Year+13+Investigation+and+Communication+Internals.


 * TERM ONE ** IS ALL ABOUT YOUR INTERNAL ASSESSMENT


 * http://www.tki.org.nz/r/ncea/hist3_1A5_26feb09.doc **
 * http://www.tki.org.nz/r/ncea/hist3_2B5_26feb09.doc **
 * Annotated Exemplars! http://www.nzqa.govt.nz/qualifications-standards/qualifications/ncea/ncea-subject-resources/history/annotated-exemplars/annotated-exemplars-level-3-as90654/ **
 * The first term will be taken up with your internal assessment. This will be based around New Zealand social history, or issues affecting or concerning society in New Zealand during the 19th century. **

The assessments covered are: Achievement Standard 90654 v2 Plan and carry out independent historical research Credits: 4

=Achievement Standard 90655 v2 = Communicate and present historical ideas clearly to show understanding of an historical context Credits: 5

Resources and suggestions for study can be found at the bottom of this page.

//** BELOW ARE THE NCEA CLARIFICATION DOCUMENTS FOR THE ASSESSMENTS. READ THEM CAREFULLY **//

=History - level 3 AS90654 =

Plan and carry out independent historical research
Please note that the following comments mostly relate to the minimum acceptable evidence for Achievement level.... Whether the assessor's judgements are accurate according to the national standard can be verified in the external moderation process and adjustments made by assessors,... This document aims to clarify many of the points raised in various past National Moderator annual reports.


 * ~ Achievement ||~ Achievement with Merit ||~ Achievement with Excellence ||
 * Define an area for historical research and formulate relevant focusing questions. || Define an area for historical research and formulate relevant and significant focusing questions. || Define an area for historical research and formulate significant and perceptive focusing questions. ||
 * Plan the research, in detail. || Plan the research, in detail. || Plan the research, in comprehensive detail. ||
 * Select and record relevant historical evidence from a range of sources and organise it in accordance with the focusing questions. || Select and record relevant and important historical evidence from a range of sources and organise it in accordance with the focusing questions. || Demonstrate initiative to select and record relevant and important historical evidence from a range of sources and organise it in accordance with the focusing questions. ||
 * Record details of the sources accurately. || Record details of the sources accurately. || Record details of the sources accurately. ||
 * Evaluate aspects of the effectiveness of the research process. || Evaluate the effectiveness of the research process. || Evaluate the effectiveness of the research process from the historian's perspective. ||

Different from 90209 and 90465 [[image:Army_Barracks,_Parliament_and_Government_House_Auckland.jpg align="right" caption="Army Barracks Auckland on top of the skyline"]]
Note that the achievement criteria of this Achievement Standard, despite similarities of requirements, are different from those sorts of criteria in AS90209 and AS90465. In this standard, for the second achievement criterion the only possible assessment judgements will be Not Achieved, Achieved with Merit or Achieved with Excellence; for the fourth achievement criterion the only possible assessment judgements will be Not Achieved or Achieved with Excellence. Please ensure that the assessment materials used contain instructions requiring students to 'define an area of historical inquiry'. **To allow credit above the minimum standard students should provide a brief abstract of the inquiry direction, including a title. The abstract could include reasons for selecting the inquiry area, why it is significant and what are the intended outcomes.** //Teachers should ensure students have been taught how to define an area for historical research and formulate relevant focusing questions. This may help to ensure that appropriate questions are formulated at the outset and that students do not waste time later making major changes to their focusing questions. In addition, teachers should assist students in the early stages of the inquiry, including the formulation of focusing questions (see Explanatory Note 3). However, care needs to be taken to ensure that not too much teacher direction is provided - the work submitted needs to be the students' own. For that reason, prior teaching of skills such as formulating relevant focusing questions is important.// 'Significant' focusing questions are required at Merit and Excellence level. Explanatory Note 5 of the Achievement Standard states that significant questions '... would allow the potential for the learner to gather evidence for a comprehensive coverage of the area of historical research.' Note that one such question is sufficient to meet this requirement (some questions may be lower level ones that provide a scaffold for the investigation). Perceptiveness in the focusing questions is also a requirement at Excellence level. Note that one such question is sufficient to meet this requirement. Explanatory Note 5 of the Achievement Standard states that perceptive questions '... reveal an informed and sophisticated understanding of the foundations of the research topic.' For example, the focusing question, 'Why did Governor Grey launch the invasion of the Waikato in 1863?' would not be regarded as perceptive (though it would be regarded as significant); 'To what extent was Governor Grey's decision to invade the Waikato in 1863 motivated by his personal quest for glory?' would be regarded as perceptive (as it reveals that the student has some prior understanding of historiography pertaining to Grey, and that is now to be explored further). When providing feedback to students concerning focusing questions, teachers should bring to students' attention:
 * It will be helpful to students, when they come to formulating their focusing questions, if they have undertaken some prior reading. This may have some consequences for the planning requirements of the standard (second achievement criterion). Identification of possible sources, a likely planning requirement, could entail prior investigation and identification of sources to which the student wishes to return later. In this case, the possible sources could be accurate references to specific books, websites, etc., rather than just the hope of what evidence might be available**. (This comment can apply for AS90209 and AS90465 as well).
 * attempts at focusing questions that are not actually stated as questions
 * any focusing question that in fact contains more than one question
 * focusing questions that are likely to be beyond (or below) the student's capability
 * focusing questions that are unlikely to provide evidence sufficient to reach the Level 3 standard for selecting important or sufficient evidence.

