Albany Senior High School/Coursebook/3HIS

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History at Level Three has a year long focus on the Tudor-Stuart period of English history covering approximately 100 years of dramatic events.

It begins in 1558 when a young, intelligent and politically astute Elizabeth I ascends to the English throne. The English people, their church institutions and government have been caught up in the religious revolution, or Reformation of religious beliefs and practices, gripping Europe. Elizabeth must act to meet a turmoil of situations brought about by the decisions of her father, Henry VIII, half-brother Edward VI and half-sister Mary Tudor before her.

The reigns of Elizabeth I, James I, Charles I and Charles II form the backdrop to this study of Early Modern England during this period of religious, political and social upheaval punctuated by revolts, conspiracies and civil war. The course investigates the family life, religion, popular beliefs and practices; economy and social change; and government and politics of England during the period 1558-1667.

Internal Assessment
1. A Social Issue in Tudor-Stuart England and supports internal assessment for New Zealand history achievement standard 3.1, AS90654 version 2 - Plan and carry out independent historical research. Involves students identifying, defining, and using relevant sources and historical evidence to research an aspect of continuity and change in Tudor-Stuart England.

2. A Tudor-Stuart textbook chapter and supports internal assessment for New Zealand history achievement standard 3.2, AS90655 version 2 - Communicate and present historical ideas clearly to show understanding of an historical context. Involves students writing a chapter for a junior secondary school textbook, on social change in English society during the 16th and 17th century.

Suitable topics for research are:

Daily life in London, a village or parish Law and order/crime and punishment Health and medicine Major events such as the Great Plague, Fire of London The growth of towns and cities Technological and/or scientific developments The role of print Dissenting voices A particular family over a period of time Education The arts Leisure and entertainment Architecture and significant places Expanding horizons (e.g. exploration, trade, establishing colonies)

These are a selection of aspects to initiate student thinking. It is up to students to define this aspect in more detail through the development of significant and perceptive focusing questions.

Conditions: This activity can be completed in class time and at home.

Details of mile-stone completion dates, submission dates, in-class / out of class time allowed and overall time allowed will be indicated on the student information sheet.

Students will be monitored to ensure that student work is authentic and will be expected to sign a declaration to support this. The section on evaluation of the research process will be undertaken in class.

The Achievement Standards available
Scholarship will also be offered History.

The questions for the assessment tasks will be derived from the themes within the broad survey of England 1558–1667 View this link: http://www.minedu.govt.nz/~/media/MinEdu/Files/EducationSectors/PrimarySecondary/CurriculumAndNCEA/NCEA/StandardHistoryScholarship.doc

Student Expectations and this course
This is a university approved subject course and a professional standard of student participation, attendance, milestone completion, internal and external Achievement Standard completion is required. Students are required to keep up with course readings and home learning set to support topic lesson progression. Practice in essay writing is compulsory. Continued review of class learning and course content is an expectation. Students will be expected to sign a declaration of their commitment to support the above expectations at the beginning of the course when school commences.

Frequently Asked Questions/ NZQA
Where does History fit into Albany Senior High School and what are the aims and philosophy for teaching History at the school? History is managed through the History and Classical Studies Department at ASHS.

Our department philosophy is to provide learning opportunities about history and classical studies that:


 * Engage student curiosity.
 * create opportunities 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 world.

What to do if .. (NZQA) I have an assessment today, but I am too sick. Phone your tutor straight away to tell them. Leave a message if you have to. You must go to your doctor to have the medical form filled in. Bring the completed form to your tutor when you return to school. You will also need to fill in a missed assessment form (reception) and return it to the school within 3 school days of the missed assessment.

I have an assessment today, but there's been an accident or some family emergency or trauma. Phone your tutor as soon as you are able. When you return to school you must bring a note from your parent/guardian or your school counsellor and you will also need to fill in a missed assessment form and return to the school within 3 school days of the missed assessment.

I did the test/assessment, but I think I didn't do my best because I was sick or really upset. Straight away, ask your teacher about further assessment opportunities or other evidence they may have collected. Your doctor will have to fill out the medical form if you were sick or you will need to bring a note from your parent/guardian or your school counsellor.

I have to hand in this assessment today, but I am too sick to come, or there's been some family emergency or trauma. Send the assessment to the school office, or if you can't, phone your tutor who can talk to the Specialist Subject leader about what can be done. You will also need to fill in a missed assessment form and return to the school within 3 school days of the missed assessment.

I'm going on a school trip. You will be notifying the teachers affected at least one week before the trip. They will decide about your assessment in consultation with the Specialist Subject leader.

I'm going on a family holiday. You must ask permission by writing to the Principal, Ms Cavannagh. Tell your teachers, but be aware that you are very likely to forfeit the credits for assessments you miss.

I have tutoring, a music lesson, cultural or sports practice, rehearsal. Do the assessment at the correct time. The other things are not as high a priority. Don't forget to let other people know you are attending the assessment in advance to show respect for their time!

I am late handing in my work. You will have to talk to your teacher who will consult with the SSL over whether your work can be accepted- this is likely to be the case only in very exceptional circumstance. You will also need to fill in a missed assessment form.

My computer or printer breaks down. You need to be aware that technology can fail at the crucial moment. This is unlikely to be acceptable as a reason for late work. It is your responsibility to guard against losing your work through technological failure by printing out your work at regular intervals and saving your work on a back-up disk. If your printer breaks down, print at school or email the work to your teacher.

I chose not to come to that test or hand in that assessment. You will get no marks or credit for that assessment.

It is important that you understand what you need to do to achieve success this year. Your teachers will give you clear information about what is expected. You need to make sure that you check with your teacher if you are unsure about anything.



''Welcome to our Department! If you have any questions, contact Mary van Rossen at mvanrossen@ashs.school.nz ''