Albany Senior High School/History and Classical Studies Curriculum Plan and Quality Assurance

Vision and Philosophy for the History and Classical Studies Department 

The Young Cicero Reading

This department aims and teaching intentions are to provide learning opportunities about history and classical studies that:
-build curiosity
-create opportunity for deep understanding about groups, movements, conflicts and ideologies in history
-create links of understanding for students to political, social, economic and religious environments and/or institutions operating in today's wider world; and most importantly

create learners at Ashs that can and want to: understand, value, respect and uphold the mana of each culture and religion within our diverse learning community, the Albany Community and the Auckland Supercity; and are willing to participate and contribute to New Zealand society in a way that reflects this open mindset. 

Through the study of History and Classical Studies our students will be empowered and inspired by their understanding of the world and its civilisations. They will be nurtured in the development of their conceptual and creative thinking as they make links between the forces that have shaped societies, religions, politics and economies. They will develop empathy for people in the past who have lived with the consequences of these forces and learn to see that their own lives reflect  the thoughts and decisions of those shared in the past. History never looks like history when you are living through it. John W. Gardner

Teaching intentions for history and classical studies are centred around the social science mechanisms, collaboration, the Registered Teachers Criteria, Best Practise Synthesis for Social Sciences, Changing the Odds and Te Kohtahitanga. For more information on these please contact jrayner@ashs.school.nz or ntaewa@ashs.school.nz

This department aims to encouage student led learning which is authentic and meaningful to the learners and has links to local and international communities.

What are our school's values and How will we affirm and promote them?

Ashs plaza and pouwhenua

We nurture each other

we inspire each other

we empower each other - to achieve highly and become good citizens.

Nurture - warm, mutually respectful relationships

             - families as part of our learning community

             - fairness, openness, honesty and trust

             - Diversity that enriches our learning community - and in the life of the school we honour the unique place of Maori as tangata whenua of New Zealand.

The History and Classical Studies Department will:

-ensure that students have warm relationships with teachers.

-teachers will encourage students to gain all the NCEA credits available.

-students will be supported in their impact projects

-students will engage in learning dialogues where they will share their History and Classical Studies learning with their family/caregivers.

-families are always warmly welcome to History or Classical Studies lessons.

Inspire- excellence in all that we do.

            - Learning together and making decisions together.

            -Curiosity and equiry, creativity and innovation. - And in the life of the school we honour the unique place of Maori as tanga whenua of New Zealand.

The History and Classical Studies Department will:

-ensure teachers are teaching passionately and supported to retain their passion for our subjects.

-teachers will encourage students to aim for excellence

-students will be encouraged to develop impact projects that investigate history or social issues

-teachers will provide engaging lessons and lesson material

Empower - using evidence and reflection to make decisions

                - contributing to our local and global communities.

                - Protecting and enhancing the environment. - and in the life of the school we honour the unique place of Maori as tangata whenua of New Zealand.

The History and Classical Studies Department will:

-ensure that students are given the opportunity to experience choice in their subject material and assessment delivery

-ensure that students are given the opportunity to apply for leadership roles within the History and Classical Studies department.

-encourage students to consider impact projects that provide them with the social understanding, skills and knowledge of comparisons between past and present and different societies and communities.

-encourage students to be involved in Model United Nations. and UNESCO Schools.

The School's 3 R's - we respect one another, we use research in our practice, we are responsive to young adults and their learning.

  The History and Classical Studies department will work to ensure that students feel valued and are actively engaged in their learning. That they experience warm, positive relationships with their teachers. That they know what they are learning and why. That they have the opportunity to connect their learning to real life situtions. Have opportunities to build on their existing knowledge and examine and use new knowledge. Have time to reflect on their learning.

Students with learning needs will have access to the "Learning Support" team which is a small friendly team of highly qualified professionals.

In line with the school's policies, the History and Classical Studies department will value:

-excellence in all that we do

-warm, mutually respectful relationships

-Families as a part of our learning community

-Fairness, openness, honesty and trust.

-Learning together and making decisions together

-using evidence and reflection to make decisions through the Professional Inquiry Process which works in conjunction, in the work flow, of teaching and learning.

-curiosity and enquiry, creativity and innovation.

-contributing to our local and global communities

-protecting and enhancing the environment

-diversity that enriches our learning community.

And in the life of the school we honour the unique place of Maori as tangata whenua of New Zealand.

Promoting excellence in all we do through:
-     keeping up with developments in history and classical studies theory and curriculum

-     increasing our involvement and deeper understanding through research, attending conferences, best practice workshops, visiting speakers, cluster meetings and moderation catch-ups with teachers from outside the school.

- Drawing on and contributing to the ASHS Professional Inquiry Process through continued conducting of petite inquiries about teaching and learning.

Building warm and mutually respectful relationships by:

-     listening to and respecting the views of others

-     understanding diversity through the experience of different cultures and societies.

-     working effectively together achieve our goals.

Promoting fairness, openness, honesty and trust by:

-     respecting the views and contributions of others during discussion, when carrying out research, and producing products that add authenticity to their work.

-    being open to student-led projects and student-led products that create authenticity and add to student engagement.

Learning together and making decisions together through:

-     collaborative learning as a community of curious history and classical studies enthusiasts

-     sharing knowledge, developments and ideas related to historical and classical studies.

Using evidence and reflection to make decisions through:

-      questioning and challenging existing assumptions about historical theories and discovery

-     understanding history writing and historiography reflect the society and views of the time and the frame of reference of the times when that history was reviewed and that views on artefacts and historiography of a time period will shift.

