson must flow into the next and coherently
Russo-Japanese linked in discussing

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War Political influences
How these political influences emerged social
grievances
Bloody Sunday What impact did economic factors contributing to the
downfall of Nicolas II.
Emergence of
political parties Half way informal unit evaluation;
Host a recap about events taught thus far. Guide the
discussion and pose historical inquiry questions such
October Manifesto as
How the events discussed over the last few weeks
The Duma impacted the decline of the Romanov dynasty.
This assists students in understanding where we are
now in this study and further links to background
knowledge in assisting students to gain a deep
understanding of the topic.

Use the Weebly to navigate through these new concepts


and ask students to write down key concepts on their
glossary page.
What is meant by complete rule? Students will examine
Nicolas II as a leader and his dedication to his family
and how both of these combined factors impacted
Russia.
Students will look at the Russo-Japanese war and
Nicolas II role as a military leader.

Formal Evaluation
Students are to complete the short answer questions.
These questions are going to be sent through the
weebly.

These answers will be marked and returned to students


at the end of the first week. This allows the teacher to
informally assess whether students are grasping the

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key concepts.

ICT
Watch the YouTube clip and ask students to summarise
whether a historical narrative was given with or without
historical inquiry. https://youtu.be/cV9G1QUIm7w

Source analysis
The second focus is source analysis. In their table
groups, students are to evaluate the usefulness of
sources and later present them to the class. The rest of
the class would then ask them questions about their
findings.
Self-regulated learning- students will then find their own
source online and complete the source evaluation
worksheet. Students are to outline why they picked a
source, is it primary or secondary and its usefulness.

Differentiation
EALD
Source analysis this activity allows for visual learners to
deconstruct sources in unpacking historical inquiry.
Working in groups allows lower ability students to learn
off other higher performing students.
Source analysis further allows visual learners to
practice their literature skills but writing short answer
evaluation questions in a less daunting learning
activity.

Scaffolding Literature activities.


Scaffolding worksheet with Peel templet assists
students who are having trouble with extended
response questions.
P-point make your point

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E-evidence-back it up, support the point with evidence and
examples
E-Explanation-how the evidence supports your point
L-Link-link this point to the next.

Mini lessons in grammar, sentence structure and


syntax will be woven in through the unit. This allows
students to constantly develop their literacy skills.

Teel worksheets will be handed out. These further assists


students with their essay writing
T-Topic sentence- main theme-idea
E-Explain-further explanation of topic
E-Evidence and examples
L-Link- refer back to main themes and ideas.

G&T
Allowing G&T students to take a leading role in the
group work allow them to exercise their skill in source
analysis. This keeps them engaged in the lesson when
it is group work focused.
The Weebly is also an extension activity for the G&T by
allowing them to self-regulate their leaning by diving
into historical inquiry.
The ICT element assists G&T students to extend their
learning by still working at the same pace as the rest of
the class.

Summary- begin the new topic area by summarising all Smart Board
Wk. 5-6 events thus far and where we currently sit in our timeline. or
*P1.2 investigate and explain The Tsars failure to Refer to the glossary and ask students if there are any Weebly
the key features and issues address the problems of new threshold concepts they have learnt. Prezi
of selected studies from the Worksheets

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Program Evaluation Diana Kulevski
eighteenth century to the Russia The third area of study is bringing the last few weeks Textbook
present together and informally evaluating students if they have ipads
The lack of industry grasped the concepts and themes of this historical
study. Students will compose a short 500-word
P3.3 Comprehend and
Hunger response on;
analyse sources for their
Nicolas II position at the end of 1905
usefulness and reliability

*P3.5 plan and present the The Teel and the Peel worksheet will be available to
findings of historical Palace vs poverty students to assist them with their writing.
investigations, analysing and
synthesising information from Rasputin- his role This mini assessment allows students to exercise their
different types of sources within the imperial literacy skills they have been building on over the last
family. couple of weeks.

*Assessment The second focus will be on key figures such as Rasputin and
the role he played.

Students are going to engage with historical inquiry and as a


table group write a personality study on Rasputin. Each
student focus on a particular aspect.
The mad monk. Who was Rasputin?

Rasputin- background
Religious perspective
Physical appearance
His role within the imperial family
Focus on Alexis and his influence over Alexandra
How the Russian people responded to Rasputin

Evaluation
This topic area has two mini assessments. Both of
these will be evaluated and given back to students with
constructive feedback.

