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NAME: Casey LoweSTUDENT NUMBER: 17728645

TABLE OF CONTENTS

Justification....................................................................................................2

References......................................................................................................6

Unit Outline.....................................................................................................7

Pre Assessment Lesson..............................................................................14

Assessment..................................................................................................20

Post Assessment Lesson............................................................................23

Appendix A: Scope and Sequence.............................................................29

Appendix B: Concept Map...........................................................................30

Appendix C: Assessment Schedule...........................................................31

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Justification

The Stage Six Ancient History syllabus (NSW Education Standards Authority,

2006), National Professional Standard for Teachers (Australian Institute for

Teaching and School Leadership, 2015), Pedagogical content and evidence-

based research was major influences in the design of this unit of work.

Additionally, the lessons were designed with consideration of low

socioeconomic (SES) students and students with a language or dialect other

than English (EAL/D). This was completed through the in class Information

and Communications Technology (ICT) used and general in class

differentiation. The pre assessment lesson was used to scaffold students

learning to suit the needs of all students and the post assessment lesson was

used to further expand on student knowledge through the feedback given.

The assessment itself allowed for students to differentiate to their own level of

understanding and have autonomy over their own learning, whilst still having

a basis for student knowledge.

The pre assessment lesson was devised with clear understanding of

scaffolded learning (Arnett, 2014, p. 94). Students were introduced to the idea

of reliability and usefulness in previous lessons, which is a major aspect of the

assessment, but this lesson involved a connection to the assessment. This

scaffolded expectations for the assessment. The lesson also began with

teacher centred activities, before it moved to teacher guided activities and

then finished on a student centred activity to give students more autonomy in

their learning. This is teacher stimulated scaffolded learning (Pritchard,

Cognitive, Constructivist Learning, 2013, p. 20), which has the ability to

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improve engagement levels as students can see a direct link between their

own interests and the content.

The post assessment lesson was designed to further the feedback given to

students, as the class struggled with determining why a source was reliable or

not. Students were encouraged to move towards higher order thinking as

activities used issues in a modern context to create empathetic understanding

in a context that is different to their own. Students were also encouraged to

move towards their own thinking and move away from the element of learning

where students are taught to holistically believe what the teacher is saying,

without developing the ability to use historical evidence to construct their own

beliefs (Pritchard, Learning Styles, 2013, p. 64). The use of collaborative

learning in this lesson with the think/pair/share activity also reiterates this and

has the ability to help close the gap between students areas of development

and what they do know, linking with Lev Vygotsky’s Zone of Proximal

Development (Arnett, 2014, p. 94). This influenced the construction of the

lesson, as students were not overloaded with new information, which may

have become extraneous load and would have been wasteful knowledge

(Arnett, 2014, p. 76). Therefore, in order to avoid student frustration and still

allowing them to complete work on their own, workload was set at a level just

above students functioning level (Arnett, 2014, p. 94).

The assessment allowed for students to differentiate their assessment to their

level of ability, giving them more autonomy in their learning. This was

completed with consideration of inquiry based learning as it was framed for

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them to be able to work individually to search for their own sources and

develop their own opinions on this, to engage students at a higher level

(Boas, 2016, p. 103). This was completed as students had to find one source

of their own choosing to complete their assessment. Students with a low

academic ability may have chosen a visual source to support their argument,

where as students with a higher academic ability may have chosen a difficult,

primary source to complete their analysis. This will have been reflected in

their feedback, as although there were no marks given for the source, great

analysis on a more difficult source would have been marked higher than great

analysis of a more basic source. This links with a constructivist approach as

students are building on their own extent of knowledge with their own opinions

and are active in their learning process, rather than passively receiving

information (Pritchard, Cognitive, Constructivist Learning, 2013, p. 18). It also

allows for movement in Bloom’s Taxonomy (Clare, 2004) as they are working

towards higher order thinking, but more at their own pace. Therefore, they

have to think critically without teacher guidance (Pritchard, Learning Styles,

2013, p. 64).

