Assessment 2

HISTORY CURRICULUM
Assessment 2 – Portfolio Artefacts
Online Resource:
http://russiaandthesovietunion.weebly.com
Luke McConnell
17792165
Contents
Part 1:
Appendix A: Scope and Sequence ……………………………….3

Appendix B: Concept Map ……………………………….4
Appendix C: HSC Assessment Schedule and Task ……………………………….5
Appendix D: Unit Outline ……………………………….8
Appendix E: Relational Table ……………………………….20
Part 2:
Pre-Lesson ………………………………..24
Online Resource ………………………………..35
Post Lesson 1 ………………………………..36
Post Lesson 2 ………………………………..50
Justification ………………………………..70
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Appendix A
Scope and Sequence:
Course Term 1 Term 2 Term 3 Term 4
Preliminary Topic: Topic: Topic: Students start the HSC
The Arab Israeli Conflict Bismarck and the unification The World at the beginning course in this term.
1880’s-1947 of the German states & of the 20th Century.
Historical Investigation Core:
WW1: A Source Based Study
Syllabus outcomes: Syllabus outcomes: Syllabus outcomes:
P1.1, P1.2, P2.1, P3.1, P3.2, P1.1, P1.2, P2.1, P3.1, P3.2, P1.1, P1.2, P2.1, P3.1, P3.2,
P3.3, P3.4, P3.5, P4.1, P4.2 P3.3, P3.4, P3.5, P4.1, P4.2 P3.3, P3.4, P3.5, P4.1, P4.2
Duration in weeks and Duration in weeks and Duration in weeks and

hours: hours: hours:
10 Weeks 10 Weeks 10 Weeks
Course Term 4 (year 11) Term 1 Term 2 Term 3

HSC Topic: Topic: Topic: Topic:
WW1: A Source Based Study National Study - Russia and Personality – Alexandra International Studies in
the Soviet Union 1917 - Kollontai 1873 - 1952 Peace and Conflict – The
Syllabus outcomes: 1941 Cold War 1945 - 1991
H1.1, H1.2, H3.2, H3.4, H3.5, Syllabus outcomes:
H4.1, H4.2 Syllabus outcomes: H1.1, H1.2, H2.1, H3.1, H3.2, Syllabus outcomes:
H1.1, H1.2, H2.1, H3.1, H3.2, H3.3, H3.4, H3.5, H4.1, H4.2 H1.1, H1.2, H2.1, H3.1, H3.2,
Duration in weeks and H3.3, H3.4, H3.5, H4.1, H4.2 H3.3, H3.4, H3.5, H4.1, H4.2
hours: Duration in weeks and
10 Weeks Duration in weeks and hours: Duration in weeks and
hours: 10 Weeks hours:
10 Weeks 10 Weeks
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Appendix B
Concept Map
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Appendix C
Assessment Task Schedule:
Component Task 1: Core Task 2: Task 3: Task 4: Weighting
Study: World National International Exam, all
War 1 1914- Study: Russia Studies in areas
1919 and the Peace and
Soviet Union Conflict
1917-1941
Source Based Essay Oral Trial HSC
Response Presentation Exam
Term 1 Term 2 Term 3 Term 3
H1.1, H1.2, H1.2, H2.1, H1.1, H1.2, H1.1, H1.2,
H3.1, H3.3, H3.1, H4.1, H2.1, H3.1, H2.1, H3.3,
H3.5, H4.1, H4.2 H3.3, H4.1, H3.4, H4.1,
H4.2 H4.2 H4.2
Knowledge and 10 5 10 15 40
understanding of
Course Content
Source Based Skills: 10 5 20
Analysis, synthesis and
evaluation of historical
information from a
variety of sources
Historical Enquiry and 10 5 20
Research
Communication of 5 5 5 10 20
Historical Understanding
in Appropriate forms
Marks 25 25 20 30 100
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Class Ready Assessment Task:
Components: Essay
National Study: Russia and the Soviet Union 1917-1941
Weighting: 20%
Time provided: Two Weeks

Outcomes being assessed:
H1.2: analyse and evaluate the role of key features, issues, individuals, groups and
events of selected twentieth-century studies
H2.1: explain forces and ideas and assess their significance in contributing to change
and continuity during the twentieth century
H3.1: ask relevant historical questions
H4.1: use historical terms and concepts appropriately
H4.2: communicate a knowledge and understanding of historical features and issues,
using appropriate and well-structured oral and written forms
The task
This task requires you to select ONE of the following questions and write a 1000-word essay
answering the question. The questions are:
a. Assess the impact Stalin had over Soviet society.

b. Evaluate the idea that the Bolshevik consolidation of power was a positive factor for
Soviet society.
c. Evaluate the nature of Soviet foreign policy.
Assessment Criteria
You will be assessed on how well you:

• Provide an analysis key features, issues, individuals, groups and events
• Provide an explanation of the ideas and assess their significance in contributing change and
continuity
• Demonstrate an understanding of relevant historical questions
• Use correct historical terms and concepts
• Present your work, in terms of spelling and grammatical errors.
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Assessment Marking Criteria
Marking Guide Mark
- Makes a clear judgement based on the question asked with a sophisticated and
coherent argument.
- Demonstrates a comprehensive understanding of the issue raised in the question
- Response is logical and well-structured argument and highlights a clear
understanding of the relevant features 17 - 20
- Response uses support in a highly accurate manner to strengthen the response
- Response is largely free from spelling and grammatical errors
- Makes a clear judgement based on the question asked with a sound and mostly
coherent argument.
- Demonstrates a sound understanding of the issue raised in the question
- Response is logical and well-structured argument and highlights a clear
understanding of the relevant features 13 - 16
- Response uses support in an accurate manner to strengthen the response
- Response contains a few spelling and grammatical errors
- Makes a clear judgement based on the question asked with a largely relevant
argument.
- Demonstrates a basic understanding of the issue raised in the question
- Response is structured and highlights an understanding of the relevant features 9 - 12
- Response uses some support strengthen the response
- Response contains an adequate number of spelling and grammatical errors
- Makes a largely narrative based judgement based on the question asked with a
basic argument.
- Demonstrates a simple response to issues raised in the question 5-8
- Response is largely unstructured and does not address key features
- Response uses little to no supporting evidence
- Response features a large amount of spelling and grammatical errors
- Makes generalisations about argument
- Provides little to no information regarding the issue raised in the question
- Response does not feature a structure, with no mention of key features
- Response uses no support to strengthen argument 1-4
- Response features a considerable amount of spelling and grammatical errors
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Appendix D
Unit Outline:
UNIT OUTLINE
Subject: Modern History Course: HSC Modern History Number of Weeks: 10
Unit title: National Study:
Russia and the Soviet Union
1917-1941
Key Concepts/ Big Ideas The importance of this learning
• Communism in theory and practice The content of this learning is important to give students a wider appreciation of historical
• Bolshevik consolidation of power contexts. It is vital for students to be able to understand and appreciate the forces for change
• Changes in society that occurred throughout the world previously and how this may relate to life today.
• Leadership conflict and differing visions for
the USSR
• Purpose and impact of collectivisation and
industrialisation
• Nature and impact of Stalinism
• Aims and impact of the Soviet foreign policy
Unit context within Scope and Sequence Syllabus Outcomes