The Second Achievement Criterion
For the second achievement criterion, Explanatory Note 7 of the Achievement Standard is less prescriptive than for this criterion for AS90465. To provide continuity of research planning methods, assessors **may** wish students to undertake a similar planning process to the one required at Level 2. As long as students, for Excellence, provide 'comprehensive' plans, the standard may be awarded. This could include, for example, only a very thorough identification and discussion of possible sources, or an extensive time and management plan - somewhat more extensive than that required for Excellence for AS90465. For a time and management plan, students could identify, for example, which sources will be used, from where, to research which focusing question on which day. The plan should show all steps needed to be completed through to the final submission of evidence. To help to ensure that planning is sufficiently 'comprehensive' for Level 3 students may be required to include both an identification of possible sources and a time and management plan in the research plan. Assessors need to ensure that where templates for responses are provided for students that they are sufficiently large to allow responses to be 'comprehensive'.

The Third Achievement Criterion
For the third achievement criterion, students are required to select evidence from 'a range of sources'. Assessors should consider the degree of difficulty of finding relevant sources for the selected research context. For example, a student researching a grandparent may be expected to have access to a much narrower range of sources than one researching World War II. Generally speaking, however, 'a range sources' may be taken to mean more than four. Explanatory Note 9 of the Achievement Standard defines 'sources' very broadly. A 'range' of sources could include any of the following: The organisation requirement of the third achievement criterion of this standard is specifically related to the focusing questions. This requirement could be met by highlighting in different colours, for example, for each focusing question. This means that the use of different coloured highlighters can meet the requirements for both selecting evidence and for organising it. For this standard the achievement criteria do not specifically state that evidence selected needs to be 'sufficient' to provide a balanced coverage of the specific inquiry and enable the focusing questions to be answered comprehensively. However, at Level 3, selection requirements need to be higher than those for Level 2, so that sufficiency of evidence for each focusing question should be required for the standard to be awarded. This will require a professional judgement by the assessor which takes into account the breadth and depth of evidence that is appropriate to the context being researched. At Merit and Excellence levels of the third achievement criterion, students are required to have selected 'important' evidence. There should be a good number of such items of evidence - which take into account such factors as the availability of evidence and the narrowness or breadth of the research topic. Such items of evidence will need to be highly relevant to one or more focusing questions and provide a degree of depth. They may also be items of evidence that go beyond what may have been expected to be found easily. Demonstration in at least one way of the use of initiative in the selection of evidence is required is required at Excellence level for this achievement criterion. 'Use of initiative' is interpreted as including, for example: Note that where a teacher takes students to sources beyond the school (e.g. a field trip or a trip to a library) it is the teacher, not the student, who is displaying initiative. If, however, a student were to access and use, during the field trip or after, a source that was challenging in some way, then the student is showing initiative. Where a student changes a focusing question because s/he was not sufficiently resourceful to find relevant evidence, or evidence for a different focusing question was discovered that seemed easier, the student has not shown initiative. However, the student may have put considerable thought into focusing questions, but simply come up with a blank when researching. This may occur particularly when local or primary research is used. In this case the student will have had no option but to change one or more focusing questions. This student should not be penalised and if the selection of evidence also indicates the use of initiative, achievement with Excellence may still be a possibility.
 * book, internet, CD-Rom, TV documentary
 * book 1, book 2, book 3, book 4
 * school library, town library, interview, internet
 * selecting evidence from a source beyond the easy and obvious (school-based resources or the internet)
 * selecting and using evidence that is going to require perseverance and determination (for example because of extreme length, level of language or legibility).