All lessons provided inclusion and equal opportunities for all to learn and

achieve. However, there was a specific focus on catering for EAL/D students

and low SES students. EAL/D students were catered for as there was a range

of visuals alongside written texts to provide further help on understanding

(Pritchard, Learning Styles, 2013). Additionally, working through the criteria in

class helped to reiterate to EAL/D students about what the expectations for

the assessment was. Low SES students were catered for in this unit of work

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as all students were provided with an ongoing source booklet of sources that

was used throughout the unit. For example, if students completed a source

analysis in class, the students were given the source to keep. Additionally,

there was time spent in the pre lesson to allow for research, through the use

of computers and ICT, so low SES students were given the same equal

opportunities as other students, even though they may not have access to

resources outside of school. This is also why students have the option to

either hand write or type their assessment and it was acknowledged that

sources could be printed in the pre assessment lesson. Therefore, this unit of

work was clearly devised with individual students and their needs at the

forefront.

In conclusion, this unit of work was developed with clear consideration of the

Standards for Teachers and NESA requirements. However, it still allowed for

students own autonomy in their learning and was created to cater for diverse

student learning needs. All activities in the lessons and assessment was

supported through evidence based research and pedagogical content,

allowing for them to be highly justified.

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References

Arnett, J. J. (2014). Cognitive Foundations. In Adolescence and Emerging

Adulthood (5th Edition ed., pp. 63-98). Essex: Pearson.

Australian Institute for Teaching and School Leadership. (2015). Australian

Professional Standards for Teachers. Sydney: Board of Studies,

Teaching and Educational Standards NSW.

Boas, E. (2016). Developing an Enquiry Approach. In E. Boas, & S. Gazis,

The Artful English Teacher (pp. 103-129). Kensington Gardens, South

Australia: Australian Association for the Teaching of English.

Clare, J. D. (2004). Introduction - towards a definition of 'Differentiation'.

Retrieved from Greenfield School Website:

http://www.greenfield.durham.sch.uk/differentiation.htm

NSW Education Standards Authority. (2006). Ancient History Stage 6

Syllabus. Sydney: Board of Studies NSW.

Pritchard, A. (2013). Cognitive, Constructivist Learning. In Ways of Learning :

Learning theories and learning styles in the classroom (pp. 18-37).

Abingdon: Routledge.

Pritchard, A. (2013). Learning Styles. In Ways of Learning : Learning theories

and learning styles in the classroom (pp. 46-66). Abingdon: Routledge.

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UNIT OUTLINESubject: Ancient History Course: Preliminary Number of Weeks: 10Unit title: Investigating the Past: History, Archaeology and ScienceKey Concepts/ Big Ideas The importance of this learningStudents will learn the foundations for source analysis in relation to an ancient context and assess how this differs interpretations of the past. Students will learn how perspectives can alter how the past is investigated and how to collaborate information to gain a more holistic picture of ancient studies.

Students will gain knowledge on the foundations of source analysis in ancient history, which will be used throughout the rest of their studies. Students will begin to develop their own thoughts and opinions on ancient sources, their reliability, and usefulness and how this shapes historical investigation. Through this study, students will begin to understand the world around them and the choices historians make in terms of what makes a source reliable and how this alters the past. Additionally, students will learn about the ethical issues related to the discipline of ancient history and begin to understand the role of science in relation to the past.

Unit context within Scope and Sequence Syllabus OutcomesTerm One P1.1, P2.1, P3.1, P3.2, P3.3, P3.4, P3.5, P3.6Literacy Focus Numeracy Focus ICT FocusStudents will engage with sources, both primary and secondary, students will interpret visual sources, students will learn new vocabulary, engage with a wide range of texts critically and construct short and long response questions

Students will engage with and comprehend specific data, determine BC from AD, plot events on a timeline, use sources to determine dates and learn to use a range rather than specifics.