This topic is situated to give an understanding of the H1.1 describe the role of key features, issues, individuals, groups and events of selected
key features of Russia and the Soviet Union through twentieth-century studies
the period of 1917-1941. The topic will give an H1.2 analyse and evaluate the role of key features, issues, individuals, groups and events of
introduction to the next topic, which is the selected twentieth-century studies
personality of Alexandra Kollontai. Kollontai was H2.1 explain forces and ideas and assess their significance in contributing to change and
pivotal to the rise of the Bolshevik party and is continuity during the twentieth century
therefore relevant to this current study. H3.1 ask relevant historical questions
H3.2 locate, select and organise relevant information from different types of sources
H3.3 analyse and evaluate sources for their usefulness and reliability
H3.4 explain and evaluate differing perspectives and interpretations of the past
H3.5 plan and present the findings of historical investigations, analysing and synthesising
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information from different types of sources
H4.1 use historical terms and concepts appropriately
H4.2 communicate a knowledge and understanding of historical features and issues, using
appropriate and well-structured oral and written forms
Literacy Focus Numeracy Focus ICT Focus Differentiation
Literacy will be a focus Numeracy will be present in ICT will feature prominently Differentiation will be implemented within the lessons
within the unit will be the unit through an within this unit of work. This through an adaptation of content given the students range
considered through a careful explanation of dates and will be featured mainly of abilities Students who are more advanced will be given
representation of spelling timelines that are essential within the online resource extension activities to further their understanding whilst
and punctuation. to an understanding of that is present. This online those that are struggling will focus on a more fundamental
Russia and the Soviet Union resource has been created understanding.
1917-1941. to highlight one of the
syllabus dot points that is
present in the curriculum.
Lesson Syllabus Content Teaching and Learning Strategies Resources

