Posts Tagged ‘extended writing’
Howick College
Rangitoto College’s Response
Our department is happy with changes shown in Option 1 and 2. We are enthusiastic that there are no prescribed topics, as we will have a greater selection of topics to choose. While there were some teachers concerned with generic questions for the essays (or extended writing) across all three levels, we believe it is skill that can be taught across all levels. Option 2, with the essay administered internally and marked externally, is an acceptable compromise. We are happy that some assessments, especially the internals, have to show some connection with New Zealand. We have based our 1.1 and 1.2 on New Zealand topics for the last three years, and we have found it a successful way for students to study their own history.
There are certainly some things that need to be sorted out. Workload will increase for teachers, and some form of compensation will have to be worked out. If there is no prescribed topic for Level 3, what will students write on for Scholarship? Also, a greater definition of “significance to New Zealanders” is needed.
Otherwise, the History Department at Rangitoto College is looking forward to the changes in 2010.
Jim Hay-Mackenzie
Head of History
Rangitoto College
AGGS Response
I have several concerns that I feel compelled to voice in this forum:
Non-prescribed topics
There is already a broad range of topics available that are attractive to student interest. All of these topics have significance to New Zealanders in either a domestic or international context. To open the range further, provided that they meet the AOs and have significance to New Zealanders, invites the teaching of facile and unsubstantial material. Furthermore, it is problematic for external markers who, as it is, must hold a considerable level of content knowledge and detail.
Significance to New Zealanders
Before any requirement to include significance to New Zealanders is put in place, it must be clarified that this need only be a link to connect the students to the relevance of the topic to New Zealanders. It must not be at the centre of the teaching or assessment of the topic. We live in an increasingly globalised world, in which New Zealand is a player, not the centrepiece. Many of the topics that we teach are significant events in history that have shaped and continue to shape the world order and international relations. While in the past our history lessons have shamefully excluded New Zealand content, we must not overcompensate by skewing the view of ourselves.
Essays/Extended Writing
The essay writing skills attained in the study of history at secondary school are invaluable for future academic and professional work. Extended text is practised in several subjects and does not demand the academic rigour needed for analytical exposition.
Internal/External assessment and workload
I favour the status quo of a balance of internal and external assessments. It is difficult enough for student to learn to manage their time and their workload. While some students may be attracted the idea of fewer exams, they may then find themselves in difficulty, overloaded with internal assessments.
The workload for teachers would obviously be greater and the pressure on the whole school assessment calendar unmanageable.
The idea of externally marking internal assessments would do little to alleviate this workload and create extreme difficulties in connecting with students and giving them profitable feedback on their effort and progress.
Libby Giles
Auckland Girls’ Grammar School