Students will engage with ICT through videos, documentaries, and modern interpretations of events, interactive websites, Google Earth, quizzes, research, PowerPoint’s and their individual studies.

Week/ Sequence Syllabus Content

Teaching and Learning Strategies including

assessment for learning.Resources Differentiation

Week One Outcomes addressed will be a build upon of the years 7 – 10 history syllabus.

Students will gain an overview of the preliminary unit and the expectations for the whole year. Students will also gain an overview of the two units being covered in this term.Students will then be given this

Computer roomLibrary booksLibrary resources

Lesson will automatically be differentiated, as students will pick a topic that interests them specifically and one that suits their academic needs and requirements. However, it does suit low SES students as they

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first week to develop a topic for their historical investigation. They will have access to the library and computer room for research to gain information for their investigation.

have access to materials they may not necessarily have at home. EAL/D students will also be able to pick a topic that best suit their interests, including one from their heritage, which may help them better understand and connect with the content.

Week Two

P2.1 identify historical factors and explain their significance in contributing to change and continuity in the ancient world

Students will gain information about archaeology and ancient history. Students will learn the roles they have and the methodologies and gain a basic understanding of the impacts of sources with relation to evidence.Teaching activities include: glossary of terms, difference between primary and secondary source activities, ancient history world map activity, timeline, BC and AD understanding

Archaeology, BBC, http://www.bbc.co.uk/history/ancient/archaeology/

Investigating the Ancient Past, Oxford Insight History, http://lib.oup.com.au/secondary/history/Insight_History/7/Oxford-Insight-History-7-ch1-Investigating-the-ancient-past.pdf

10 Scariest Archaeological Discoveries, Talltanic, https://www.youtube.com/watch?v=8ZqqXYeWg_E

This week does not assume students have any amount of prior knowledge and will be a refresher week, whilst still presenting new ideas.The work will be provided in class so there is no reason for low SES students to be able to incomplete.EAL/D students may be better supported with visuals e.g. the world map activity.Additionally, having clear activities at the beginning of their books that provide an introduction will be a good resource for students in future lessons who may take extra time to learn new ideas.

Week Three P3.1 locate, select and organise relevant information from a variety of sources P3.2 identify

Students will begin to understand the nature of sources and evidence, including archaeological and written sources. Students will begin to understand how it can be lost and


This week will help with low SES students as they are beginning to build a booklet of sources that could be used in future assessments. All sources used will be given as a handout for

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http://lib.oup.com.au/secondary/history/Insight_History/7/Oxford-Insight-History-7-ch1-Investigating-the-ancient-past.pdf






http://www.bbc.co.uk/history/ancient/archaeology/

http://www.bbc.co.uk/history/ancient/archaeology/


relevant problems of sources in reconstructing the past

rediscovered, as well as beginning to understand the complexities of source analysis.Teaching activities include:Source analysis, reflection on current context and the sources that could be misinterpreted in the future, activities about lost cities.

Did Agrippina Murder Her Husband? https://docs.google.com/viewer?a=v&pid=sites&srcid=c3lkLmNhdGhvbGljLmVkdS5hdXxib3VkaWNhfGd4OjQzMmRkM2I1ZjA1OTFiODk

student’s records, so low SES students are not singled out.This lesson also helps EAL/D students, as there is the use of both archaeological and written sources to help better their understanding.

Week Four

P3.3 comprehend sources and analyse them for their usefulness and reliability P3.4 identify and account for differing perspectives and interpretations of the past

Students will continue to examine sources, but this week will focus on asking questions, assessing reliability and the historiography issues raised.Teaching activities include:Source analysis, small frame and slow expansion of visual sources, writing activity about students commenting on the same in class event to determine reliability.