including assessment for learning.
1. Introduction Students Learn about: This lesson will introduce the topic of Introductory PowerPoint that highlights the
to topic. Brief introduction of all dot points. National Study: Russia and the Soviet outcomes that will be met through the unit
Overview. Union 1917-1941. It will highlight to of work.
Students learn to: students the four main dot points that
• locate, select and organise information will be studied:
from different types of sources, including 1. Bolshevik Consolidation of Power
ICT, to 2. Stalin’s rise to power
describe and analyse relevant features and 3. The Soviet State under Stalin
issues 4. Soviet Foreign policy
It will be mentioned to the students that
The Soviet State under Stalin will be the
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• describe and evaluate the role of key focus of the online resource that will be
individuals, groups and events during the completed from lessons 11-14.
period
2. Students Learn about: This lesson will introduce the first topic of Textbook to supply content knowledge
1. Bolshevik consolidation of power the Syllabus in relation to Russia and the
– Lenin and the Bolshevik Revolution in Soviet Union. It will use the provided YouTube video to consolidate
1917 textbook to cover the content alongside a understanding.
– main features of Communist (Bolshevik) YouTube video that will be viewed by the
ideology at the time of the revolution students to help engage them in learning.
Students learn to: This video will work alongside the content
• ask relevant historical questions taught through the textbook.
3. Students Learn about: Continuation that will use primary Primary source to show social change due
1. Bolshevik consolidation of power sources to convey the social reforms to Bolshevik reforms.
– social and political reforms of the made by the Bolshevik government. Will
Bolshevik government also move onto the treaty of Brest-Litovsk
– significance of the Treaty of Brest-Litovsk and will highlight its importance among
Students learn to: Soviet Russian history.
• evaluate the usefulness and reliability of
sources
4. Students Learn about: This will cover the New Economic Policy A wide range of primary statistics to
1. Bolshevik consolidation of power which was put in place by the Bolsheviks. illustrate the changes the NEP had upon
– the Civil War and aims, nature and impact It will make use widely of statistics to soviet society.
of War Communism highlight how it caused large changes
– the New Economic Policy (NEP) through Soviet society.
Students learn to:
• present the findings of investigations on
aspects of the national study, analysing and
synthesising information from different
types of sources
5. Students Learn about: We will now move onto Stalin’s rise to Video introducing Stalin and his rise to
2. Stalin’s rise to power power. This lesson will link the previous power.
– power struggle between Trotsky and dot point regarding the Bolsheviks to the
Stalin and its immediate aftermath cause and effect of Stalin rising to power.
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Students learn to:
• explain and evaluate the significance of
forces contributing to change and continuity
during the period
6. Students Learn about: This lesson will focus on the reasons as to Textbook to inform of required material.
2. Stalin’s rise to power why Stalin was able to rise to power so
– reasons for the triumph of Stalin as leader successfully.
of the USSR
Students learn to:
• describe and evaluate the role of key
individuals, groups and events during the
period
7. Students Learn about: This lesson will feature a documentary Documentary covering the early years and
Documentary 1 Bolshevik consolidation of power covering the early years, and rise to rise to power of the Bolshevik
Lesson 1. – Lenin and the Bolshevik Revolution in power of the Bolshevik party. It will be a
1917 great revision tool to the first two
– main features of Communist (Bolshevik) syllabus points covered and will serve to
ideology at the time of the revolution break up the learning of the students.
– social and political reforms of the
Bolshevik government
– significance of the Treaty of Brest-Litovsk
– the Civil War and aims, nature and impact
of War Communism
– the New Economic Policy (NEP)
Students learn to:
types of sources
8. Students Learn about: This lesson will continue the Documentary on Bolshevik consolidation of
Documentary 1 Bolshevik consolidation of power documentary that was started in the power.
Lesson 2. – Lenin and the Bolshevik Revolution in previous lesson. It will feature the rise of
1917 the Bolshevik party and their
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– main features of Communist (Bolshevik) consolidation of power. This will be used
ideology at the time of the revolution as a revision activity and will serve as a
– social and political reforms of the basis for the extended response activity
Bolshevik government that will be conducted in the following
– significance of the Treaty of Brest-Litovsk lesson. Students are encouraged to make
– the Civil War and aims, nature and impact notes whilst viewing the documentary as
of War Communism they will have to use this as evidence in
– the New Economic Policy (NEP) their response.
Students learn to:
types of sources
9. Extended Students Learn about: This lesson will feature an extended Extended response question, Documentary
Response. Bolshevik Consolidation of Power response based upon the documentary on Bolshevik Consolidation of power.
viewed in the previous two lesson. This
Students learn to: will require them to evaluate the
• communicate an understanding of Documentary and answer a key question
relevant concepts, features and issues using regarding to the Bolshevik Consolidation
appropriate of power.
and well-structured oral and/or written
and/or multimedia forms including ICT. Assessment Notification is given to
students in this lesson.
10. Online Students Learn about: This lesson will introduce the online Online resource found at:
Resource. Pre- 3. The Soviet State under Stalin resource to the students. They will http://russiaandthesovietunion.weebly.com
Lesson. – Stalin’s role in the Soviet state complete the practice module that is
– introduction of collectivisation and provided in the online resource to give Introductory PowerPoint
industrialisation (Five Year Plans) them an understanding of how to
– Stalinism as totalitarianism complete the given task. They will also YouTube video on the life of Stalin
– impact of purges, show trials and ‘the view a YouTube video and write a
Terror’ on the Communist Party and Soviet summary regarding the information. Practice module document
society
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– impact of Stalinism on society, culture and
the economy
Students learn to:
• Locate, select and organise
information from different types of
sources, including ICT, to describe
and analyse relevant features and
issues
• communicate an understanding of
relevant concepts, features and Refer to Pre-Online Resource Lesson for
issues using appropriate and well- a detailed description.
structured oral and/or written
and/or multimedia forms including
ICT.
11. Online Students Learn about: Online resource found at:
Resource. - Stalin’s role in the Soviet state http://russiaandthesovietunion.weebly.com
Module 1. Students learn to:
• locate, select and organise information
from different types of sources, including
ICT, to
describe and analyse relevant features and
issues
sources Refer to online resource for the full
• communicate an understanding of lesson.
relevant concepts, features and issues using
appropriate
and/or multimedia forms including ICT.
Resource. - introduction of collectivisation and http://russiaandthesovietunion.weebly.com
Module 2. industrialisation (Five Year Plans)
Students learn to:
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ICT, to
issues
sources Refer to online resource for the full
• communicate an understanding of lesson.
appropriate
Resource. - Stalinism as totalitarianism http://russiaandthesovietunion.weebly.com
Module 3. Students learn to:
ICT, to
issues
sources
• communicate an understanding of Refer to online resource for the full
relevant concepts, features and issues using lesson.
appropriate
Resource. - impact of purges, show trials and http://russiaandthesovietunion.weebly.com
Module 4. ‘the Terror’ on the Communist Party
and Soviet society
Students learn to: Refer to online resource for the full
lesson.
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ICT, to
issues
sources
appropriate
15. Post Online Students Learn about: This lesson will involve students creating Online resource found at:
Resource. 3 The Soviet State under Stalin their own response to a past HSC exam http://russiaandthesovietunion.weebly.com
Lesson 1. – Stalin’s role in the Soviet state question from the National Studies
– introduction of collectivisation and section. It will feature a relational table Relational Table
industrialisation (Five Year Plans) which has been created to give students
– Stalinism as totalitarianism an understanding of the types of Bloom’s Taxonomy Revision Sheet
– impact of purges, show trials and ‘the questions that are asked throughout the
Terror’ on the Communist Party and Soviet HSC National study exam. Question Scaffold
society
– impact of Stalinism on society, culture and The response to the question will be
the economy based upon the relational table, the
Students learn to: Bloom’s Taxonomy revision sheet and the
• ask relevant historical questions question scaffold. Students are asked to
• describe and evaluate the role of finalise this response in preparation for
key individuals, groups and events the next lesson in which their response
during the period will be viewed further.
relevant concepts, features and
issues using appropriate and well-
structured oral and/or written Refer to Post Lesson 1 for a detailed
description.
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and/or multimedia forms including
ICT.
16. Post Online Students Learn about: This lesson will feature a continuation of Online resource found at:
Resource. 3. The Soviet State under Stalin the extended response created in the http://russiaandthesovietunion.weebly.com
Lesson 2. - Stalin’s role in the Soviet state previous lesson. Students will now refer
- Introduction of collectivisation and to a past example which they will give a Sample HSC exam response
industrialisation (Five Year plans) mark. This will ultimately be compared to
- Impact of purges, show trials and ‘the their original response and they will be Marking Criteria
Terror’ on the Communist party and Soviet asked to make adjustments to improve
society their writing. Sample Performance Bands
- Impact of Stalinism on society, culture and
the economy This critical reflection will be vital to their
Students learn to: own improvement and in preparation for
• Describe and evaluate the role of the HSC exam that is upcoming.
key individuals, groups and events
during the period
• Communicate an understanding of
relevant concepts, features and
issues using appropriate and well-
structured oral and/or written Refer to Post Lesson 2 for a detailed
and/or multimedia forms including description.
ICT
17. Students Learn about: This lesson beings the fourth and final Short documentary introducing Soviet
4. Soviet foreign policy syllabus dot point which covers Soviet foreign policy and its implications.
– changing nature of Soviet foreign policy: foreign policy. This lesson will introduce
aims and strategies 1917–1941 the final dot point with a short
Students learn to: documentary that introduces the topic
and gives a basic overview.
18. Students Learn about: This lesson will continue with Soviet Textbook information to cover the required
4. Soviet foreign policy Foreign policy and will mainly focus on information.
– impact of changing ideology on Soviet using textbook information to convey the
foreign policy 1917–1941 required syllabus content.
Students learn to:
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during the period
19. Conclusion Students Learn about: This lesson will conclude the first half of PowerPoint referring to a summary of the
Lesson 1. 1 Bolshevik consolidation of power the unit and provide revision activities. first two syllabus dot points. Trivia game to
– Lenin and the Bolshevik Revolution in This will also consolidate students facilitate revision through engaging
1917 understanding needed to the upcoming content.
– main features of Communist (Bolshevik) HSC examination, which could feature a
ideology at the time of the revolution question from this particular part of the
– social and political reforms of the unit.
– significance of the Treaty of Brest-Litovsk This will also feature a quiz to engage the
– the Civil War and aims, nature and impact students in an interactive manner into
of War Communism the revision aspect of the lesson.
2 Stalin’s rise to power
– power struggle between Trotsky and
Stalin and its immediate aftermath
– reasons for the triumph of Stalin as leader
of the USSR
Students learn to:
during the period
20. Conclusion Students Learn about: This lesson will feature a re-cap of the last PowerPoint referring to the last two
lesson 2. 3 The Soviet State under Stalin two syllabus dot points. It will serve as a syllabus dot points.
– Stalin’s role in the Soviet state source of revision as well as a
– introduction of collectivisation and continuation of the content knowledge.
industrialisation (Five Year Plans)
– Stalinism as totalitarianism Students will be provided with a study
– impact of purges, show trials and ‘the guide to help in their preparation for the
Terror’ on the Communist Party and Soviet HSC exam.
society
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– impact of Stalinism on society, culture and
the economy
4 Soviet foreign policy
– changing nature of Soviet foreign policy:
aims and strategies 1917–1941
– impact of changing ideology on Soviet
foreign policy 1917–1941
Students learn to:
during the period
Assessment Details Outcomes
This unit of work will focus on assessment through both H1.2: analyse and evaluate the role of key features, issues, individuals, groups
informal and formal measures. The student’s completion of and events of selected twentieth-century studies
the online resource will mark completion of the required H2.1: explain forces and ideas and assess their significance in contributing to
syllabus content and this will be measured alongside informal change and continuity during the twentieth century
observation and formal forms throughout the course of the
H3.1: ask relevant historical questions
lessons.
H4.1: use historical terms and concepts appropriately
The major assessment task for the unit will be a 1000-word H4.2: communicate a knowledge and understanding of historical features and
essay focussing on one of the three questions given. These issues, using appropriate and well-structured oral and written forms
questions feature a ranges of topics covered in the syllabus
and provides students a choice as to which topic they feel
more comfortable with.
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Evaluation of the Learning and Teaching Indicators of Learning
Evaluation of the learning will be done through evaluation of Students can be seen to have an understanding of the content through completion of
students understanding as well as encouraged feedback. the online resource as well as how well they did in the assessment task for the unit. It
Students understanding could be monitored through could also be attained through an understanding of how well students were engaged
completion of all four modules of the online study. within the unit. It could be argued that if students were more engaged with the learning
Teaching could be evaluated through an understanding of they are more likely to be learning effectively.
how the students learnt the knowledge.
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Appendix E
Relational Table:
Previous HSC National Study: Russia Syllabus dot-point being Candidates showed strength in Candidates need to improve in these
and the Soviet Union 1917-1941 addressed these areas (From HSC Marking areas (From HSC Marking Centre):
Centre):
2013 Question A: 1.Bolshevik consolidation of power • making a judgement or • providing a judgement rather
To what extent was the Treaty of Brest-- – Lenin and the Bolshevik assessment than a narrative response
Litovsk significant for the Bolshevik Revolution in 1917 • presenting an argument • making an assessment rather
consolidation of power? – main features of Communist • using relevant and than generalisations
(Bolshevik) ideology at the time of
accurate historical • supporting responses with
the revolution
information historical detail
• using accurate and • using historiography that is
– significance of the Treaty of Brest- relevant historiography to accurate and relevant
Litovsk support the argument. • making reference to the
– the Civil War and aims, nature and statement where it is part of the
impact of War Communism question.
2013 Question B: 3. The Soviet State under Stalin
Account for the changes in Soviet society – Stalin’s role in the Soviet state
under Stalin to 1941. – introduction of collectivisation
and industrialisation (Five Year
Plans)
– Stalinism as totalitarianism
– impact of purges, show trials and
‘the Terror’ on the Communist Party
and Soviet
society
– impact of Stalinism on society,
culture and the economy
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2014 Question A: 1.Bolshevik consolidation of power • making a judgement or • providing a sustained judgement
Communist theory could not have been – Lenin and the Bolshevik assessment or assessment rather than a
brought into practice without War Revolution in 1917 • presenting a narrative response or
Communism and the New Economic – main features of Communist sophisticated argument generalisation
Policy (NEP). To what extent is this (Bolshevik) ideology at the time of
or explanation as the • integrating specific historical
statement accurate? the revolution
question requires detail to support the response
• using very specific, • making reference to the
– significance of the Treaty of Brest- relevant and accurate statement where it is part of the
Litovsk historical information. question.
– the Civil War and aims, nature and
impact of War Communism
Assess the impact of collectivisation and – Stalin’s role in the Soviet state
industrialisation on Soviet society and – introduction of collectivisation
the economy to 1941. and industrialisation (Five Year
Plans)
and Soviet
society
2015 Question A: 1.Bolshevik consolidation of power • making a judgement or • providing a sustained judgement
Communist (Bolshevik) ideology at the – Lenin and the Bolshevik assessment or assessment rather than a
time of the revolution was sustained Revolution in 1917 • presenting a narrative or general response
throughout the Bolshevik consolidation – main features of Communist sophisticated argument • integrating specific historical
of power. To what extent is this (Bolshevik) ideology at the time of
or explanation as the detail to support the response
statement accurate? the revolution
question requires
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– significance of the Treaty of Brest- • using very specific, • making reference to the
Litovsk relevant and accurate statement where it is part of the
– the Civil War and aims, nature and historical information. question.
2015 Question B: 4. Soviet foreign policy
To what extent was Soviet foreign policy – changing nature of Soviet foreign
influenced by Communist (Bolshevik) policy: aims and strategies 1917–
ideology throughout the period 1941
1917−1941? – impact of changing ideology on
Soviet foreign policy 1917–1941
2016 Question A: 1.Bolshevik consolidation of power • presenting a • providing a sustained judgement
Assess the significance of differing – Lenin and the Bolshevik sophisticated judgement rather than a narrative of events
visions for the USSR in the leadership Revolution in 1917 that clearly reflected the • providing accurate knowledge
conflict between 1924 and 1929. – main features of Communist demands of the question that refers to and is relevant to
(Bolshevik) ideology at the time of
• supporting a judgement the question
the revolution
with relevant and • avoiding unnecessary, incorrect
Bolshevik government accurate historical and distracting historiography
– significance of the Treaty of Brest- information. • providing information from the
Litovsk correct time period.
To what extent did Stalinism transform – Stalin’s role in the Soviet state
Soviet society, culture and the economy? – introduction of collectivisation
Plans)
and Soviet
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society
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Pre-Online Resource Lesson
Topic area: National Study: Stage of Learner: Stage 6, Syllabus Pages: 28 and 35
Russia and the Soviet Union Year 12
1917-1941
Date: Location Booked: Library or Lesson Number: 10/20

