Albany Senior High School/Coursebook/3HIS2014

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1 History Level 3 in 2013 2 England 1558-1667 - Protestant Reformation and Pre-Waitangi New Zealand 2.1 Domain: History - University Entrance Approved Subject 2.2 2.3 Level Three Course Topics: 2.4 Protestant Reformation 2.5 The Years before Waitangi:The Focus for Our Internals in 2013 2.6 Programme of Internal Achievement : 15 Credits 2.7 Programme for External Assessment : 6 or 12 Credits 2.8 Scholarship will also be offered in History Level 3 3 Student Expectations and this course 4 Frequently Asked Questions/ NZQA

[edit] History Level 3 in 2013 [edit] England 1558-1667 - Protestant Reformation and Pre-Waitangi New Zealand [edit] Domain: History - University Entrance Approved Subject

27 credits available [edit] [edit] Level Three Course Topics: [edit] Protestant Reformation

1. The rise of protest against existing 16th century Church beliefs, hierarchy and institutions in Europe.

2. The Henrican Reformation: How Roman Catholic England was forced to give up spiritual alligience to the Pope as King Henry VIII made himself head of the English Church when his request to divorce Catholic wife, Catherine to marry Anne Bolyn was turned down by the papacy.

3. English Reformation under Henry's son Edward and then Roman Catholicism under Mary Tudor.

4. The Elizabethan Church Settlement: The motivations, success, failures and limitations of Elizabeth Ist's English Religious Settlement. A Protestant path that tried to be broad in its appeal to accommodate both English Catholic and Protestant subjects within the realm and included the death of Mary Stuart. [edit] The Years before Waitangi:The Focus for Our Internals in 2013

1. The success and failure of European-Maori contact: Successful trade, Utu, massacre, forced labour, Christian missionaries and mission stations.

2. Investigation: The causes for the Boyd Massacre in Whangaroa Harbour and consequences for Maori and New Zealand. 3. Contested event: A treaty? Who wanted it and why?

[edit] Programme of Internal Achievement : 15 Credits

1. 3.1 AS91434 3.1 Research an historical event or place of significance to New Zealanders, using primary and secondary sources.

The Boyd Massacre: causes and consequences for Maori and New Zealand 5 credits Internal

2. 3.2 AS91435 3.2 Analyse an historical event, or place, of significance to New Zealanders.

The Boyd Massacre: causes and consequences for Maori and New Zealand

5 credits Internal

3. 3.4 AS91437 3.4 Analyse different perspectives of a contested event of significance to New Zealanders.

The signing of the Treaty of Waitangi

Analyse different perspectives of a contested event of significance to New Zealander: The Treat of Waitangi: Who wanted it? Who needed it?

5 credits Internal

Students will sign authenticy statements that the work submitted is their own.

Plagiarism is detected and will be reported to the school's NZQA Principal's Nominee.

[edit] Programme for External Assessment : 6 or 12 Credits

3.5 AS91438 3.5 Analyse the causes and consequences of a significant historical event.

The signing of the Treaty of Waitangi

The Boyd Massacre

Elizabeth 1's Church settlement

6 credits External

3.6 AS91439 3.6 Analyse a significant historical trend and the force(s) that influenced it.

Reformation;

Migration, trade, missions and missionaries Analyse a significant historical trend and the force(s) that influenced it. Migration to New Zealand in the nineteenth century; The establishment of a separate Church of England and subsequent Elizabethan religious settlement as part of the European Protestant Reformation; The establishment and growth of Anglicanism in New Zealand

6 credits External

Summary of standards: Any changes to the assesement dates given below will be notified in the school calendar next year. Further, students will be notified by their history teacher. NCEA LEVEL Standard number Name of Standard Version Number Credits Assessment

Resubmissions

and Reassessment

3

3.6

and/or

AS91439 3.6 Analyse a significant historical trend and the force(s) that influenced it.

6 credits Reformation;

Migration, trade, missions and missionaries 1 6

External

No

3 3.5

AS91438 3.5 Analyse the causes and consequences of a significant historical event.

6 credits The signing of the Treaty of Waitangi

The Boyd Massacre

Elizabeth 1's Church settlement 1 6

External

No

6 or 12  3 3.4

AS91437 3.4 Analyse different perspectives of a contested event of significance to New Zealanders.

5 credits The signing of the Treaty of Waitangi 1 5

Internal

Term 3

Resub: Term 3

no reassessment 3 3.1

AS91434 3.1 Research an historical event or place of significance to New Zealanders, using primary and secondary sources.

5 credits Internal

The Boyd Massacre: causes and consequences for Maori and New Zealand 1 5

Internal

Term 1

Resub: Term 1

reassessment Term 3 3 3.2

AS91435 3.2 Analyse an historical event, or place, of significance to New Zealanders.

5 credits

The Boyd Massacre: causes and consequences for Maori and New Zealand 1

5

Internal

Term 2

Resub: Term 2

Term 3

15

Total

21 or 27  [edit] Scholarship will also be offered in History Level 3

New Zealand Scholarship Assessment Specifications Performance Standard History Mode of Assessment Written Examination Format of the assessment There will be a Resource Booklet which will include 10 – 15 primary and secondary sources that relate to one specific historical context. There will also be a Question and Answer Booklet which will contain two questions. Candidates will choose one question to answer. There will be two planning pages with the remainder of the booklet lined pages. Candidates will be expected to use most of the sources in the Resource Booklet as well as their own knowledge. Candidates will be required to evaluate the evidence in the sources and produce a single piece of writing.

Candidates must demonstrate their ability to: • analyse &amp; think critically about key ideas relevant to the historical context &amp; setting • evaluate historical relationships such as cause &amp; effect, continuity &amp; change, past &amp; present, specific &amp; general, patterns &amp; trends • judge the reliability &amp; usefulness of historical evidence &amp; evaluate the strengths &amp; limitations of historians’ narratives • use highly developed knowledge, historical ideas &amp; skills to develop an argument which demonstrates an understanding of a complex historical context(s) &amp; setting(s) • communicate a substantiated &amp; balanced argument within an effective written format including an introduction, conclusion &amp; structured paragraphs that are organised around a focused argument, a detailed knowledge of chronology and accurate supporting evidence to the context(s) &amp; setting(s). Content/Context details The context of the sources and question provided will vary each year. The context for the 2012 Sample Examination will be the use of oral sources in history. [edit] 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. [edit] 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!

Handing in my work. In most cases your work will have a due date set for the whole class. However, it is the policy of this department to work with students as individuals to ensure that they are ready to be assessed. You will have to talk to your teacher who will consult with the SSL over whether your work can be assessed at a prearranged time. To ensure authenticity is maintained between students who have handed in their work and those that are still completing the assessment, there will be a "hand back" date set for your class. Further, you are required to sign an authenticity cover sheet.

My computer or printer breaks down. You need to be aware that technology can fail at the crucial moment. Please back up your work as 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.

Elizabeth I, Procession Portrait

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