King Hezekiah, https://docs.google.com/viewer?a=v&pid=sites&srcid=c3lkLmNhdGhvbGljLmVkdS5hdXxib3VkaWNhfGd4OjhhZmVkMmYyOWU0OGM5YQ

Lessons will be highly scaffolded this week to help further understanding for all students, in particular EAL/D students. Through using Blooms Taxonomy, students will begin to gain an understanding of difficult issues in ancient history sources.Sources will be added to student’s booklets to help low SES students in the assessment.

Week Five P3.2 identify relevant problems of sources in reconstructing the pastP3.4 identify and account for differing perspectives and interpretations of the past

Students will learn about the reconstruction of the past through evidence, will discover complementary and contradicting evidence and begin to understand forensic techniques to gain a clear picture of the past.Teaching activities include:Source analysis of different accounts of the same event,


Kenworthy, G et al, Examining the Evidence, Jacaranda, 1996

This week will range from written work to more kinaesthetic activities to help differentiate to all learners, including EAL/D learners as they have hands on experience to further support their understanding.Sources will also be added to the student’s source booklets, to help those low SES students who may

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https://docs.google.com/viewer?a=v&pid=sites&srcid=c3lkLmNhdGhvbGljLmVkdS5hdXxib3VkaWNhfGd4OjQzMmRkM2I1ZjA1OTFiODk




reconstruction methods activity, outside skeleton excavation activity.ASSESSMENT THIS WEEK

Finders Keepers, 24 Feb 1990; Forensic dentistry, 9 Jan 1993; Body of Evidence, 6 Nov 1993

not have access to materials for research.

Week Six

P3.2 identify relevant problems of sources in reconstructing the pastP3.3 comprehend sources and analyse them for their usefulness and reliability

This week will focus on archaeology, including the history, preservation and problems that are associated with it.Teaching activities include:Timeline of archaeology and preservation developments, debates on preservation, evidence activity to show how sources change over time.


Renfrew, C and Bahn P, Archaeology: Theories, Methods and Practice, Thames and Hudson, 1991

Renfrew, C et al, Virtual Archaeology, Thames and Hudson, 1997

This week incorporates a debate to assess student knowledge and to help further enforce content thus far. This is beneficial as EAL/D students can determine where their weaknesses are.Low SES students are also considered, as they are not required to have outside information to complete these tasks.

Week Seven

P3.1 locate, select and organise relevant information from a variety of sources P3.6 plan and present the findings of historical investigations analysing and synthesising information from a

This week will focus on the interpretations of the past, with particular reference to how the differ, the influence of perspectives, and significance of selectivity etc.Teaching activities include:Writing activity to determine perspectives of the same event in class, “Chinese Whispers” to show how perspectives influences interpretations, source


Zarmati, L and Cremin, A, Experience Archaeology, Cambridge University Press, 1998

There is clear corporation of visual, aural and kinaesthetic activities to suit all learners.The “Chinese Whispers” game helps to draw knowledge to current context, to further expand knowledge, particularly for EAL/D students.Sources will further be added to student’s booklets to help support low SES students.

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range of sources. analysis to show how they can change based on what is omitted.

Week Eight

P1.1 describe and explain the contribution of key people, groups, events, institutions, societies and sites within the historical contextP3.5 discuss issues relating to ownership and custodianship of the past

This week will directly address the ethical issues associated with history. This includes who owns the past, ethical issues with human remains and issues associated with cultural property.Teaching activities include:Source analysis, examples of ethical issues in history, in class debate on ethics, activities that draw upon student morals and principals, prompting questions activity that requires students to pick a side on hard issues.


BBC Masterpieces of the British Museum - The Assyrian Lion Hunt Reliefs, ladybeetle, https://www.youtube.com/watch?v=1XnpR1cmf5c

Assyrian hall in Louvre Museum, Hamad Rad, https://www.youtube.com/watch?v=4GNDXNzugMk

ISIS fanatics destroy Mosul's museum, Tube News, https://www.youtube.com/watch?v=AJ9wvHq3eQ8

Outcry over Isis destruction of ancient Assyrian site of Nimrud, Kareem Shaheen, https://www.theguardian.com/world/2015/mar/06/isis-destroys-ancient-assyrian-site-of-nimrud

This week is differentiated to all learners, as it requires students to reflect on their own morals and ethics, particularly surrounding human remains.This considered EAL/D students as they may have different morals and ethics, which should be embraced and utilised.It also considered low SES students as it considers how student’s lives may influence their choices and encourages the different views and opinions in the classroom.