Computer lab
Time: 60 minutes Total Number of students Printing/preparation
Refer to resources within lesson
Outcomes Assessment Students learn about Students learn to
Syllabus outcomes Informal observation of 3. The Soviet State under • Locate, select and
H1.2 analyse and evaluate the role of student’s engagement Stalin organise information
key features, issues, in lesson and a review from different types
individuals, groups and of the filled in student’s – Stalin’s role in the Soviet of sources, including
events of selected twentieth- resources completed in state ICT, to describe and
century studies online practice module. analyse relevant
H3.5 plan and present the findings of – introduction of features and issues
historical investigations, collectivisation and • communicate an
analysing and synthesizing industrialisation (Five Year understanding of
information from different Plans) relevant concepts,
types of sources features and issues
H4.1 use historical terms and – Stalinism as totalitarianism using appropriate and
concepts appropriately well-structured oral
– impact of purges, show
and/or written
trials and ‘the Terror’ on the and/or multimedia
Communist Party and Soviet forms including ICT.
society
– impact of Stalinism on
society, culture and the
economy
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
N/A N/A
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
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Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important,
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.2 Deep understanding 1.5 Metalanguage
that requires active construction and requires students to engage in higher-order
1.3 Problematic 1.6 Substantive
thinking and to communicate substantively about what they are learning.
knowledge communication
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.2 Engagement 2.5 Students’ self regulation
explicit expectations and develops positive relationships between teacher and students
2.3 High Expectations 2.6 Student direction
and among students.
Significance 3.1 Background 3.4 Inclusivity

This refers to pedagogy that helps make learning more meaningful and important to knowledge
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.5 Connectedness
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.2 Cultural knowledge
3.6 Narrative
cultural perspective.
3.3 Knowledge
integration
How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson

element
2.2 Engagement is present in this lesson through incorporating the online resource. The use of
Engagement ICT will encourage the students to be more engaged within the lesson which in turn will
help their understanding. The YouTube video that is embedded in the online resource will
also aid student engagement as it provides a different form of content that is being
displayed, rather than just featuring purely text.
3.1 This lesson will build upon student’s background knowledge through the online resource
Background itself. The online resource will incorporate students existing knowledge of using technology,
Knowledge which will assist with its completion. It will also highlight to them how technology can be
used in combination with syllabus content to meet its required outcomes. It would be safe
to assume that all students have had some interaction with ICT before, but they may not
have had to use this directly to meet course content.
3.3 Knowledge This lesson will include knowledge integration through the combination of ICT as well as
Integration syllabus content. The focus of the lesson is to highlight to students how to complete the
online resource as well as how this relates to the syllabus content. They will be using this
ICT method to integrate course content into an understanding.
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Time Teaching and learning actions Organisation Centred
T/S
5 Mark roll and allow students to be seated in the Teacher: Mark the roll, allocate a student to T
classroom. Allocate a student to hand out hand out the required resources.
resources for the lesson.
Student: Listen to the roll and collect the

resources for the lesson.
Resources: Roll, resources to allocate to

students.
10 Inform students that this lesson will focus on Teacher: Introduce the concept of the online T/S
building an understanding of the online resource. resource and instruct students that the next
Let them know that the next four lessons will four lessons will occur in the
take place in the library/computer lab to library/computer lab.
complete the online component. List the
following outcomes of the lesson on the
whiteboard: Student: Listen to outcomes and raise any
questions they may have.
• Gain an understanding of the structure
of the online resources
• Raise any questions/concerns you may
have Resources: Whiteboard, whiteboard markers
• Complete the practice module to build
understanding of how to complete
resource
15 Display the PowerPoint which highlights the Teacher: Display PowerPoint and introduce T
layout and importance of the online resource and the online resource.
how this relates to the syllabus. This will give the
students a sense of the structure of the resource.
Student: Listen and follow along with the
PowerPoint.
Allow time for students to raise any concerns or
questions they may have regarding the resource.
Resources: Introductory PowerPoint to the
online resource.
25 Instruct the students to log onto the computers Teacher: Instruct students to log onto the S
and give them the link to the resource. Students online resource, give them an assistance that
will then go through the pre-lesson module is needed to access the site
which gives them an insight as to what they need
to do to complete the modules. This practice
module will give them the knowledge on how to Student: Using their computers log onto the
download the required files. online resource and navigate to the practice
module section
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Resources: Online resource – Practice
module.
http://russiaandthesovietunion.weebly.com/
30 Next students will download the Microsoft Word Teacher: Instruct students to download the S
document which has been attached to the online given word document and complete section
resource practice module. This will require 1.
students to answer the given questions which will
address the student’s prior knowledge coming
into the new topic. Student: Complete section 1 of the practice
module.
Students will complete section 1 of the practice

module document. Resources: Online resource – Practice
Module.
If a student cannot access the online resource via
Practice module document attached to
their computer they will be given a printed copy
online resource (this will be attached to this
of the practice module document and the online
lesson plan as well).
resource will be displayed on a projector.
40 After section 1 of the document has been Teacher: Monitor students as they view the S
completed YouTube video attached to the online
resource practice module.
the Word document has been completed the
students will now view the YouTube video which
has been embedded into the online resource
Student: View the YouTube video on the
practice module.
online resource practice module.
This video will introduce the topic of The Soviet
State under Stalin and will frame the students
understanding of what will covered in the next Resources: Online Resource
four lesson, during completion of the online
resource. http://russiaandthesovietunion.weebly.com/
and attached YouTube video
40 After watching the video students will now Teacher: Monitor student’s activity as they S
complete section 2 of the practice module complete section 2 of the document. Answer
document which asks to evaluate the content any questions students may have regarding
they viewed in the YouTube video. the activity.
Once they have completed the downloaded word Student: Complete section 2 of the practice
document template they will be required to module document using the YouTube video
email it to the teachers email address in order for as a reference.
marking as well as to give them an understanding
of how the module will be completed.
Resources: Online resource
, YouTube video and practice module
document
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Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Whilst preparing this lesson it became apparent that it would be difficult to create a lesson that is
engaging to the students whilst still allowing them to get a grasp on completing the online resource.
Linking this to the syllabus content was another difficulty found within the lesson and it was
ultimately decided to use source evaluation combined with the YouTube video as a means of
utilising the online component.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording
H1.2 analyse and evaluate the In this introductory lesson, this will be measured
role of key features, issues, through the beginning documentation they
individuals, groups and complete. This will allow for their beginning
events of selected understanding to be formulated and measured.
twentieth-century studies
H3.5 plan and present the findings This will be measured through section 2 of the
of historical investigations, online practice document which gets students to
analysing and synthesizing view the provided YouTube resource and critically
information from different evaluate it for its usefulness.
types of sources
H4.1 use historical terms and This will be measured through the practice module
concepts appropriately document that is sent after completion of the
lesson. The question of this document target their
forming knowledge of the topic and will serve to
highlight their starting understanding.
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.
Graduate Evidence within this lesson