Promoting curiosity and enquiry, creativity and innovations through:

-     developing knowledge of events and history theory so that events, forces and actions can be interpreted from those difference standpoints.

-     Exploring the contexts that give rise to particular events and how these are reflected the decisions, actions, literature, media and artwork of the time.

-     Appreciating the links between forces and between ideologies.

Contributing to our local and global community by:

-      creating links with historians, history institutions and associations and museums within the local and global community.

-      promoting student involvement in educating our student body about their cultural and religious beliefs and community involvement.

Protecting and enhancing the environment by:

-      developing an awareness that history, and people and places in history must be represented in environmental issues and development

-     exploring the connections between landscape and the environment and the development of societies and their physical and cultural heritage.

Promoting diversity that enriches our learning area through:

-     exploring a range of settings and historiography

-     promoting student involvement in educating our student body about their cultural and religious beliefs and community involvement.

-     understanding the impact that the culture, religion and civilisation from other countries has had on Aoteoroa and how it has shaped and continues to shape New Zealand.

-exploring the treatment of diversity in New Zealand/Aotearoa.

Including families as part of our learning community by:

-     Drawing on their stories and knowledge to share with our student learners.

-     Inviting families in to hear, view and/or celebrate student work.

Honouring the unique place of Maori as tangata whenua through:

- profiling of Maori student achievement in order to support their learning and learning needs and experience of academic and personal success and wellbeing

-     the study of the impact of Pakeha on Maori society and economy and health through the investigation of the land wars, Maori leadership, the impact of missionaries, whalers, sealers, colonists and the introduction of disease.

-     the impact of the Treaty of Waitangi on Maori and the history of Maori protest to address historical issues arising from the impact of Pakeha.

-     incorporation of Te Reo.

-     Incorporating the contribution of the Maori Battalion

Teaching and Learning including the use of ICT     

How will our teaching and learning meet the school's expectations for 21st century pedagogy based on current research?

Current research tells us that our students couldn't be more different than previous generations of students because they are "wired" for multi-tasking with multi-media right from the get go of a lesson. They find black and white text unstimulating and linear learning of a topic frustrating. They come to our classes ready to be immersed and stimulated by information in many formats so that they can form their own emotional connections and develop their own "so what" judgements. They prefer red and pink on blue to black and white text. They have become so used to skim reading web formatted pages that they scan all text more and more in an F shape unless they are stimluated to do something different. They like to listen to music, twitch to keep in touch with their social world and scan information to create meaning all at once.                          

Flip Camera

With this new clientele in mind then lessons will reflect the need to construct visuals that reflect their need for colour, shape, movement and sound.

It will reflect the need for students to work cooperatively for form meaning from information prior to working as individuals.

Text based learning from a static point: text book, copies, worksheets or "boring" websites would be pushed back and always linked to activities like, close or cloze reading note taking.

Flip cameras will be used to film group work, discussions and group constructed essays, presentations or speeches. These would then be uploaded to the intranet, wikispace or the subject specific wiki-educator site.

Students will be encouraged to write their understanding of a topic on wiki-educator subject specific pages so that their information can be shared and built up by others in their learning community, and the wider community of historians and students.It can also be used by students throughout the world.

Students will be assigned collaborative work that can be continued at home through the use of google docs: word or presentation applications.

Skype will be encouraged to connect with learners and experts throughout the world.

The Moodle Intranet, wikieducator coursebook, email and wikispaces will be used to communicate with students. It is hoped that this department will make use of Moodle Quiz and Forms for home revision, short tests and marking for online inquiry learning, feedforward to students.

Lessons

Lesson plan template: https://drive.google.com/a/ashs.school.nz/?urp=http://docs.google.com/a/ashs.school.nz&pli=1#folders/0BzXDWgAPb1tfZ1NnUkwydnhpeFE

Lessons will use Learning Intention and Success Criteria.

Lessons will be aimed to increase student engagement at secondary level: student led, authentic contexts and outcomes, student choice where possible, and being mindful of the Key Competencies: contributing, participating, communicating...

Lessons will be designed with differentiation of tasks in mind and also learning styles.

Aligned with the ASHS teaching portrait and school curriculum and assessment policy, How will we ensure students:

Know what they are learning and why?

- Lessons will use Learning Intention and Success Criteria and will be linked to prior lessons and subject and assessment tasks and processes

- students will understand the relevance of their learning -  where possible - to their own lives.

Understanding how they are learning?

- use of the split screen

- Reflection on their own learning: metacognition and "what went well" "what would be even better if"?

Connect learning to real life situations?

- connections between subject matter studied and other subjects or student's real life

- visits to archaeological sites, museums

- visits by outside speakers

- encouraging our students to speak about their own experiences or those of their family

-inclusion of contemporary issues into course work either for discussion or comparison

- use of ICTs within learning: virtual museums, tours, skype.

Have multiple opportunities to build on existing knowledge?

- possible extension through impact projects - this has been achieved already with two non-History students carrying out 2.1 and 2.2 on Cambodia and the Korean War.

- Contribution to the New Zealand Living Heritage Programme. http://livingheritage.org.nz/

- Contribution the Cenotaph Data Base.

- Creation of wikieducator pages, wikipages or wikibooks.

- Publication of hard copy books - as has been done by the Impact Project Writers' Group.

- Delivery talks and seminars about studies to local associations and schools.

- Model United Nations - a few students taking History and/or Classical Studies are involved in the Model United Nations. History and English teacher, Celia Wells, heads these students up with great success, skill and political and historical knowledge. Further, throughout New Zealand MUNA meets to re-enact the important historical events in the United Nations. For example the Korean War, the Creation of Israel.