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https://www.youtube.com/watch?v=AJ9wvHq3eQ8

https://www.youtube.com/watch?v=AJ9wvHq3eQ8

https://www.youtube.com/watch?v=4GNDXNzugMk

https://www.youtube.com/watch?v=4GNDXNzugMk

https://www.youtube.com/watch?v=1XnpR1cmf5c

https://www.youtube.com/watch?v=1XnpR1cmf5c





Week Nine


This week considered the role of science. This will focus on biology, medicine, physics, geography, geology, chemistry, computer science and mathematics.Teaching activities include:Glossary of terms, timeline activity, clear examples – both written and visual, experiments.


Slide kits Digging up the Past; The Skills of the Archaeologist (Curriculum: Macquarie University)

This week will explore ICT in order to understand how its development has influenced history. However, ICT will be provided through computer rooms or faculty laptops so low SES students can still participate in the lesson and are included.Lessons will be differentiated, as the experiments will help reinforce content to EAL/D students.

Week Ten


This week expands on science, considering contributions of sociology, anthropology, cartography, epigraphy, numismatics, vulcanology, papyrology and dating of evidence.Teaching activities include:Glossary of terms, clear examples through sources, experiments, final quiz.


McIntosh, J The Practical Archaeologist, Thames & Hudson, 1999

Lessons will be differentiated to EAL/D students as it does not assume prior knowledge for all students and instead gives clear definitions of terms.It helps low SES students, as the experiments will be in class and not require external resources. It will also consider ICT and how its development has influenced science.

Assessment Details OutcomesTake home Assessment: presentation and justification (summative)

P3.1 locate, select and organise relevant information from a variety of sourcesP3.2 identify relevant problems of sources in reconstructing the past P3.3 comprehend sources and analyse them for their usefulness and reliability P3.4 identify and account for differing perspectives and interpretations of the past

Evaluation of the Learning and Teaching

Indicators of Learning

Informal response writingFormal response writing

Throughout the unit, there is a range of formative assessments to continually evaluate the students learning and the outcomes of the teaching. Additionally, there is also a summative assessment in the

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DiscussionDebatesResearchHinge QuestionsExit SlipsQuizzes – online and written

middle of the term to assess student learning and to shape further lessons. The final quiz at the end of the term will be a great indicator of overall student learning, with this unit of working still being able to be developed in later units if students do not fully meet the outcomes. By the conclusion of the unit, however, students should be able to critically analyse a source to determine its reliability, usefulness, as well as understand the ethics in ancient history and the role of science in the reconstruction of the ancient past.

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Lesson Plan (PRE ASSESSMENT LESSON)

Topic area:Investigating the Past: History, Archaeology and Science

Stage of Learner:Stage 6; Preliminary

Syllabus Pages:16 – 18

Date:20th February, 2017

Location Booked:Computer Rooms

Lesson Number:7/30

Time:60 minutes

Total Number of students:23 students

Printing/preparation:Source PowerPoint

Outcomes Assessment Students learn about

Students learn to

Syllabus outcomes

P3.2 identify relevant problems of sources in reconstructing the past

P3.3 comprehend sources and analyse them for their usefulness and reliability

Formative Assessment - through questioning, the teacher is able to determine student's knowledge. Connecting this lessons knowledge to past lessons also informally assess what information students have retained.