Standards
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2.6 Information This lesson utilises ICT as its main component. Students are required to access the site,
and download the appropriate files and complete the YouTube video in order to complete
Communication the practice module. This lesson is also used as a practice for the upcoming four lesson
Technology which will also utilise the same ICT solution.
(ICT)
3.3 Use teaching This is present within the lesson through the use of the online resource. This use of this
strategies ICT solution is something that may not work when done constantly, but it is something
useful that can promote student’s engagement within the classroom. Using an online
resource also requires different forms of activities and this particular resource
incorporates video sources for evaluation.
4.2 Manage This will be present within the lesson through a close monitoring of what students are
classroom doing whilst on the computers. Given the instructions of task are quite simple it should
activities be fairly easy for the students to remain on task. If this is not the case however then
close observation will be needed to correct their behaviour.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?
Care must be taken within this lesson to ensure students are being monitored whilst using
the computers. It must be ensured that students are on task and are not viewing
inappropriate material. Care must also be taken to ensure there are no electrical cords that
are present in the computer lab/library they may present a trip hazard to the students.
References (In APA)
Martin, C & Kaiser, T. (2012). Mini Bio – Joseph Stalin. Retrieved from
https://www.youtube.com/watch?v=e_2of8pmHYU
McConnell, L. (2017). Russia and the Soviet Union 1917-1941, retrieved from
29 | P a g e
Resource 1: Introductory PowerPoint
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Resource 2:
Practice Module Document
To complete this practice module, this document must be completed and sent to the provided email
address. This has been composed to give you an introduction of the online resource that will be
completed over the next four days.
Section 1 will give you an opportunity to begin to formulate your existing knowledge of the topic
whilst Section 2 will require you to the view the imbedded YouTube video and answer the questions.
Section 1:
What do you already know about Stalin or Stalinism? List 3 points.
Following from the previous studies content how do you see Stalin having an impact upon Soviet
Society? You may use research to support your answer.
Given the answer to the above question, in your opinion was were there effects mostly positive or
negative?
Can you see any connection to what has been studied previously?
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Section 2:
Now that you have viewed the YouTube video you are asked to answer the following questions:
How useful is the source in providing an overview of Stalin’s life?
Is it useful as an introductory source to the topic?
If it wasn’t what would you have liked to have seen?
Can you see any bias present in the video?
34 | P a g e
Online Resource:
http://russiaandthesovietunion.weebly.com
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Post Online Resource Lesson 1
Topic area: National Study: Stage of Learner: Stage 6, Syllabus Pages: 28 and 35
Russia and the Soviet Union Year 12
1917-1941
Date: Location Booked: Lesson Number: 15/20

Syllabus outcomes Informal assessment 3 The Soviet State under • ask relevant historical
H1.2 analyse and evaluate the role of through observation Stalin questions
key features, issues, and collection of • describe and evaluate
individuals, groups and responses made – Stalin’s role in the Soviet
the role of key
events of selected twentieth- through the course of state
individuals, groups
century studies the lesson. – introduction of and events during the
H2.1 explain forces and ideas and
collectivisation and period
assess their significance in
contributing to change and industrialisation (Five Year • communicate an
continuity during the Plans) understanding of
twentieth century relevant concepts,
H4.1 use historical terms and – Stalinism as totalitarianism features and issues
concepts appropriately using appropriate
H4.2 communicate a knowledge and – impact of purges, show
and well-structured
understanding of historical trials and ‘the Terror’ on the
oral and/or written
features and issues, using Communist Party and Soviet
and/or multimedia
appropriate and well- forms including ICT.
society
structured oral and written
forms – impact of Stalinism on
society, culture and the
economy
N/A N/A
36 | P a g e
and among students.

3.6 Narrative
3.3 Knowledge
integration

element
1.4 Higher Higher order thinking is present within this lesson through the extended response activity
Order Thinking that is provided. Not only is this useful in terms of preparation for the HSC exam, the nature
of the question itself also promotes higher order thinking. The question itself asks students
to ‘Evaluate’, which in terms of Bloom’s Taxonomy is one of the highest levels of
questioning. The choice to include this question ensures that students are using the content
gained to further their knowledge, incorporating higher order of thoughts to promote this.
2.3 High High expectations are central to this lesson as it will build an understanding of what is
Expectations expected when completing the National Study section of the HSC. Using the provided
relational table will build students understanding of what types of questions have been
given before as well as what is expected in responses. Giving students the areas of
improvement from the HSC marking centre will also build their confidence and provide
areas of improvement they can focus on with their own responses.
3.3 Knowledge Knowledge integration will also be present within the lesson through a combination of
Integration previously learnt content knowledge (that was gained through the online resource over the
previous four lessons) and knowledge that is needed to be successful in the HSC exam.
Combining both of these aspects allows students to be as successful as they can in the test.
37 | P a g e
T/S
5 Allow students to be seated and mark roll. Allocate the Teacher: Mark roll and allocate required T
relational table, Bloom’s Taxonomy and Scaffold resources for the lesson.
resources to each student.
Student: Answer the roll
Resources: Roll, pen.
10 Introduce to students what is expected by the end of Teacher: Introduce lesson and write T
the lesson. expectations on the whiteboard.
List on the whiteboard that by the end of the lesson

they should be able to:
Student: Understand the expectation of
• Develop an understanding of themes present what should be done through the lesson.
through past HSC National Study questions Raise any concerns they may have
• Revise HSC question verbs and build an before the lesson commences.
understanding of what they require
• Compose a response to a previous HSC exam
question Resources: Whiteboard, Whiteboard
markers
Ask if students have any questions before the lesson
begins.
15 Students will now be placed in pairs and instructed Teacher: Place students in pairs, it is T/S
that these same pairs will be used in the next lesson as preferable to not place them in pairs
well. with their friends but rather someone
they may not talk to often.
Once in pairs students are to view the relational table

that has been allocated to them. Student: Move to a seat with their
partner.
Resources: Relational table resource.
18 Once they have read the table they are to consider the Teacher: List the questions students are S
following questions in their pairs: to consider when reviewing the
relational table that has been provided.
1. Are these syllabus dot points that are
featured more than others?
2. Are there any general themes in relation to
Student: Use the given relational table to
strengths of responses?
identify themes of sample responses
3. Are there any themes in terms of listed areas
of improvement?
Conclude this task by highlighting that these themes Resources: Students work books,
are useful in terms of reviewing your own work and relational table resource.
preparation.
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28 Before moving onto the extended response task Teacher: Discuss the important of the S
students will review the Bloom’s revision sheet. resource in relation to answering the
Instruct students that this will inform how to answer extended response question.
the extended response section.
Student: Review the resource to inform

The students will use this resource for the next task. their understanding of the extended
response task.
Resources: Bloom’s revision sheet
33 Next the class will move onto an individual task Teacher: Instruct students to begin S
focussing on answering Question B from the 2006 HSC formulating their response with the
exam. The question is: scaffold sheet. Monitor students and
answer any questions that arise.
“Evaluate the view that Stalinism produced positive
change for Soviet society.”
Student: Complete the question scaffold

sheet using all resources given.
Remind students that they may use the online
resource completed in the previous four lessons to
assist with content knowledge. Encourage them to also
Resources: Question scaffold, Bloom’s
use themes in relational table and the Bloom’s revision
revision, online resource, relational
sheet to assist with their response.
table.
58- If students did not complete a full response within the Teacher: Instruct students who have no T
60 time frame of the lesson they will be encouraged to completed the response to finalise it in
complete this for homework, in preparation for the preparation for the next lesson.
next lesson which this will be featured once again.
Student: Ask any final questions they

may have.
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Reflection
One of the most challenging things I found within the preparation of this lesson was creating
an engaging lesson that combines both preparation for HSC exam and course content.
Whilst it is very important that students are well prepared for the HSC, they must also have a
firm grasp of the relevant content material in order to meet the requirements of the
syllabus.
H1.2 analyse and evaluate The students understanding of Stalin’s role in soviet
the role of key society will be measured closely through an evaluation of
features, issues, the extended response they complete. The quality of the
individuals, groups response and its relevance to the syllabus dot points will
and events of be measured to see a student’s understanding of the
selected twentieth- content that has been covered previously.
century studies
H4.1 use historical terms This learning outcome will be measured through
and concepts observation through class activities as well as a marking
appropriately of the completed extended response activity. Due to the
students completing a full response it will be very
apparent if students have a concrete grasp of historical
terms and concepts within their response.
H4.2 communicate a This will be measured through a collection of the