- Debating -Sandra Chesterman and Celia Wells have been leading the school debating team and some of the History and/or Classical Studies students have been successfully involved in this. Some of these students have thoughts of moving into politics or becoming lawyers.

Examine and use new knowledge?

- Using ICT's to engage in History and Classical Studies discussion with students/historians, lecturers and members of the public in other parts of the country, other countries and schools.

- Exploring the presentation of bias and propaganda and historical context in media productions about historical topics.

Have time to reflect on their learning?

- time for reflection and evaluation of processes and skills are built into the lesson plans and are part of criteria for many AS.

How will our assessment promote effectve learning?

- Aligned with the ASHS school curriculum and assessment policy

- Use of and reflection on formative assessment

- Varied pathways to assessment where applicable

- Student choice in assessment methods where possible

- Seeing assessment as an on-going process and a contributor to learning

- Transparency of assessment processes

- Using data gathered through assessment to monitor that programmes are addressing learning needs of students

Key Competencies Will be a Means and an End.

The New Zealand Curriculum identifies five key competencies:

* thinking
* using language, symbols, and texts
* managing self
* relating to others
* participating and contributing

We will we develop each of the key competencies in our learning areas, using the split screen to keep mindful of why the learning or activity is taking place.

Thinking:

- Being intellectually curious about historical events, forces and movements

- Making connections between historical events, forces and movements, other learning areas and present day communities.

- Understand that the role of interpreting and recording historical events, forces and movements over time has been critical to contributing to the body of human knowledge and, unfortunately,human conflict.

- Challenging existing assumptions and perception related to historical interpretations of events, forces and movements.

- Considering and analysing different approaches to historical interpretation

- Considering the causes and conditions for conflict

- Remaining open to and respectful of ideas and concepts that are unfamiliar

Using Language symbols and texts:

- Interpreting and using text, visuals and sound

- Understanding that text, visuals and sound contain point-of-view,bias or propaganda

- Using text visuals and sound to gain or communicate meaning

- Using ICT to inform and communicate with others and access text, visuals and sound

Managing Self:

- setting goals, planning and monitoring progress through assessment work and reflecting on contribution to class group work.

- Taking responsibility for own learning and behaviour  including taking part in class discussions, listening actively.

- Effective time management and planning

- Regular reflection on individual learning practice, metacognition and use of self-assessment to enhance learning skills eg. to seek more scaffolding or teaching advice when carrying out independent research.

Relating to Others:

- Sharing knowledge and responsibility constructively as a group member

- Being prepared to take risks in communicating analysis and supporting others when they do

- Listening actively to others

- recognising and respecting different view/points/cultures

- behaving appropriately in cooperative learning situations.

Participating and Contributing:

- participating in discussion in different contexts and mediums

- Actively and constructively contributing to group activities and goals

- Creating opportunities for, and supporting others in their development and knowledge in different contexts and using different mediums.

The New Zealand Curriculum

Level 6 NCEA History Level 1

- Understand how the causes and consequences of past events that are of significance to New Zealanders shape the lives of people and society.

-Understand how people's perspectives on past events that are of significance to New Zealanders differ.

Level One realligns next year (2011)

Level 7 NCEA History Level 2

-  Understand how historical forces and movements have influenced the causes and consequences of events of significance to New Zealanders.

- Understand how people's interpretations od events that are of significance to New Zealanders differ.

Level 8 NCEA History Level 3

- Understand that the causes, consequences, and explanations of historical events that are of significance to New Zealanders are complex and how and why they are contested.

- Understand how trends over time reflect social, economic, and political forces.

Classical Studies Level 1,2 & 3 Learning Objectives

Students will gain knowledge, skills, and experience to:

Level 6
Thinking critically about sources

- Understand how social, political, artistic, and technological aspects of the classical world influenced the lives of Greeks and Romans living in those times.
Examining values

 - Understand that ideas and values of the classical world have influenced other cultures, including New Zealand.

Level 7
Thinking critically about sources

 - Understand the relationships between social, political, artistic, and technological aspects of the classical world and how these aspects influenced the lives of Greeks and Romans living in those times.
Examining values

- Understand how and why ideas and values of the classical world have influenced other cultures, including New Zealand.

Level 8
Thinking critically about sources

- Understand the complexity and diversity of social, political, artistic, and ideological aspects of the classical world and how these aspects influenced the lives of Greeks and Romans living in those times.
Examining values

- Understand how and why ideas and values of the classical world have influenced other cultures, including New Zealand, over time.

Links to the 2014 ASHS History Courses:

http://wikieducator.org/Albany_Senior_High_School/Coursebook/1HIS

http://wikieducator.org/Albany_Senior_High_School/Coursebook/2HIS

http://wikieducator.org/Albany_Senior_High_School/Coursebook/3HIS

Links to the 2014 ASHS Classical Studies Courses:

http://wikieducator.org/Albany_Senior_High_School/Coursebook/Classical_studies

http://wikieducator.org/Albany_Senior_High_School/Coursebook/2CLA

http://wikieducator.org/Albany_Senior_High_School/Coursebook/3CLA

Quality Assurance Plan for History and Classical Studies

How will we ensure that standards are transparent, clear, reliable, valid and fair?