• Ask appropriate historical questions and test hypotheses about the nature of the sources, their reliability and usefulness and the problems posed by sources in reconstructing the past

• Asking questions of archaeological and written sources• Determining the reliability of archaeological and written sources• Testing hypotheses using types of sources; complementary and contradictory evidence; determining authenticity, reliability and usefulness of sources

Life Skills outcomes

Cross Curriculum themes & General capabilities

Explicit subject specific concepts and skills- Archaeology- Forensic- Excavation- Historiography

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual QualityThis refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what they are learning.

1.1 Deep knowledge1.2 Deep understanding1.3 Problematic knowledge

1.4 Higher-order thinking1.5 Metalanguage1.6 Substantive communication

Quality Learning EnvironmentThis refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teacher and students and among students.

2.1 Explicit quality criteria2.2 Engagement2.3 High Expectations

2.4 Social Support2.5 Students’ self regulation2.6 Student direction

SignificanceThis refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear connections with students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

3.1 Background knowledge3.2 Cultural knowledge3.3 Knowledge integration

3.4 Inclusivity3.5 Connectedness3.6 Narrative

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How the quality teaching elements you have identified are achieved within the lesson.

Teaching element

Indicators of presence in the lesson

1.6 Substantive communication

Communication is essential in this lesson, particularly the beginning as it determines the success of the lesson. Communication is needed when moving between classrooms and when giving instruction. Communication is also needed for students to understand what they are required to do. Without this communication, the lesson will not flow as effective.

2.5 Students’ self regulation

This lesson requires students to self regulate for the majority of the lesson and for them to choose how well they work. Students spend most of the lesson doing individual research, which is highly influenced by their intrinsic motivation to complete the work. Students will be informed that there is only one other class for research to help with their regulation.

3.4 Inclusivity Due to the structure of the lesson, all students have the ability to be included in the lesson content. In the beginning, the questioning and information will allow all students to have the freedom of expression without judgement. Additionally, in the second half of the lesson, students work independently and have the chance to talk one on one with the teacher if they feel more comfortable, to enforce inclusivity in the classroom.

Time Teaching and learning actions Organisation CentredT/S

0 – 5 mins

Students enter the classroom but do not unpack for learning. Teacher marks the roll before giving students an overview of the lesson. Teacher and students then walk to the computer labs where students will sit at a desk without a computer and unpack for learning.

Teacher: gives instructions and marks the roll.Student: listens to instructions and walks to roomResources: class roll

Teacher centred

5 – 15 mins

Teacher hands out assessment notification and talks through the requirements. Students ask questions where needed.

Teacher: Reads through assessment notificationStudent: Asks questionsResources: assessment notification

Teacher centred

15 – 25 mins

Teacher gives brief overview of what makes a source appropriate and what makes a source inappropriate, drawing on previous lessons that have introduced this idea to students. Students encouraged to contribute ideas.

Teacher: provides information on sourcesStudent: students contribute to informationResources: PowerPoint

Teacher guided

25 – 55 mins

Students work on computers to begin research on their assessment. Students must work individually but can talk amongst each other. Teacher observes students and helps where needed.

Teacher: observesStudent: begins individual researchResources: computers in room

Student centred

55 – 60 mins

Students turn off their computers and pack away. Teacher concludes the lesson by giving and overview and students are able to ask any questions they need. Students leave the room according to instructions.

Teacher: concludes lesson.Student: pack away and ask questionsResources:

Teacher centred

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ReflectionUpon reflection, I have learnt how vital it is on the students learning to be able to have time in class to complete assessments. Whilst there should only be minimal lessons to do this due to curriculum content needing to be covered, I feel it is important for low SES students to have the chance to complete external tasks in class time. Whilst there still needs to be work completed outside of the classroom, allowing for research during class time eliminates the chance for low SES students to be disadvantaged. I have also learnt that allowing for sources that are images helps those students who are EAL/D as they will be able to interpret the same things as other students. However, if they had to choose written sources, they may not be able to interpret or understand all of the information. However, as this is ancient history and primary sources have an altered version of English, all students will be at the same level of understanding and EAL/D students will not necessarily be disadvantaged. Nevertheless, this lesson has taught me the importance of differentiation in assessments, as well as in lessons.

