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DOI

10.14221/ajte.1981v6n1.2

Abstract

This article examines recent developments in the structure and assessment of Year 12 Australian History in Victoria and discusses the assumptions underlying those developments. Comparisons are drawn with the Schools Council "History 13-16" Project in England. A number of implications stemming from these changes are then discussed in the context of teacher education. We shall see that a new wine of history content and method is now being put in a new bottle of assessment forms.

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Link to publisher version (DOI)

10.14221/ajte.1981v6n1.2