Student Information

- Course outlines and assessment dates are on the subject course page in the wikiedi=ucator course book and this grid also contains information about reassessment and resubmissions. Students are notified of any assessment date changes well before the assessment begins and the intranet site is undated accordingly - with a note that says the date has been changed from x to y. Reassessment dates are given as a guide, but as a rule students are required to have their resubmission in exactly 1 week after their work has been returned to them.

- Students are also given a printed handout of information at the beginning of the year.

ASHS Assessment guidelines NZQA Teacher's Handbook on the Intranet as below

- The subject leader will ensure History and Classical Studies teachers are aware of an use the ASHS Assessment guidelines (see NZQA Teacher's Handbook on the Intranet as below)

1 Introduction to assessment at ASHS
Relevant Policy (NAG 1) and Procedures for Assessment for National Qualifications

Purpose
The purpose of the Albany Senior High School curriculum is to promote student achievement in a caring and challenging community where young adults negotiate their learning within the framework of the revised New Zealand Curriculum and the New Zealand Qualifications Framework so they may become confident young people who make wise choices and contribute to the world.

Staff Handbook

• The NZQA staff handbook is a live document and therefore the most up to date version shall always be found online via the school intranet. All staff have access to the handbook and shall be informed of any updates via emails and SSL meetings.
  * New staff shall be inducted through the procedures in this handbook by their SSL and in the case of new SSL's this induction will be carried out by the senior leader in charge of their department.
  * It is the responsibility of the PN to keep the staff handbook up to date on a regular basis and to conduct a review of the material at the end of each year.

Student Handbook

• All students have access to the student handbook which is also on the school intranet.
  * Students will be introduced to the handbook at the start of Term One in their tutorials. Subject teachers will also refer students to the online handbook for important NZQA information.
  * Parents are informed of NZQA policies and procedures at regular community consultations throughout the year. School newsletters also publish the link to the NZQA handbook .
  * It is the responsibility of the PN to regularly update the student handbook and conduct a review of all material at the end of each year.

Guidelines
• Assessment in learning will provide students with timely and ongoing feedback and feedforward to assist them to reach their potential.
• Where possible and manageable students will be provided with one further assessment opportunity for success in a particular standard.
• Assessment should be transparent, fair, valid, sufficient and reliable*.
• The assessment method should be appropriate for the knowledge, skills or attitudes being assessed.
• There should be school-wide consistency of internal assessment procedures.
• Assessment should have credibility with all those involved. Staff and students should be made aware of their roles and responsibilities.
• Policy and procedures should meet NZQA requirements for internal assessment.
• Student results are covered by the requirements of the Privacy Act.
• The school’s Quality Assurance Manual will formulate the procedures relating to assessment.
• Learning areas will use these parameters to derive their departmental procedures and systems.

Footnote
* A fair assessment is one that avoids influences unrelated to the matters being assessed; emphasis is placed on avoiding effects arising from differences related, for example, to race, gender and assessment method.
*A valid assessment activity is one with results that are fit for purpose. That is, it assesses fairly what it is intended to assess and does not require candidates to meet criteria that are beyond the scope of the standard.

• Sufficiency refers to evidence of assessment. Sufficient evidence will establish with confidence that all criteria have been met and that performance to the required standard could be repeated with consistency.
  * A reliable assessment activity will produce results that accurately and consistently reflect a candidate’s achievement in relation to the standard.
  

2 Evidence Centred Practice

• Curriculum areas determine suitable strategies to collect and store evidence of student achievement and ensure that these strategies are used consistently within the learning area. In most cases this information will be identified on the internal moderation cover sheet. These strategies may also be outlined in each departments assessement plan.
• When a student has not reached his or her potential in an assessment, teachers should review evidence the student has already provided before considering the need for further assessment. If necessary practical and manageable, further opportunities to demonstrate achievement for internally assessed standards should be offered.
• Accumulated evidence for each standard is kept to provide evidence of student achievement including for cases of derived grades. This might include and be recorded in the following ways; annotations made during verbal conversations, mark books, tracking forms, portfolios.
• Curriculum leaders should ensure that courses allow regular collection of sufficient evidence throughout the year in order to provide accurate timely feedback on student learning.
• Record keeping is updated regularly on the centralised SMS allowing for accurate feedback to students and caregivers about progress and providing data for NZQA. The Privacy Act is observed.
• Trends in student achievement are reviewed and inform future planning and direction of courses in curriculum areas.

3 Resubmissions and Further Assessment Opportunities

Guidelines

Assessment in learning will provide students with timely and ongoing feedback and feedforward to assist them to reach their potential.
Where possible and manageable students will be provided with one further assessment opportunity for success in a particular standard.
Assessment should be transparent, fair, valid, sufficient and reliable*. Classics and History offer a reassessment that ties in to the learning programme with the introduction of a new subject/topic or when it meets the needs of students academic success in consultation with their tutor teachers.
The assessment method should be appropriate for the knowledge, skills or attitudes being assessed.
There should be school-wide consistency of internal assessment procedures.Classics and History have dates for students to plan their assessment completions around, but these are flexible in order to assess students when they are ready to be assessed throughout the year. This reflects this department's philosophy that student opportunities for success in an achievement standard is paramount and takes precedence over a "batches" mentality which might be a "tidy" approach for teachers and departments, but does not take into consideration that students are individual learners and progress at different times throughout the course of a school year.

Authenticity and plagiarism issues are confirmed by teachers keeping all assessment materials handed in by students. These are stored with the classroom teacher, either in her work room or in the Lundia files in the staffroom.
Assessment should have credibility with all those involved. Staff and students should be made aware of their roles and responsibilities.
Policy and procedures should meet NZQA requirements for internal assessment.
Student results are covered by the requirements of the Privacy Act.
The school's Quality Assurance Manual will formulate the procedures relating to assessment.
Learning areas will use these parameters to derive their departmental procedures and systems.

