Assessment advice for The Globalising World: Changing policies and Australian identity
Rich assessment tasks (summative)
Possible assessment tasks.
Sequence 1
Students complete the following two-part task:
Part 1— Mix and match three-dimensional activity
Based on Sequence 1 teaching and learning, students use their own historical knowledge to complete a mix and match three-dimensional activity (.pdf 132 kB). This allows students to review and demonstrate skills with chronology and an understanding of the significance of key events and policies on Australian immigration to the 1970s.
Teacher resource: Solution for Mix and match 3D activity
Part 2— ICT presentation
In their study of the contribution of migration to Australia’s changing identity as a nation, students design an ICT presentation based on how and why Australia’s migration policy changed between 1944 and 1970, with emphasis on pressures which undermined the White Australia Policy.
This could be a:
- a digital story with images, text and audio
- an interactive timeline — selecting images to show the main events and hyperlinking the images to the event details
- a podcast (a guide to using Audacity software).
Achievement standards
Students:
- refer to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change and continuity over time
- process, analyse and synthesise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions
- develop texts, particularly explanations and discussions, incorporating historical argument.
Concepts: continuity and change, significance
Sequence 2
The Indo-Chinese immigration experience in the 1970s
Individual or small group task
Using primary and secondary sources provided in the unit and your own research about the Indo-Chinese immigration experience in the 1970s, complete an Informative text presentation with images and graphics based on the following inquiry focuses:
- Explain the context for people’s actions – refugees and Australian government (AC Achievement Criteria).
- Identify and explain the types of experiences, including discrimination.
- Explain the significance of the experience from the refugee’s perspective and from either the Australian governments or Australian community’s perspective (AC Achievement Criteria).
In preparation, discuss the images and graphics which could support the written and spoken part of the presentation, such as maps and photographs.
Achievement standards
Students:
- refer to key events, the actions of individuals and groups, and beliefs and values to explain patterns of change and continuity over time
- explain the context for people’s actions in the past
- explain the significance of events and developments from a range of perspectives.
Concepts: cause and effect; significance; empathy; perspective
Sequence 3
Students complete one of the following tasks:
Option 1—Posters and information documents analysis
Using primary and secondary sources and your investigations in Sequence 3, explain how posters and information documents have been used in promoting immigration programs and policies like multiculturalism and anti-racism in the post-war to 2000 period. Evaluate how effective this method has been in that period.
Achievement standards
Students:
- explain the context for people’s actions in the past
- explain the significance of events and developments from a range of perspectives
- analyse and draw conclusions about their usefulness of sources, taking into account their origin, purpose, and context
- develop texts, particularly explanations and discussions, incorporating historical argument.
Concepts: sources and evidence, significance
Option 2 —In their footsteps: An Australian humanitarian program submission (class activity)
Each year, the Australian Government ‘seeks the views of the Australian public so that these can be taken into consideration in planning for and building future years Humanitarian Programs.’
This student activity should develop an understanding of the key features of Australia's humanitarian program and the criteria which potential immigrants must meet for acceptance.
Read the premise for the humanitarian program:
‘The Australian Government is committed to a fair and flexible Humanitarian Program. Australia’s Humanitarian Program must be able to respond to world events, to focus on the resettlement of those persons most in humanitarian need, to enhance Australia's international standing but most importantly, be one in which the Australian community has confidence.’
Start with data analysis for recent trends (sub-page/worksheet?) in the immigration humanitarian program. This will familiarise students with the context.
Have students read and analyse the following website information on Australia’s Humanitarian Program: 2013–14 Consultations. This information is part of the public consultation for the 2013–14 Australian Humanitarian program and will provide a basis for the investigation and task. Be aware that changes are sometimes made to visa rules and other criteria to reflect changes in government immigration policy and should appear as a ‘What’s new’ heading.
Group work with assigned tasks to collect information about the main categories of:
- Offshore — Resettlement
- Onshore — Protection
- Illegal Maritime Arrivals
Note: This includes a government information paper on Australia’s Humanitarian Program 2013–14 and beyond (.pdf 211 KB)
Organise each group to present information about their assigned section. Draft a submission as part of the public consultation process — include historical arguments based on evidence. Support students with their group presentations to class and guide concluding class discussion and decision-making process.
Teacher note: This is intended as an in-school project. You will need to check school and State/Territory education authority protocols if the intention is to submit to Department of Immigration and Border Protection consultation process.
Achievement standards
Students:
- process, analyse and synthesise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions
- develop texts, particularly explanations and discussions, incorporating historical argument
- develop and justify their interpretation of the past.
Concepts: empathy, continuity and change, perspective
Sequence 4
Using the Cronulla Riots (2005) investigation sources, notes and your own research, evaluate the causes and consequences of the Cronulla Riots, including the issue of racism and positive responses, such as the development of community harmony.
Choose one of the following methods:
- A two-part newspaper report in appropriate format, or
- An ICT presentation such as a digital story or radio presentation.
Achievement standards
Make a selection from these for assessment. Students:
- analyse the causes and effects of events and developments and explain their relative importance
- explain the context for people’s actions in the past
- explain the significance of events and developments from a range of perspectives
- explain different interpretations of the past and recognise the evidence used to support these interpretations
- process, analyse and synthesise information from a range of primary and secondary sources and use it as evidence to answer inquiry questions
- analyse and draw conclusions about their usefulness, taking into account their origin, purpose, and context
- develop and justify their own interpretations about the past.
Concepts: cause and effect, contestability, significance, perspectives
Rich assessment tasks (formative)
These are outlined in the lesson sequence for each activity.
Unit home – History Year 10 | Sequence 1 | Sequence 2 | Sequence 3 | Sequence 4