The Fourth Achievement Criterion
For the fourth achievement criterion, assessors need to make a professional judgement that considers, holistically, all recording of source details. Since the standard is common to each achievement level some leeway should be allowed. Note that a website address such as www.wikipedia.com or www.google.com should not be taken as being sufficiently specific to be recognised as recording the complete source details. By Level 3 students should be expected to provide full website addresses as well as all other requirements (see Explanatory Note 11).

The Fifth Achievement Criterion
For the fifth achievement criterion, evaluation:
 * at Achievement level students should be expected to provide a number of comments that are clearly evaluative. At any achievement level for this standard, students must provide comments that go beyond saying what relevant evidence was found in a source(s) or making unsupported generalisations such as, 'This was a really useful source because it gave me information for my first focusing question.'
 * at Merit level a number of perceptive evaluative comments should be expected. Comments must go beyond generalisations, providing explanation and detail to support generalisations.
 * at Excellence level, Explanatory Note 13 of the Achievement Standard provides examples of the sorts of discussion areas that students should pursue. Students most commonly write at the Excellence level when they explore, in depth, the reliability of both evidence and sources; some excellent discussions can also emerge when students, having investigated a particular area, can identify, with reasons, extensions or tangents that could be followed in the future. [[image:otahuhu-church-nz-wars-memorial.jpg align="right" caption="Otahuhu was established as a military settlement in 1847, one of a number of towns garrisoned by former imperial soldiers that protected Auckland from any threat of attack by Waikato Maori."]]

=History - level 3 AS90655=

Communicate and present historical ideas clearly to show understanding of an historical context
Assessors are reminded that Achievement Standards must always be read in conjunction with the Explanatory Notes. In many cases it is not possible to be specific as to requirements at the national level. Very often the context will determine what is appropriate. In these cases assessors need to make a professional judgement that takes into account such aspects as the degree of difficulty of the history being studied and the range and nature of evidence available. Whether the assessor's judgements are accurate according to the national standard can be verified in the external moderation process and adjustments made by assessors, if necessary, next time the Standard is assessed. Please note that assessors may at any time, submit up to ten additional pieces of student work, so that they can ask specific questions about making assessor judgements. This document aims to clarify many of the points raised in various past National Moderator annual reports.
 * ~ Achievement ||~ Achievement with Merit ||~ Achievement with Excellence ||
 * Communicate explicitly a range of relevant key historical ideas, with accurate supporting evidence, to demonstrate understanding of the historical context. || Communicate explicitly a wide range of relevant key historical ideas, with accurate supporting evidence, to demonstrate a detailed understanding of the historical context. || Communicate explicitly and succinctly a comprehensive range of relevant key historical ideas, with accurate supporting evidence, to demonstrate a perceptive understanding of the historical context. ||
 * Present material clearly, applying features of the appropriate historical format and/or style. || Present material effectively, consistently applying features of the appropriate historical format and/or style. || Present material convincingly and with impact, consistently applying features of the appropriate historical format and/or style. ||
 * Use appropriate historical conventions consistently and accurately. || Use appropriate historical conventions consistently and accurately. || Use appropriate historical conventions consistently and accurately. ||