Footnote
* A fair assessment is one that avoids influences unrelated to the matters being assessed; emphasis is placed on avoiding effects arising from differences related, for example, to race, gender and assessment method.
*A valid assessment activity is one with results that are fit for purpose. That is, it assesses fairly what it is intended to assess and does not require candidates to meet criteria that are beyond the scope of the standard.
* Sufficiency refers to evidence of assessment. Sufficient evidence will establish with confidence that all criteria have been met and that performance to the required standard could be repeated with consistency.
* A reliable assessment activity will produce results that accurately and consistently reflect a candidate’s achievement in relation to the standard.

Resubmissions should be limited to specific aspects of the assessment and no more than one resubmission should be provided per assessment opportunity. Classics and History use google docs and milestone checks with students prior to their "official hand in".
  A resubmission must not compromise the assessment and must be completed under the same conditions as the original assessment. This is where reassessment opportunities must be used using a new topic or a new task.
* Evidence of achievement in resubmissions must be recorded and attached to the original assessment.This would appear on KAMAR.

Further Assessment Opportunities
A maximum of one further opportunity for assessment of a standard can be provided within a year where manageable. However, a further assessment opportunity is not compulsory for every standard.

• If a further assessment opportunity is provided, it must be made available to all students ie: not just those who did not achieve but also students who would like another opportunity to improve their grade.
  * Students must be awarded the highest grade over both opportunities
  * Students should be made aware of which standards offer further assessment opportunities at the start of each unit and course outlines will also make this clear.
  * A new quality assured task must be used for further assessment opportunities.
  

4 Quality Assurance

Course Information linked to Asssessment
Specialist subject leaders must provide copies of all the course information to students by the end of week 3. Course information should include the following:
• Topics/units to be covered
• Assessment plan for the year including: assessment titles, NQF registered number, version, credit value, internal/external, domain, due date, further assessment opportunities
• Statement about department authenticity requirements (this may also be included on individual assessment tasks)
• Timing and nature of assessment activities; including milestone, final due dates and opportunities provided (NB: if there is only one possible opportunity, students need to know this)
• Record sheets for students to track their progress
• Reference to the student assessment guidelines
• Prerequisites required for the student to proceed to the next level in that subject.

All course outlines should also be available via the ASHS wiki page or school intranet under each subject page.

4.1 Course Assessment Plan

Please see this chart on our school intranet: http://intranet.ashs.school.nz/mod/book/view.php?id=311&chapterid=65

Specialist subject ensure all course outlines and assessment plans are uploaded to the school intranet by end of week 3, term 1. Any changes to course assessment plans during the year must be advised in writing to the principal's nominee.

Flow chart of NQF assessment process
Moderation flowchart

NOTE: All unit plans, moderation information, authenticity agreements, assessment tasks, achievement standards, teaching resources and planning is stored electronically on the following link: https://drive.google.com/a/ashs.school.nz/?usp=chrome_app#folders/0BzXDWgAPb1tfZ1NnUkwydnhpeFE

4.2 Moderation

Moderation is a quality management system designed to achieve valid, fair and consistent assessment.

NZQA policy 6(b) states "Schools must report only those assessment results which have been subject to the schools internal moderation process, are complete, up to date and verified for accurarcy".

Internal Moderation Procedures
• For each assessment the activity, schedule and assessment judgements need to be moderated against the current registered standard. Departments may use the ASSESSMENT TASK INTERNAL CRITIQUE REPORT, for guidance through this process and must complete theINTERNAL MODERATION COVER SHEET for all standards being assessed. Please see: https://drive.google.com/a/ashs.school.nz/?usp=chrome_app#folders/0BzXDWgAPb1tfZ1NnUkwydnhpeFE

Departments must only use tasks that have been moderated and critiqued prior to the assessment.

• Tasks generated by the Ministry of Education or outside providers should be modified to suit teaching programmes and student needs. Some have not been quality assured by NZQA and therefore must be moderated before use.

• Curriculum leaders and subject leaders should keep an internal moderation folder for all standards assessed. This could include a copy of the standard, asssessment task and schedule, completed internal moderation cover sheet, benchmarks, NZQA assessment resources relating to the standard, response to external moderation form, student sign off of grades and any other relevant information related to the assessment .

• The registered standard is the final measure against which all judgements should be made. NZQA warns that teachers should be wary of the tendency to let any assessment exemplar become the de facto standard.

• At least one assessment task from each course must be moderated externally. Teachers from other schools or subject advisers may be external assessors. Links with colleagues in other schools and with subject associations are valuable networks for teachers as they develop shared understanding of national standards. Evidence of this process taking place should be kept in the internal moderation folder and therefore completion of the internal moderation cover sheet should be completed by the external moderator.

• The assessment plan can be a useful tool to keep a record of assessments covered in a course as well as tasks that will are scheduled for external moderation.

Moderation of Student Work
Internal moderation requires ongoing communication between all participants and is necessary to ensure consistency. Moderation should be workable, realistic and practical for all involved. Curriculum areas should keep records of the moderation processes used and decisions made.
All assessment results must have been subject to the schools internal moderation process before reporting on.