knowledge and responses that students make through the lesson. Whilst
understanding of historical not formally graded, these responses will be used to
features and issues, using show where the student is with their extended response
appropriate and well- ability which will be useful in helping to guide future
structured oral and written lessons on revision.
forms
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
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Graduate Evidence within this lesson
Standards
1.2 Understand An understanding of how students learn is present within this lesson as it takes into
how Students consideration the need for revision in preparation. Given the importance of the HSC
Learn exam to the students it is vital that they are given as many opportunities as possible
to revise the skills that are needed to be successful. This lesson and its associated
resources provide students with the tools they need to be successful in the exam as
well as promote effective revision.
2.3 Curriculum, One of the main considerations for this lesson was the idea of using curriculum to
assessment and inform an understanding of test preparation. The inclusion of the extended response
reporting task incorporates the content that was previously covered in the online resource
alongside a question taken directly from a previous exam. Being able to combine
both elements provide students a greater opportunity to do well in the unit as a
whole.
3.1 Establish This lesson establishes challenging learning goals through the implementation of the
challenging extended response activity. Given the question requires students to ‘Evaluate’ it
learning goals promoted a higher order of thinking that generates a deeper understanding of the
content knowledge.
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the
key WHS considerations that are to be applied in this lesson?
Care must be taken within the lesson to ensure there are no power cords loose on the
floor of the classroom that may present a trip hazard. Monitoring of students using
technology devices must also be taken into consideration to ensure they are not viewing
inappropriate material.
References (In APA)
Relational Table:
NSW Education Standards Authority. (n.d.). HSC Exam Papers. Retrieved April 12, 2017, from
http://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-
curriculum/resources/hsc-exam-papers
Bloom’s Revision Sheet:
Woods, M. (n.d.). ALARM = A learning and responding matrix. Retrieved April 10, 2017, from
http://www.virtuallibrary.info/alarm.html
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Resource 1:
Relational Table:
Previous HSC National Study: Russia and Syllabus dot-point being addressed Candidates showed strength in Candidates need to improve in these areas
the Soviet Union 1917-1941 these areas (From HSC Marking (From HSC Marking Centre):
Centre):
2013 Question A: 1.Bolshevik consolidation of power • making a judgement or • providing a judgement rather than
To what extent was the Treaty of Brest-- – Lenin and the Bolshevik assessment a narrative response
Litovsk significant for the Bolshevik Revolution in 1917 • presenting an argument • making an assessment rather than
consolidation of power? – main features of Communist • using relevant and accurate generalisations
(Bolshevik) ideology at the time of historical information • supporting responses with
the revolution • using accurate and relevant historical detail
– social and political reforms of the historiography to support • using historiography that is
Bolshevik government the argument. accurate and relevant
– significance of the Treaty of Brest- • making reference to the statement
Litovsk where it is part of the question.
Account for the changes in Soviet society – Stalin’s role in the Soviet state
under Stalin to 1941. – introduction of collectivisation
Plans)
and Soviet
society
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2014 Question A: 1.Bolshevik consolidation of power • making a judgement or • providing a sustained judgement or
Communist theory could not have been – Lenin and the Bolshevik assessment assessment rather than a narrative
brought into practice without War Revolution in 1917 • presenting a sophisticated response or generalisation
Communism and the New Economic – main features of Communist argument or explanation as • integrating specific historical detail
Policy (NEP). To what extent is this (Bolshevik) ideology at the time of the question requires to support the response
statement accurate? the revolution • using very specific, relevant • making reference to the statement
– social and political reforms of the and accurate historical where it is part of the question.
Bolshevik government information.
– significance of the Treaty of Brest-
Litovsk
Assess the impact of collectivisation and – Stalin’s role in the Soviet state
industrialisation on Soviet society and – introduction of collectivisation
the economy to 1941. and industrialisation (Five Year
Plans)
and Soviet
society
2015 Question A: 1.Bolshevik consolidation of power • making a judgement or • providing a sustained judgement or
Communist (Bolshevik) ideology at the – Lenin and the Bolshevik assessment assessment rather than a narrative
time of the revolution was sustained Revolution in 1917 or general response
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throughout the Bolshevik consolidation – main features of Communist • presenting a sophisticated • integrating specific historical detail
of power. To what extent is this (Bolshevik) ideology at the time of argument or explanation as to support the response
statement accurate? the revolution the question requires • making reference to the statement
– social and political reforms of the • using very specific, relevant where it is part of the question.
Bolshevik government and accurate historical
– significance of the Treaty of Brest- information.
Litovsk
2015 Question B: 4. Soviet foreign policy
To what extent was Soviet foreign policy – changing nature of Soviet foreign
influenced by Communist (Bolshevik) policy: aims and strategies 1917–
ideology throughout the period 1941
1917−1941? – impact of changing ideology on
Soviet foreign policy 1917–1941
2016 Question A: 1.Bolshevik consolidation of power • presenting a sophisticated • providing a sustained judgement
Assess the significance of differing – Lenin and the Bolshevik judgement that clearly rather than a narrative of events
visions for the USSR in the leadership Revolution in 1917 reflected the demands of • providing accurate knowledge that
conflict between 1924 and 1929. – main features of Communist the question refers to and is relevant to the
(Bolshevik) ideology at the time of • supporting a judgement question
the revolution with relevant and accurate • avoiding unnecessary, incorrect
– social and political reforms of the historical information. and distracting historiography
Bolshevik government • providing information from the
– significance of the Treaty of Brest- correct time period.
Litovsk
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To what extent did Stalinism transform – Stalin’s role in the Soviet state
Soviet society, culture and the economy? – introduction of collectivisation
Plans)
and Soviet
society
45 | P a g e
Resource 2: Bloom’s Revision Sheet
• It is very important to consider this before answering an extended

response question.
• The verb used within the question itself will show you what is required
of the answer and will act as a guide of what to incorporate.
• Refer to this when completing the next, extended response activity to
inform you of what to include within your response.
Adapted from: Woods, M. (n.d.). Retrieved from http://www.virtuallibrary.info/alarm.html
46 | P a g e
Resource 3: Question Scaffold Resource
Question: “Evaluate the view that Stalinism produced positive change for
Soviet society.”
To complete this activity, follow the provided steps:
1. Consider the Bloom’s Revision sheet provided earlier. Given the phrasing
of the question, what is expected to be included within the response?
2. Consider the content knowledge required to answer the question. What
syllabus dot points is it referring to? List some of the things you may
refer to below (you may use the online resource to form your
understanding of content knowledge).
a.
b.
c.
3. Now that you understand what the question requires you to do,
alongside the content you will discuss, it is time to start formulating a
response. Write your response in the following section:
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Post Online Resource Lesson 2
Topic area: National Study: Stage of Learner: Stage 6, Year Syllabus Pages: 28 and 35
Russia and the Soviet Union 12
1917-1941
Date: Location Booked: Lesson Number: 16/20

Syllabus outcomes Informal Observation 3. The Soviet State under • Describe and
H1.1 describe the role of key and gauging student Stalin evaluate the role of
features, issues, individuals, engagement within key individuals,
groups and events of the lesson. - Stalin’s role in the Soviet groups and events
selected twentieth-century state during the period
studies • Communicate an
H1.2 analyse and evaluate the role of - Introduction of understanding of
key features, issues, collectivisation and relevant concepts,
individuals, groups and industrialisation (Five Year features and issues
events of selected twentieth- plans) using appropriate and
century studies well-structured oral
H3.1 ask relevant historical questions - Impact of purges, show and/or written
H4.2 communicate a knowledge and trials and ‘the Terror’ on the and/or multimedia
understanding of historical Communist party and Soviet forms including ICT
features and issues, using society
appropriate and well-
structured oral and written - Impact of Stalinism on
forms society, culture and the
economy
N/A N/A
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and among students.