The First Achievement Criterion
For the first achievement criterion, note that Explanatory Note 4 of the Achievement Standard does not allow the standard to be awarded for communicating narrative only. Key ideas that have supporting evidence are required for each achievement level. For a discussion of what is meant by key ideas and supporting evidence please see the clarification of [|key historical ideas with supporting evidence]. Communicating key ideas with evidence is sufficient for 'explicit communication' of those ideas (see Explanatory Note 3 of the Achievement Standard). This means that students are not required specifically to identify their key historical ideas (for example by highlighting or underlining). If the assessor can identify key ideas and supporting evidence, then the standard may be awarded. If a student does attempt to identify key ideas, but the identification is not accurate, the standard may still be awarded if there ARE, nevertheless, key ideas present in the evidence. The most common form of supporting evidence for key historical ideas is text written by the student which communicates his/her expansion of the key ideas. The most common form of supporting evidence for key historical ideas is text written by the student which communicates his/her expansion of the key ideas. Other types of supporting evidence include photographs, quotations, graphs, maps, etc. What constitutes a 'range', a 'wide range' and a 'comprehensive range' of relevant key historical ideas will be governed by the historical context and the nature of the communication. An holistic assessment judgement will be required. At Level 3 the key ideas and supporting evidence that are communicated need to demonstrate a student's understandings of the context. Note that the standard requires the level of understanding to be taken into account: the requirements vary from Achievement up to Excellence level, so the assessor must judge the degree of understanding communicated. Where the use of more than minimal plagiarism can be proved, the Achievement Standard should not be awarded since the student's own understandings are not being communicated. Note that requirements at each level do not concern the volume of evidence communicated. At Excellence level, in fact, the student's ability to communicate succinctly needs to be taken into account. Where a student has communicated a large volume of supporting evidence that could have been reduced without loss of important detail, breadth of key ideas or understanding, then an Excellence level grade should not be awarded. A perceptive understanding of the historical context, required at Excellence level and defined in Explanatory Note 5 of the Achievement Standard, may include the:
 * recognition of cause and effect links, such as the role of individuals' personalities and attitudes in historical events
 * identification of links between causes and consequences, including, perhaps, consequences up to recent times
 * realisation that there are often no simple solutions to historical dilemmas
 * use of supporting evidence whose relevance is not commonly identified by historians.

Formats and Styles
Students need to be taught the features of formats and styles that may be required for this Achievement Standard. For instance, it should not be taken for granted that students will know how a lawyer might address a court or how a university lecturer addresses an audience. For the communication of formats such as newspaper front pages or magazine articles set in the past, students often use modern formats. Unless more historically accurate formats have been both taught and specifically required in the assessment materials, students should not be penalised for having a format that is not historically accurate. Conversely, when a student has, through his/her own research, used an historically accurate format, assessors should take that into account while making an holistic judgement for the second achievement criterion. Apart from format/style considerations, evidence communicated should largely be appropriate - a professional judgement is required on this. For instance, when making an overall assessment judgement regarding the front page of a newspaper that purports to have been printed during World War I, an advertisement for computers would be considered inappropriate. Occasionally the question arises as to the appropriateness of evidence provided in a slide show (such as PowerPoint). Since the nature of PowerPoint is to provide key ideas rather than lots of detail, presentations that contain a large number of slides that contain extensive text, probably in a very small font, could be deemed 'inappropriate'. Assessors need to ensure that the format of communication that is required will not prevent achievement of the second criterion. This can apply, also, in the case of a pamphlet being the required communication format. Especially in the case where a pamphlet is handwritten, the format may prevent the student from providing sufficient evidence to gain credit. In the case of PowerPoint presentations, assessors may wish to consider requiring students to use the 'Notes' function of the program (available at the foot of each slide). In that case, key ideas could be provided on each slide (which also responds very well to the requirements of the first achievement criterion) and evidence that support these key ideas provided in the Notes section. If the presentation is printed out for assessment purposes, each slide and its accompanying Notes can be printed together. If the required format is an oral presentation of some kind, please ensure, with a prior test, that the evidence recorded for moderation purposes is clearly audible.