Curriculum leaders are to provide details of:
• Moderation processes, (refer to appendix 2 for suggested practices and related forms: Form 3, Form 4 and Form 5).
• Assessment plans (Form 2).
• Details of how student’s work has been randomly selected for moderation, (for school wide practices see appendix 3 and Selection Record Form 6 ).
• Selected samples of randomly selected student work, (eight for achievement standards four for unit standards) with moderation evidence are kept and available for NZQA external moderation.
• A bank of annotated benchmark samples of students work should be kept to inform assessment decisions. Under the Privacy Act, teachers are required to gain permission from students if their work is to be kept as an exemplar.

4.3 NZQA Moderation

The annual NZQA moderation round provides Curriculum leaders in charge of courses with valuable feedback on tasks and on assessed work. The timing of the moderation round varies from year-to-year.

•Standards to be externally moderated are selected by NZQA.
• The principal's nominee will circulate the moderation plan and liaise with Curriculum leaders over documentation and timelines.
• Curriculum leaders check the standards that are being offered and sign them off returning the signed list to the principal's nominee.
• Curriculum leaders will need to collect the assessment materials, schedules and student work samples for each standard selected. A tracking sheet will be provided.

Retaining Assessed Work for Moderation
Curriculum leaders will need to retain at least eight randomly selected assessed standards from all internal achievement standards offered during the year and four samples of each unit standard to ensure that the work is available when required by NZQA. The data manager will provide curriculum leaders with the randomly selected names once the standard has been completed and marked.

The Curriculum leader may also select up to four samples of assessed work in addition to this for written, professional feedback from the moderator. In these cases they should specify the assessment issue they would like the moderator to comment on. This good practice also ensures that departments have a ready supply of exemplars and that adequate information is available if key people are absent or leave.

Requirements for Response to External Moderation
Curriculum leaders and teachers-in-charge are to provide documented evidence of actions taken where modification is required to the principal's nominee as soon as possible after the moderation. This must be recorded on the response to moderation form and signed off by the PN or a member of senior management. If required a copy of the new task or assessment schedule will be attached to this form.

Annual Quality Assurance
Curriculum leaders provide the board with annual reports that include NZQA data and detailed commentary. This self-review will lead to goal setting that supports on-going improvement in student achievement aligned with the strategic priorities of the school.

ITO's
Moderation requirements are the same and reports also need to go to the PN.

5 Recording of Assessment Results

• Teachers record grades on the teacher/department record sheet before assessed work is returned to the students, then the grades are entered on the central database, Kamar once grades have been verified.
• Teachers and students should check all grades for accuracy and both should sign them off.
• Curriculum leaders ensure school deadlines for recording grades on the central database are met.
• Printouts for individual students to check for accuracy are produced from the central database in week four, term four. These can be compared to student record sheets that are signed and kept throughout the year. In addition, individual departments print out results as required.
• All records should be kept in accordance with the Privacy Act 1993.

Transfering of grades to NZQA
The Principal's nominee will have responsibility to transfer achievement of standards for recoding on the NZQA record of learning data base. To ensure this transfer is accurate, staff will be able to regularly check entries and results of their classes on the NZQA site. Any problems that arise with regard to the accuracy of these records needs to be flagged immediately to the appropriate curriculum leader. They will then be able to investigate the level of the problem and flag the issue to the principal's nominee for timely follow up.

6 Storage of Assessed Work

• All completed assessments will be stored in the allocated staffroom filing cabinets unless alternative arrangement has been made with the PN. In this case the alternative arrangement details will be recorded in the departments curriculum plan or handbook. 

NOTE: Over sized assessments (e.g. folders, boards etc.) will be stored in the locked resource room of the history or classics teacher, as will pre-moderated assessments. 

• Assessment materials and student work must be clearly labelled, and retrievable.
• Curriculum areas should store all completed assessments until marked verification is completed.
• Once the period for mark verification of an assessment has passed, the randomly selected samples of student work must be retained for 2 years or until fresh samples are available to replace them.
• To ensure that it is available for NZQA external moderation. Up to four other examples of student work may be selected for submission for additional feedback.
• Storage may not be practical for some assessments. In these cases curriculum leaders should collect photographic or videoed evidence. The video or photograph may need to indicate scale.
• Departments or faculties should keep and annotate samples of assessed student work as benchmarks to assist with maintaining consistency from one year to the next. Students' permission should be gained for their work to be used in this way.
• Student signatures on student record sheets or coversheets showing acceptance of the final assessment grade should be filed in the department internal moderation folders.

7 Special Assessment Conditions

Students who are entitled to special assistance have the intellectual capacity to be able to perform in assessments but are held back by a significant learning difficulty. They are identified through self-referral, teacher referral or parent referral in conjunction with the learning support centre. An external assessor independently verifies their eligibility. Special assessment conditions may include extra time, reader and or writer assistance (not appropriate for some English standards), computer assistance and separate accommodation.
Teachers of identified students will be informed about the support these students require at the beginning of the year. During the course of the year, teachers will be asked to provide feedback about the performance of these students, in internal and practice external assessments. The learning support centre maintains records of students’ learning difficulties and the ongoing support they receive.
Identified students receive this support from Year 11 onwards, whether or not they are entered for NCEA, so that they can achieve to their potential. If you think a student should be receiving special assistance and is not, please contact the learning support coordinator.