3.6 Narrative
3.3 Knowledge
integration

element
1.4 Higher Higher order thinking will be present within this lesson as students are required to grade an
Order Thinking example paper from the National Study section of the HSC. Allowing students to read an
example will show them not only the areas they need to work on themselves, but also what
is required in general. This will be supported with an example of the marking rubric for the
question also, giving them a greater understanding.
2.3 High This lesson will promote high expectations through an explanation of an exemplar from a
Expectations past HSC paper. This will allow the students to see what is expected of not only in the HSC
but also in extended responses in general. Being able to model a response will greatly
improve students confidence in writing responses and highlight to them what is expected.
3.3 Knowledge Knowledge integration will be present within the lesson through a combination of the
Integration content learnt through the online resource and what is expected within the extended
response section of the HSC National Study section. This lesson will link what has been
taught previously to what is expected within the HSC exam, giving students the required
knowledge to do well in the exam itself.
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T/S
5 Allow students to be seated and mark roll. Allocate one Teacher: Indicate students to be T
student to hand out sample response, marking criteria seated, mark roll, allocate one
and performance band resources. students to hand out resources
required for the lesson.
Student: Be seated, answer the

roll, and receive resources.
Resources: Roll, Pen, Sample

Response resource, Marking
criteria resource and example
performance band resource.
10 Introduce students to what will be completed within Teacher: Introduce the lesson, T
this lesson. Explain that we will be looking at a past write the goals for the end of the
example of the HSC exam and that they will be giving it lesson on whiteboard to give
a grade given the marking criteria provided. Write the students an understanding of what
following expectations of what they should be able to is expected.
do by the end of the lesson:
• Read and mark a sample response

Student: Raise any questions they
• Understand how the marking criteria is
written and its relevance to study may have.
• Gain a greater understanding of what is
required in the HSC exam
Resources: Whiteboard,
whiteboard markers.
15 Allow students time to read the example response that Teacher: Monitor students as they S
had been given to them previously. They will be read the sample response. Answer
encouraged to make any notes or highlight any any questions they may have
sections they find interesting or have any questions regarding the response.
regarding.
Student: Read the given response,

This will be done individually in preparation for a making notes where appropriate.
pairing activity in which they share their responses.
Resources: Sample response.
25 After they have read the response the students will be Teacher: Encourage students to S
encouraged to read the provided marking criteria as read the marking criteria and draft
well as the draft performance sheet. Instruct them that performance sheet.
these will form the evidence they need to mark the
given response. Whilst reading they may begin to
consider the mark they will be giving to the response.
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Student: Read the marking criteria
and being to formulate a mark to
give to the sample response.
Resources: Example response,

sample marking criteria and draft
performance sheet.
30 Students will now move onto a Think, Pair, share Teacher: Instruct students as to S
activity in which they group with the person they were what will be required of them
paired with in the previous lesson. After they have within this activity. Once they
marked the response individually they will share this begin monitor that students are on
with their partner. task.
After sharing they will have to reach an agreement of Student: Reach an agreement with
the final mark to give the response. This final mark their partner on the final mark the
needs to be supported by 3 pieces of evidence found response should receive. Collect 3
form the text which is supported by the marking pieces of evidence to support this
criteria and performance band sheet. mark.
Resources: Example response,

marking criteria, performance band
sheet.
40 Once the pairs have agreed upon a final mark they will Teacher: Facilitate a class T/S
describe to the class the mark they gave alongside discussion between all pairs to
their supporting evidence. understand the final mark they
gave and the evidence supporting
this decision.
This is done to consolidate the students understanding
as well as expose them to other points of view and
information that may be present within the class. Student: Work within their pair and
Various pairs may have widely different marks they describe the mark they gave to the
have allocated to the response. response.
Resources: Sample response, work