This mini assessment further evaluated the unit outline


and the focus on developing students literacy skills in

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Program Evaluation Diana Kulevski
their extended responses.

Differentiation
EALD
While students are working on the task, walking around
the classroom and discussing the key concepts allow
the teacher to verbally assess if students can articulate
what they have learnt thus far. Some students may be
great at speaking and discussing historical inquiry
rather than writing it down. This type of observational
assessment informally evaluates students learning
ability.

Group tasks and small group discussions allows


students to bounce themes and ideas off one another
in a smaller, less intimidating setting. The Rasputin
activity works as both an independent self-regulated
activity and a combined effort in generating a response.
G&T
Students are to bring the personality study together by
associating it with historical research. This allows the
whole class to still work together yet simultaneously
challenges the G&T students to engage with historical
inquiry.

Students will then read out their findings, this allows


students who lack confidence in writing to verbally
present the work.

Wk. 7-8 The role of World War I in Before moving onto the new topic area, recap the content Smart Board
P1.1 Describe the roles key the fall of the tsarist thus far by referring to the glossary page and the or
individuals, groups and regime timeline. Host a relaxed Q&A in assessing if students are Weebly
events of selected studies on par with the content before we move on. Prezi
from the eighteenth century
Causes of World War 1 Worksheets

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Program Evaluation Diana Kulevski
to the present Use the Weebly, as a focus point in students gaining a Textbook
Russias involvement narrative of events leading and causes of World War 1. The
Alliances, imperialism and the emergence of the superpower.
P2.1 Identify forces and *Nicolas II position as a
ideas and explain their military leader, Tsar and Students will engage with both ICT and source analysis
significance in contributing to
family man. over the course of this topic area. As a class-work on the
change and continuity from
the eighteenth century to following activities;
present *Russia fighting in a modern
war. Hand out a world map of 1914 and later a European
map with the superpowers highlighted. Ask students to
Aftermath of WW1, heavy analyse Russians position within that and why they
loss of life losses the entered the war.
German advancing.
Scaffold these concepts in a mind map activity and
*The Russians People, their later ask students to construct a timeline of events
current position/uprising leading to WW1 and the decline of Nicolas II.

*Nicolas II abdicating the Highlight Russians involvement, the military,


throne. commander, the Red Army.

Use the think share and discuss technique in creating a


celebrative discussion on the content presented.

Pose the discussion question we have an unsettled


nation going into war
Start unpacking this question in class and then set it as
an assessment due at the end of the week.

Differentiation
EALD
Scaffolding sheets will be available for EALD students.
Both the TEEL and PEEL template can be used;
however, this time encourage self-regulated learning.

Students will have access to ICT in constructing their


argument.
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Program Evaluation Diana Kulevski

G&T
Students are expected in engage with historical inquiry
and will have access to ICT.

Additionally, students are expected to make reference


to the last 8 weeks worth of content, but remind them it
is a historical inquiry, not a narrative.

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Program Evaluation Diana Kulevski
Unit Decline and Fall of the Class / Year Group: 11 Stage 6 Unit 8 weeks Term: 2 Year: 2017
Name: Romanov Dynasty Timeframe:

HSIE Faculty
Modern History Program Decline and Fall of the Romanov
Dynasty Stage 6
Key Learning
Students apply historical inquiry methods within a range of historical contexts to investigate key features, issues, individuals, groups, events, concepts and other forces involved in
the decline and fall of the Romanov Dynasty
Evidence of Learning
Answering of questions
Extended response writing
Research Activities
Document Analysis
Group Activities
Unit Rationale
The study of Modern History Stage 6 has a distinctive role in the school curriculum as it challenges students to consider the great social, technological, economic, political and moral
transformations from the late eighteenth century to the present. It requires students to analyse the causes, progress and effects of these transformations and, finally, to make
judgements about them.
Focus Outcomes
P1.1 describe the role of key individuals, groups and events of selected studies from the eighteenth century to the present
P1.2 investigate and explain the key features and issues of selected studies from the eighteenth century to the present
P2.1 identify forces and ideas and explain their significance in contributing to change and continuity from the eighteenth century to the present
P3.1 ask relevant historical questions
P3.2 locate, select and organise relevant information from different types of sources
P3.3 comprehend and analyse sources for their usefulness and reliability
P3.4 identify and account for differing perspectives and interpretations of the past
P3.5 plan and present the findings of historical investigations, analysing and synthesising information from different types of sources
P4.1 use historical terms and concepts appropriately
P4.2 communicate a knowledge and understanding of historical features and issues, using appropriate and well-structured oral and written forms

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Program Evaluation Diana Kulevski

Original Program KEY- Everything highlighted in yellow is a negative. Everything highlighted in green is a positive.