8 Authenticating Student Work

Work submitted by students must be their own. Curriculum areas need to have procedures for authenticating student work for each assessment and these should be outlined in the task. The authenticating strategies need to be practicable and compatible with the assessment.
Curriculum areas should set work for internal assessment that they are confident they will be able to authenticate. Student authenticity forms can be found here: https://drive.google.com/a/ashs.school.nz/?urp=http://docs.google.com/a/ashs.school.nz&pli=1#folders/0BzXDWgAPb1tfZ1NnUkwydnhpeFE

9 Breaches of Rules (Misconduct/Cheating)

If a student's behaviour has disrupted an assessment, the curriculum leader and/or principal's nominee must be informed and will determine the course of action to be taken and what penalties will apply, with the possibility of no grade awarded.
If there is a question about authenticity, the class teacher shows the suspect work to the curriculum leader who will refer the matter to the principal's nominee. The student may be asked to offer proof of authenticity (drafts etc). Students suspected of having offered inappropriate help to their peers are also interviewed.
Students will be provided with an opportunity to discuss the alleged misconduct before a decision is made. If the principal's nominee judges that cheating has occurred, the student will gain a not achieved for that standard. The parents/caregivers will be contacted. If the course of outcome is challenged at this point the final judgement is to be made by the school principal.
Further penalties may be imposed by senior leadership. The seriousness of the penalty will be dependent on the seriousness of the cheating.

Breach of Authenticity
If a student breaches authenticity requirements in an internal assessment, a completed Breach of Authenticity form and the student work must be submitted to the principals nominee.
A copy of this form will be kept in the students school file.

10 Procedures for Missed Assessments

Please see the school intranet for the Missed Assessment Form: http://intranet.ashs.school.nz/mod/book/view.php?id=311&chapterid=73

Accumulated evidence for the particular standard being assessed can be used to determine a grade.
No award can be given if sufficient evidence is not available.
If a student cannot hand in an assignment on time, or do an in-class test or practical activity on the day, then they must apply to their teacher as soon as they know they will be late with an assignment or will be absent, or as soon as they return to school. In all cases where students have missed assessments, they must fill in a 'Missed Assessment form' and hand in within 3 working days. Valid reasons for requesting an extension of time or a new assessment date are:
• Sickness: A medical certificate on the school form must be supplied. Students may access these on the intranet or from the student handbook.
• Family trauma: a note from the parent/caregiver, guidance counsellor, tutor teacher must be supplied.
• School sporting/cultural activity: This is valid only if the teacher has been consulted at least a week in advance of the trip occurring so alternative assessment opportunities can be considered and approved.

In all cases, a ‘Missed Assessment’ application form , must be filled in and given to the teacher concerned who will need to pass on a copy of this and any supporting documents to reception, (or vica versa). Requests for extension of time must be made before the due date.
Based on the information presented in the ‘Missed Assessment’ application, the specialist subject leader and/or principal's nominee may decide to:
• Grant an extension
• Set a new assessment date
• Deny the application and award a not achieved for the standard(s) concerned
The outcome should be recorded and filed by the specialist subject leader and the relevant teacher and tutor informed.

Derived Grades for External Standards
Teachers are to keep records of student progress towards externally assessed standards. Candidates for externally assessed achievement standards who have suffered from a temporary illness, non-permanent disability or other event close to or during external assessments, which has significantly impaired their performance, may apply to NZQA for compassionate consideration in those external assessments.
The principal’s nominee will collect evidence to support compassionate considerations through specialist subject leaders.

11 Appeals

See school intranet for the Appeals Form: http://intranet.ashs.school.nz/mod/book/view.php?id=311&chapterid=74

Good assessment practice reduces the volume of appeals.
Students may appeal decisions regarding the outcomes of internal assessment. The appeals pathway is from students to their class teacher, to the specialist subject leader, and then to the principal's nominee.
If an appeal results in any change to the application of the judgement criteria for the standard, the change needs to be applied to all student work.
Appeal application forms are in the student handbook and are available on the intranet(refer to Form 10 ).

Appeals Procedures
1. The teacher allows students to check that they agree with the results given. If students' think that work has been incorrectly assessed they can ask the teacher to reconsider.
2. The teacher should explain the result and make any necessary alterations. If the assessing was done by another teacher in the department, that teacher must be consulted.
3. If students are unhappy with the teacher’s explanation, they may ask the specialist subject leader for a decision, using an appeals form. This must be done within three working days of the work being handed back.
4. If the students disagree with the specialist subject leader’s decision, they may ask the principal's nominee to consider the case. The principal's nominee may consult with the subject advisor, the specialist subject leader, tutor, counsellor and/or family.
The principal's nominee should be kept informed about all appeals whether or not she has been a part of the process.

12 Staff with NZQA responsibility

Miranda Makin

• Senior leader in charge of NZQA/Qualifications
  * Accreditation

Sheree Muggeridge

• Principals Nominee
  * Liaison with NZQA
  * Quality assurance including moderation
  * Authenticity
  * Appeals
  * Examinations
  * Derived grades for external exams
  * Student concerns with NCEA entries and results.
  * Student requests for leave

Ronwyn Taylor
Learning support

• Special assessment conditions

Curriculum leaders

• Data entry
  * Results analysis and statistics
  
  

Classical Studies and History Subject Specific Quality Assurance

based on the above instructions and using the above plans and forms

- as mentioned above, course outlines and assessment dates are on the subject intranet site and students are also provided with a year plan for these assessments.

Department Information:

- Versions of standards, assessment specifications, moderators' and markers' reports, clarification of standards documents and best practice workshops.