The Third Achievement Criterion
For the third achievement criterion, appropriate historical conventions used may be determined by the nature of the activity and includes '... the correct use of names, titles, dates, numbers, terms, footnotes, bibliography' (Explanatory Note 8 of the Achievement Standard). Since the Explanatory Note, unlike for AS90466, is precise ('includes', not 'could include'), Not Achieved could be the result for a student if specific task and assessment schedule requirements, such as a bibliography, have not been completed. A professional judgement will be required if the bibliography is completed, but the formatting, for example, is not perfect. If an assessment task's instructions have NOT specifically required, for example, a bibliography then students should not be unduly penalised, and perhaps not penalised at all. In this case the fault is with the task instructions, not the student. The omission of a bibliography should be taken into account as part of a holistic judgement regarding the use of historical conventions. If a student demonstrates in various ways that there is a clear understanding of other historical conventions then the standard at one of the achievement levels may still be able to be awarded. The question also arises as to whether a bibliography, provided but incorrectly formatted, is to be penalised. Again, this needs to become part of an holistic judgement concerning the use of historical conventions. If bibliographic formatting has been specifically taught then the assessor judgement regarding historical formatting may place more weight on this particular inaccuracy. Similar considerations should be applied when making judgements concerning the use of footnoting. If task instructions and the assessment schedule require the use of footnotes, the consequence of failing to provide them correctly could be some reduction in the level of achievement. The use (or misuse) of other historical conventions must also be considered. Explanatory Note 9 requires that the format of communication for this Achievement Standard must not be an essay. When assessors require a format such as 'a report' or 'an article' instructions need to ensure that requirements clearly differentiate the format from that of an essay. This will ensure that students are clear that an essay format is not acceptable.


 * Map of South Auckland defences and scenes of engagements 1863 ** http://ndhadeliver.natlib.govt.nz/view/action/ieViewer.do?from_proxy=true&dps_pid=IE304883&dps_custom_att_1=tapuhi&dps_dvs=1295305669057~947&dps_pid=IE304883&change_lng=en


 * 19th Century New Zealand Wars** http://www.nzhistory.net.nz/war/new-zealands-19th-century-wars/introduction
 * The Queens Redoubt** http://www.queensredoubt.co.nz/main.cfm?id=2
 * The Queens Redoubt gallery** http://www.queensredoubt.co.nz/main.cfm?id=3
 * The Pokeno Memorial** http://www.nzhistory.net.nz/media/photo/pokeno-nz-wars-memorial
 * The Alexandra Redoubt** http://www.nzhistory.net.nz/media/photo/alexandra-redoubt-nz-wars-memorial
 * The New Zealand Wars** http://www.nzhistory.net.nz/media/photo/nz-wars-overview-map
 * The Waikato War** http://www.nzhistory.net.nz/media/photo/waikato-war-map
 * Grave at Rangiriri** http://www.nzhistory.net.nz/media/photo/rangiriri-grave
 * Rangiriri** http://www.nzhistory.net.nz/media/photo/rangiriri-army-nz-wars-memorial

http://paperspast.natlib.govt.nz/cgi-bin/paperspast?a=d&d=TC18640701.2.21&cl=CL2.1864.07.01&e=---10--10-- http://paperspast.natlib.govt.nz/cgi-bin/paperspast?a=d&d=DSC18641130.2.16&cl=CL2.1864.11.30&e=---10--10-- http://paperspast.natlib.govt.nz/cgi-bin/paperspast?a=d&d=DSC18641130.2.17&cl=CL2.1864.11.30&e=---10--10-- July 23rd 1861 "Our treatment of the natives forms a most single tale of fickleness and inconsistency..."http://paperspast.natlib.govt.nz/cgi-bin/paperspast?a=d&d=TC18610723.2.12&cl=CL2.1861.07.23&e=---10--10-- http://www.nzhistory.net.nz/media/photo/holy-trinity-memorial-park-nz-wars-memorial http://www.nzhistory.net.nz/media_gallery/tid/2511 http://www.nzhistory.net.nz/map/new-zealand-wars-memorials-map#map http://www.nzhistory.net.nz/category/tid/214
 * Paperspast (an incredible site!) **
 * Information and photographs about Memorials for The New Zealand Wars and the campaigns themselves **