Skills
Ask relevant historical questions
Locate, select and organise information from different types of sources
Account for and assess differing perspectives and interpretations
Communicate an understanding

Week Evidence of
Learning
(Sign Learn
Learn to Teaching and Learning Strategies Resources Differentiation and
and About Feedback
Date) (Assessment)

Good introduction activities


Nicholas II Students begin the topic by learning key words and Maps No differentiation
as autocrat Identify and concepts that will be used throughout the topic.
examine the http://yr11 Comparison
Students examine the geography of Russia, its vastness modernhis table
No weeks or
state of the
and varied topography, time zones, resources, tory.weebl
timeframes world in 1945
communications, infrastructure and cultural/ethnic y.com/the-
are allocated groups. romanov-
to topic area Date goes past dynasty.ht Source
timeframe Teacher provides photographs of different ethnic groups ml Analysis
Program and draws comparisons with ethnic minorities today.
does not Describe the https://sites.
have extent of the Students examine pictorial evidence of society in Russia, google.com/
syllabus or Empire pictures of the royal family juxtaposed with Russian a/syd.catholi
curriculum peasants; palaces with villages; food and clothing of rich c.edu.au/bo
outcomes and poor. udica/year-
11-modern-
Identify the Teacher exposition to trace the influence of liberalism in history/rom
social Russia from the French Revolution to the reign of anov-
Alexander II including the 1825 Decembrists Revolt and dynasty

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Program Evaluation Diana Kulevski
structure the 1861 Edict of Emancipation of the Serfs.

NO project based learning Compilation


Teacher outlines the economic, political and social of glossary
Could have added consequences of the Edict of Emancipation.
scaffolded learning
activities Students define autocracy and identify the autocratic
features of tsarist government.
PowerPoint
Students view documentaries on Nicholas and relevant
extracts from the film Russian Ark. Answering
questions
Students compile a glossary of terms such as autocracy, https://www
Slavophile, Russophile and place on classroom wall. .youtube.co
m/watch?v=
Examine the Using information from the film and a range of other 2OnTLEYbkd
government sources, students investigate the question: Was Tsar s
Nicholas an autocrat? Students consider his personality,
his role as father of Russia, his immediate family history
and assassination attempts on him; Tsarina Alexandras
personality. Why did the people revere Nicholas? Revisit
these questions later in the unit.
Identify and
Using sources students investigate political opposition to https://ww Source
examine
the tsarist regime: their various reform agendas, the w.youtube. analysis
revolutionary com/watch worksheet
impact of the RussoJapanese War of 1904 and the
groups. ?v=ZV1kph
Revolution of 1905 and Nicholas role in these. Students
highlight the key ideas in each paragraph of the sources EEXn8
and report their findings to the class.

Good use of sources in exploring historical


investigation. PowerPoint
and
worksheet

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Program Evaluation Diana Kulevski
No
http://world differentiation Statistic
Political, Students analyse statistical information about Russia and - comparison
Economic other world powers (e.g. Great Britain, USA, Germany, statistics.org
and Japan) to answer the question: Was Russia a backward
Identify the
Social country? NO historical inquiry, statistical data does
Growth of Could have
Grievance not really establish a good historical argument. It is
s in early Industrial https://sites. added
Development: evidence yes, but inquiry it is not.
twentieth- google.com/ scaffolded
century Living and a/syd.catholi
Using a range of sources, students identify features of learning
Century Working
tradition and change in Russian society. The class c.edu.au/bo activities Source
Russia Conditions discusses the impact of tradition on Russias ability to udica/year- analysis
change. 11-modern-
history/rom
anov-
No Project based dynasty
learning- missed Students work in pairs to identify groups in society who
Group work
opportunities with had grievances against the government, using mind maps
ICT available. to categorise political, social and economic grievances.

Teacher uses diagram and PowerPoint to explain the


structure of government, including the composition and
role of the duma.
Questions
Varied activities, keeps students engaged. PowerPoint
and
PowerPoint on the Russo-Japanese war and the 1905 worksheet
revolution in more detail than the research task.