Please refer to the following sites for links to that information for Classical Studies.

http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/ncea-subject-resources/classical-studies/level-3/  subject general

http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/ncea-subject-resources/classical-studies/classical-studies-clarifications-of-achievement-standards-and-unit-standards/  clarifications

http://www.nzqa.govt.nz/about-us/events/best-practice-workshops/classical-studies/  best practice workshops

http://www.nzqa.govt.nz/ncea/assessment/search.do?query=classical+studies&view=reports&level=02    assessment schedules

Please refer to the following sites for links to that information for History.

http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/ncea-subject-resources/history/level-1/  - subject general

http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/ncea-subject-resources/history/clarifications/ - clarifications

http://www.nzqa.govt.nz/about-us/events/best-practice-workshops/history/   best practice workshops

http://www.nzqa.govt.nz/ncea/assessment/search.do?query=history&view=reports&level=01   assessment schedules

- Teachers will keep up-to-date with national understanding of the standards through subject association in-service days, sometimes through involvement with NCEA exam setting/marking or resource writing teams, through best practice workshops, conferences as possible.

Moderation:

- Every internal assessment task is moderated by another teacher prior to assessment and 8 samples of student work are moderated by another teacher.

- Currently, for Classical Studies, this is a one-teacher department so all tasks are moderated prior to assessment through consultation with other Classical Studies teachers in the Auckland and Hibiscus Coast area.

- At least one standard per course will be moderated outside the school. Currently I am finishing off AS 2.4 Investigation using "A Woman of Means" and Rhiannon Robertson from Henderson High School has agreed to moderate these once they have been completed in the second week of term 4. Attending the Best Practice Workshop helped define marking for the 2.5 Communicate Knowledge of an Aspect of the Classical World.

- We are a team of two in the History area and so Level 1 1.1 and 1.2 have been moderated within the school. The Level 2 standard 2.2 has been partially moderated by Greg Burnard, HOD at Whangaparaoa College and we are due to revisit our reassessment opportunity students. So I can show you the internal moderation cover sheet so far, but there will be an updated one when students have returned their reassessment after the exam week (week one).

-The department follows ASHS guidelines on resubmissions and reassessment. (see above)

- A folder for each level taught is held in the Lundia System or the SSL's workroom. This contains all moderation details for each internally assessed standard and benchmark samples for N A M E are being included where possible through the year. I have exemplars of student work from Henderson High School that I could use to show the students the level of work required - AND for another the Greek Topic not the Roman Topic that we have done. Moderator's reports are filed with the tasks as they come back from external moderation and also record of the suggested changes having been made.

-Student assessment work for external moderation is randomly selected by Robyn Pascoe.

-Response forms will be completed after external moderation with details of steps to be taken. A copy of these goes to the NCEA liaison and another is kept in the above file with the assessment task.

-Where there is more than one class at a level, (this is not happening yet) interclass consistency will be ensured through one teacher marking a full assessment, or by one teacher moderating across a range of marks from the classes.

-Student will complete an authenticity form for any assessment carried out this is part of the verification form. This allows for further checking if deemed necessary.

Verification of grades:

- when an assessment is complete (including ressassment) , marks will be entered into KAMAR and students will sign for their marks prior to leaving at the end of term four.

Storage of student work

- Completed and marked assessment work are kept in the Lundia Filing System in the staffroom.

- Work that has not been completed is locked in the resource room next to my workroom.

- Work that is being marked or waiting for verification of grade and authenticity to be signed, is kept in my workroom on the right-hand-side bench and under the right-hand-side bench.

Department Performance Review and the Appraisal

What data will we collect and how will we use it?

- Achievement Data - NCEA and school achievement data as indicator of course and assessment effectiveness, individual student progression and indentification of learning support needs.

- Monitoring of national NCEA statistics and comparison with ASHS History and Classical Studies students.

-The year's results will be analysed for the Board report and this analysis informs planning for the following year.

- Student questionaire re course evaluation.

- Discussion with tutors, ESOL, parents, other teachers to identify learning needs

- Utilise teacher observation to indentify students at risk of falling behind and to gather data for future modification of programmes: differentiation of learning style, assessment and presentation style.

What we did for reviewing Appraisal in November 2010

Deputy Principals to meet with leaders to discuss
Leadership successes and challenges
Progress with goals
Progress with review of achievement targets
NZQA moderation and feedback (where applicable)
Teaching successes and challenges (based on available data)
Learning from professional inquiries
Learning from other professional learning and development
Next year’s challenges and possible goals

Appraisers to meet with teachers to discuss
Leadership successes and challenges
Progress with goals and targets
Teaching successes and challenges (based on data)
Learning from professional inquiries
Learning from other professional learning and development
Next year’s challenges and possible goals
Preparation
Bring along relevant evidence in e-portfolio or other portfolio.
This should be a positive and affirming experience. Allow yourself enough time (at least an hour) to explore ideas and enjoy the discussion.
Outcome
We will need a written summary of your appraisal discussion: one copy to the appraisee, one to the appraiser and another to Kim for filing.
You could try an appreciative inquiry approach
Reflect on your learning over the past year
How are you doing?
1. Considering subject goals and targets, your own goals, your inquiries…
What are you proud of, what have you accomplished and what are you doing that works?
2. What contributed to these successes? What caused these things to work? What has allowed you to do your best work?

How have you changed?
3. Think about yourself at the beginning of the year and the teacher you are at the end of the year. How have you changed?

Going beyond
4. Think beyond your teaching. As a member of our learning community or the wider community, what achievements, accomplishments, activities are you proud of?

Becoming more effective
5. To become more effective in the future, what do you want to continue to do, to do more of, do better or do differently?
6. What support do you have/would you like to do the things you identified in #5?

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Jessica Rayner, Specialist Subject Teacher History and Nic Tawea Specialist Subject Teacher History and Classical Studies 2014.

This is a living document.