book.
45 The final activity will involve students to compare their Teacher: Allow students to make S
own response they composed last lesson (and finished improvements to the response
for homework) and the example response. In this they they composed in the previous
will be required to use the information they have lesson. Move around the classroom
gained within this lesson to make improvements to and assist with any questions and
their own response. concerns.
By the end of this activity the students should have at Student: Critically reflect upon past
least dot points regarding improvements they could response and make improvements
make. using knowledge gained through
the lesson.
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This activity is done to allow for a critical reflection of Resources: Sample response, their
their own work. Encourage the students to ask any own response that was completed
questions they may have regarding the task. in the previous lesson
60 Conclude lesson by explaining that viewing passed Teacher: Conclude lesson with an T
examples is a great way to prepare for the HSC exam explanation of the usefulness of
and that you can often find general themes within the examining past examples.
marking comments that are useful in improving your
own responses.
Student: Ask any final questions
they may have.
As an extension activity students will be asked to use
the changes they made to their original response to
create a new one. Inform students that they can send
this response to the teacher and this will be marked
with feedback given to help with preparation.
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Reflection
Through this lesson, I found it difficult to incorporate a past example into an effective
learning opportunity. Another challenge was time constraints as it is difficult to view a past
response effectively within the lesson whilst still completed the other activities that have
been prepared.
H1.1 describe the role of For the measurement of this outcome the student’s
key features, issues, development over the previous two lessons will be taken
individuals, groups into consideration. Although there is no explicit marking
and events of of their development in this regard it will be observed
selected twentieth- informally to see how they have improved over the
century studies course of the unit. The extended response activity
conducted over the course of the last two lessons will be
a great way of measuring this.
H3.1 ask relevant historical This will be measured through an exploration of the
questions question being asked. As the same question was asked in
the previous lesson it will mainly be viewed through the
specific changes made by the students after this lesson.
With these changes, it can be noted if the student has
improved their ability to ask historical questions or if they
need more tasks to improve this skill.
H4.2 communicate a Once again this will be measured within the lesson
knowledge and through a comparison of students Reponses within the
understanding of previous lesson in comparison with this one. By
historical features comparing both responses it will become obvious if the
and issues, using student has made progress, or needs more help to
appropriate and well- improve their extended responses.
structured oral and
written forms
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
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Graduate Standards Evidence within this lesson
1.2 Understand how This standard is present within the lesson through the inclusion of a careful
students learn examination of a scaffolded example. This activity encourages students
understanding of what is required of them. Giving this revision activity will
reinforce the skills that are required to do well in the HSC exam and will in turn
lead them to a greater chance of success.
2.2 Organise content The organisation of the content within this lesson was one of the key concerns.
into an effective Scaffolding a past example was specifically done to give students the ability to do
learning and teaching well within the HSC exam. Incorporating a past example was also left to the last
sequence. lesson of the sequence so that students would be able to refer to the knowledge
they have gained through the previous content.
3.4 Select and use The resources that have been selected for this lesson have been chosen to
resources strengthen students understanding of the completion of the 25 mark extended
response that is present within the HSC exam. The provided exemplar show to
students what is required for
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline the
key WHS considerations that are to be applied in this lesson?
Within the lesson, it is important to ensure there are no loose cords throughout the
classroom that may present a trip hazard. Care must also be given to the use of ICT to
ensure students are not accessing inappropriate material that may put themselves or
others at risk. The risks throughout the classroom may be monitored throughout the
lesson through careful observation of what students are doing as well as ensuring they are
on task at all times.
References (In APA)
Example response and example performance bands:
Assessment Resource Centre. (n.d). Exemplary Response 1. Retrieved April 13, 2017, from
http://arc2.bostes.nsw.edu.au/view/byarea/course/15270/question/4247/response/27897
Marking Criteria, adapted from:
NSW Education Standards Authority. (n.d.). Modern History 2014 HSC Exam Pack. Retrieved
April 12, 2017, from
curriculum/resources/hsc-exam-papers/hsc-exam-paper-detail/2014/modern-history-2014-
hsc-exam-pack
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Resource 1: Sample Response
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Sample Response gathered from:
http://arc2.bostes.nsw.edu.au/view/byarea/course/15270/question/4247/response/27897
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Resource 2: HSC National Study Marking Criteria
Marking Criteria, adapted from:
curriculum/resources/hsc-exam-papers/hsc-exam-paper-detail/2014/modern-history-2014-hsc-
exam-pack
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Resource 3: HSC National Study Example Performance bands
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Justification:
The implementation of the online comparative study, as well as the three lesson were
constructed in a way to ensure students are adequately prepared for the HSC. The online
resource was focussed upon building content knowledge of the unit, whilst post lessons
were centred around building extended response writing skills. This involved the use of
scaffolds and relevant examples to adequately prepare students for the 25 mark, extended
response that is seen within the National Study section of the HSC.
The structure of the online resource as well as supporting lessons was a key concern in
creating the unit of work. Given that the online resource provided content knowledge and
the post lessons built upon skills, a continuation of learning goals was very important for
building the students understanding. The first post lesson required students to create an
extended response, based upon a previous HSC question. This activity was then extended in
the next lesson, which required students to integrate the critical understanding gained in
lesson with their original response.
Assessment was another factor that featured throughout the online resource and post
lessons. Whilst there was no formal assessment present within each element, there was
informal assessment completed within the extended response submitted and the changes
made in the accompanying lesson. The idea of using formative assessment is used to
support student learning, as opposed to only focussing on student outcomes which is the
case often with summative forms of assessment (Crossouard & Pryor, 2012). Wiggins &
McTighe (2005, p. 248) also support the idea of constant formative assessment by stating
that understanding by design “…emphasizes the regular use of ongoing informal and formal
assessments, rather than restricting assessment to end-of-teaching performance tasks,
culminating projects, and final exams.” This is relevant given the pressure students are
under in preparation for the HSC exam. They must be given as many opportunities as
possible to improve upon their skills in preparation, and it would be extremely negative to
leave the testing of their understanding to the summative HSC exam.
One of the most useful activities used within the lessons was the inclusion of peer marking a
past HSC exam response. This was based upon the theory of “Feed-forward assessment”, in
which students first complete a task which is then marked by the teacher. They then use this
feedback to provide changes and improve upon their understanding (Price et al., 2010). This
was however adapted to incorporate a review of student exemplars to the same question
they completed. Sadler (2010), argues that students should be exposed to, and make
judgements of examples varying in quality. Further, they need to engage in: “evaluative
conversations with teachers and other students” (Sadler, 2010, p. 544). The task provided in
the second lesson put this theory into practice, as this is what they were required to do. By
working together to attack a mark to the example they could critically reflect upon their
own work that was created in the previous lesson.
To further this idea, Wimshurst & Manning (2013) found that students who were exposed to
the feed-forward assessment activity with past examples encountered an increase in
engagement within the unit of work and an increase the marks they received for summative
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assessment. Ultimately this is what led the decision to include this marking activity within
the second post lesson. The past example was chosen to give students a: “…broader guide
to improvement by providing a sense of the bigger picture of coherence and integration”
(Wimshurst & Manning, 2010, p. 452). Whilst the literature in relation to this activity was
based upon higher education it remains relevant to building students understanding within
a high school setting.
The lessons were also structured in a way to maximise the effective feedback given to
students. Studies have shown that feedback in relation to the process of how students
create work are more effective than simply saying if something is ‘right’ or ‘wrong’ (Centre
for Education Statistics and Evaluation, 2014). Within the activities of both post lesson it
promotes the idea of students being self-regulated learners. That is, they can critically
reflect upon their own work and mark adjustments for improvement. When students have a
higher level of critical reflection they can: “…evaluate their levels of understanding, their
effort and strategies used on tasks, their attributions and opinions of others about their
performance, and their improvement in relation to their goals and expectations” (Hattie &
Timperley, 2007). This is extremely important for the students as they prepare for the HSC
exam. Instilling these skills early on will give them a higher chance of being successful within
the exam.
The importance of effective feedback is also highlighted in point 5.2 of the Australian
Professional Standard for Teachers (Australian Institute for Teaching and School Leadership,
2012). The layout, and use of feedback through the post lesson can be seen to meet this
standard as it does provide students with “timely and appropriate feedback” (AITSL, 2012).
The idea of appropriate feedback is also supported by Brookhart (2008), who mentions that
it is important to give students feedback whilst they still have a reason to work towards the
learning goal. This is relevant to its use in the post lessons as the students still have the HSC
examination remaining, and is then extremely useful to their preparation. Overall, the way
in which feedback is provided throughout the post lessons is conducive of improving
student’s self-reflection and critical thinking in terms of their extended response writing.
The choices made within the online resource and the accompanying lessons were made to
prepare students for the HSC, National Study section. The layout of the lessons, the
assessment of learning outcomes and progress and the feedback provided were used to aid
student’s development of skills for the extended response question. Understanding by
design was central to all lessons and activities that were implemented throughout the unit
of work.
Luke McConnell
17792165
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References
AITSL. (2012). Australian Professional Standards for Teachers. Retrieved from
www.aitsl.com.au
Brookhart, S. (2008). How to Give Effective Feedback to Your Students. Alexandria: ASCD
Centre for Education Statistics and Evaluation. (2014). What works best: Evidence-based
practices to help improve NSW student performance. Retrieved from
https://www.cese.nsw.gov.au/images/stories/PDF/What-works-best_FA-
2015_AA.pdf
Crossouard, B., & Pryor, J. (2012). How Theory Matters: Formative Assessment Theory and
Practices and Their Different Relations to Education. Studies In Philosophy &
Education, 31(3), 251-263.
Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational
Research,77(1), 81-112. Retrieved from
http://www.jstor.org.ezproxy.uws.edu.au/stable/4624888
Price, M., Handley, K., Millar, J., & O'Donovan, B. (2010). Feedback: All that effort, but what
is the effect? Assessment & Evaluation in Higher Education,35(3), 277-289.
Sadler, D. (2010). Beyond feedback: Developing student capability in complex
appraisal. Assessment & Evaluation in Higher Education, 35(5), 535-550.
Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria: ASCD.
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Wimshurst, K., & Manning, M. (2013). Feed-forward assessment, exemplars and peer
marking: Evidence of efficacy. Assessment & Evaluation in Higher Education, 38(4),
451-465
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Assessment 2

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HISTORY CURRICULUM

Assessment 2 – Portfolio Artefacts

Appendix A: Scope and Sequence ……………………………….3

Duration in weeks and Duration in weeks and Duration in weeks and

Course Term 4 (year 11) Term 1 Term 2 Term 3

National Study: Russia and the Soviet Union 1917-1941

Time provided: Two Weeks

a. Assess the impact Stalin had over Soviet society.

You will be assessed on how well you:

Unit context within Scope and Sequence Syllabus Outcomes

Lesson Syllabus Content Teaching and Learning Strategies Resources

Date: Location Booked: Library or Lesson Number: 10/20

Outcomes Assessment Students learn about Students learn to

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Significance 3.1 Background 3.4 Inclusivity

Teaching Indicators of presence in the lesson

Student: Listen to the roll and collect the

Resources: Roll, resources to allocate to

Students will complete section 1 of the practice

and attached YouTube video

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

References (In APA)

Practice Module Document

What do you already know about Stalin or Stalinism? List 3 points.

How useful is the source in providing an overview of Stalin’s life?

Is it useful as an introductory source to the topic?

If it wasn’t what would you have liked to have seen?

Can you see any bias present in the video?

Date: Location Booked: Lesson Number: 15/20

Time: 60 minutes Total Number of students Printing/preparation

Outcomes Assessment Students learn about Students learn to

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Significance 3.1 Background 3.4 Inclusivity

Teaching Indicators of presence in the lesson

Student: Answer the roll

Resources: Roll, pen.

List on the whiteboard that by the end of the lesson

Once in pairs students are to view the relational table

Resources: Relational table resource.

Student: Review the resource to inform

Resources: Bloom’s revision sheet

Student: Complete the question scaffold

Student: Ask any final questions they

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

H4.2 communicate a This will be measured through a collection of the

References (In APA)

Bloom’s Revision Sheet:

• It is very important to consider this before answering an extended

Adapted from: Woods, M. (n.d.). Retrieved from http://www.virtuallibrary.info/alarm.html

To complete this activity, follow the provided steps:

Date: Location Booked: Lesson Number: 16/20

Time: 60 minutes Total Number of students Printing/preparation

Outcomes Assessment Students learn about Students learn to

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Significance 3.1 Background 3.4 Inclusivity

Teaching Indicators of presence in the lesson

Student: Be seated, answer the

Resources: Roll, Pen, Sample

• Read and mark a sample response