History skills and the NSW 1986 Two Unit Modern History syllabus part 2: focus on learning experiences and evaluation

ABSTRACT

In exploring the syllabus writers' intentions and in an analysis of the NSW Two Unit Modern History syllabus, selection and organization of learning experiences and evaluation specified in the document were found to be wanting. Learning experiences were to be student-centred with considerable teacher autonomy and hence a lack of specific information on pedagogy. There was indirect advice only on the organization of learning experiences associated with skills development. While skills as processes are set out to be examined, there are considerable difficulties associated with using the specified objectives as the basis for evaluation. This article is a companion piece to Harvey and Maxwell (1996).

KEYWORDS:

• history teaching
• history syllabus
• history skills
• Australia
• policy
• objectives model
• curriculum implementation