Research
Task

Worksheet on the October Manifesto with sources

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Program Evaluation Diana Kulevski
In groups, students research one of the political parties in
Examine the Russia at this time. Each group prepares a speech and a
Causes and poster reflecting their party platform for presentation to
effects of the the class. Worksheet Worksheet
Russo-Japanese
War and 1905
Dictionary
Revolution.
Teacher exposition on the role of industrialisation and and
urbanisation in the growth of political opposition. glossary
Examine the Compare this with the conservatism of the countryside.
October Add concepts and definitions to the class glossary.
Manifesto
Good use of nineteenth century develops impacting
Identify the historical events. Should link to syllabus outcome. Good
roll of Lenin mix between teacher and student-centred activity.
and Trotsky

No
The Students examine documents relating to: attempts by http://yr11 differentiation Source
Tsars Stolypin and Witte to modernise Russia; the Tsars modernhisto analysis
failure to Explore interference in the working of the dumas; Rasputins ry.weebly.co
address influence over the Tsarina. Source analysis would have m/the-
documents in
the been good here, and engaging with historical romanov-
relation to
problems inquiry. dynasty.html
of Russia Tsars failure
to address the Table
Students construct a table recording main problems facing
No weeks or problems of
Russia at this time and the consequences of these
timeframes Russia problems.
are allocated
to topic area Students write a letter to a friend living outside Russia to
report on developments within Russia, from the
Program This could have been perspective of one of the following: e.g. a student, a
does not an investigation revolutionary, Stolypin, Witte, Lenin, Trotsky. Students
have instead of an peer assess the letters for historical accuracy OR Students
syllabus or exploration contribute articles from different perspectives to a
curriculum newspaper published outside Russia.

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Program Evaluation Diana Kulevski
outcomes Research
worksheet
Letter
Teacher assigns students a particular year, e.g. 1912, and
the type of newspaper a particular group of emigres or
revolutionaries would produce. In writing the articles they
would report on their political/economic grievances etc.
Identify and
examine the Students develop a timeline showing the peaks and
Dumas and troughs in Nicholas popularity, highlighting and Article
the rising civil annotating significant events.
unrest.
NO Cross- curriculum activities Timeline

Missed opportunity to add a numeracy aspect, how many


years between major developments.
Timeline Debate
Even the sustainability of Russia up till this point- and the
gloomy future if things do not change.

Students debate the question: Is it fair to place all the


Describe and blame on Nicholas?
analyse the
demonstratio
ns and strikes
The role of No
World War Students identify reasons why Russia would be unable to differentiation Timeline
I in the fall
Idenify the sustain a war effort on the battlefront and the home front.
of the tsarist
reasons for http://yr11
regime Students use information from texts to construct a timeline modernhis
entry into
of Russias participation in WWI, 19141917. tory.weebl
No weeks or World War 1
y.com/the-
timeframes romanov-
NO sign of scaffolding key concepts in assisting students to
are allocated dynasty.ht
formulate a response.
to topic area ml
Examine the Students use timeline and other sources to identify the
early setbacks:
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Program Evaluation Diana Kulevski
Tannenburg tsars failures of leadership of Russias war effort.
Program and Masurian Source
does not Lakes. Students examine reactions of various groups within Russia, Good use of analysis and
have eg soldiers, workers, peasants, revolutionaries, nobility, to ICT questions
syllabus or the worsening situation.
curriculum
outcomes Identify and
assess the
economic, Students read about the abdication of the tsar and use their
social and knowledge of the situation in Russia at this time, to discuss
political possible alternative outcomes for these events.
problems Students choose one of the following activities to http://www.
caused by the demonstrate their understanding of these issues and history.co
War. developments: m/this-
report by a major ally, eg Great Britain, about Nicholas day-in- Report
Analyse the abdication and Russias withdrawal from the war history/cza
r-nicholas-
influence of
Good mix of varied activities. ii-abdicates
Rasputin

Explore the
March spoken or written assessment of the problems caused by
Revolution the war from the perspective of one of the following: http://www.
Identify and a revolutionary, a member of the 1915 Duma, a serf, a historylearni Comic strip
describe young woman worker, a noble, member of the ngsite.co.uk/
Tsars intelligentsia modern-
Abdication a political cartoon or comic strip showing the reaction of world-
a specific group to the tsars abdication. history- Role play
1918-to-
Examine the 1980/russia-
events leading Students read about events leading to the murder of the
royal family then present either a short scripted role-play or 1900-to-
up to the 1939/the-
impromptu performance demonstrating their understanding
assassination death-of- Script
of the circumstances of the murder.
of the the-
Imperial romanovs/
Family.

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5.australiancurriculum.edu.au/generalcapabilities/numeracy/introduction/numeracy-across-the-
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