Additionally, I have learnt the importance of work health and safety when moving between rooms and around the room. This is something I had not considered as a student, but is definitely something that will need to be considered as a teacher. Having appropriate WHS policies and following them accordingly will have clear impacts on teaching and learning.

Learning Outcome Method of measurement and recordingP3.2 identify relevant problems of sources in reconstructing the past

This lesson will help student's judgement in relation to assessing the problems with sources and how these problems can influence the reconstruction of the past. The student's assessment uses this outcome specifically, so this pre lesson will help to determine how well they know this outcome and how much they need to improve in order to successfully complete the assessment. This will also influence further lessons.


The students assessment revolves around determining the reliability of sources and in this lesson, students will be researching sources to find this. Through this process, they will be learning about problems with sources and their relevance in order to determine how useful they are when reconstructing the past. As the assessment requires them to choose one reliable and one unreliable source, they will need to have learnt this outcome to make the judgement, a concept that they will begin to learn in this lesson.

Other considerationsGraduate Standards Evidence within this lesson1.3.1Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.

This lesson clearly explores a consideration of low SES and EAL/D students as all students are given time in class to research for their assessment. This not only gives them time to question the assessment, but also allows for them to have access to resources they may not necessarily have outside of school. This also does not single the students out so an inclusive environment is still obtained.

2.6.1 ICT has been clearly used in this lesson as students

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Implement teaching strategies for using ICT to expand curriculum-learning opportunities for students.

have the chance to research individually for their assessment. This expands opportunities as they have the ability to research on their own and find a source that interests them, rather than strictly being given sources to use.

3.1.1Set learning goals that provide achievable challenges for students of varying abilities and characteristics.

The learning in this lesson is specific to individual students as they research individually. If they struggle with one source they find, they are able to research and find a more appropriate source that suits their needs. This also does not single out less able students so all feel actively engaged and included in the lesson.

WHS - Safe use of ICT: the teacher will need to constantly monitor the student’s use of the computers and have implemented consequences for inappropriate use of them.- Safe moving between rooms: as this lesson requires students to begin in one room before moving to the computer rooms, there needs to be strict instruction from the teacher to the students. Beginning in the classroom is useful as the teacher will have a count of the students and will be aware if any have gone missing.- Safe moving in the computer room: students and the teacher will need to be mindful of the computers and furniture when moving around the room.

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Resources Attached:

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ASSESSMENT

QUESTION:Evaluate the source provided (on the next page), and one source from your own choosing, to compare the accuracy of the perspective is portrays. You are also required to evaluate the two sources in relation to reliability and usefulness.

DUE DATE:6th March 2017

LENGTH:1000 – 1500 words

WORTH:- 15% of your final grade- But, this will be marked out of 20 and then converted

SYLLABUS OUTCOMES:P3.1 locate, select and organise relevant information from a variety of sourcesP3.2 identify relevant problems of sources in reconstructing the past P3.3 comprehend sources and analyse them for their usefulness and reliability P3.4 identify and account for differing perspectives and interpretations of the past

MARKINGIn your assessment, you will be marked on your ability to evaluate the:

- Accuracy of the perspective- Reliability of the sources- Usefulness of the sources

You will also be marked on the:- Use of appropriate terminology- Structure of your work- Cohesiveness of your work- Lack of grammatical and spelling errors

SUBMISSION DETAILS:You must submit:

- A copy of your chosen source- Your essay (handwritten or typed)

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SOURCE:Finding King Tutankhamen’s Tomb “At first I could see nothing, the hot air escaping from the chamber causing the candle flame to flicker, but presently, as my eyes grew accustomed to the light, details of the room within emerged slowly from the mist, strange animals, statues, and gold— everywhere the glint of gold. For the moment …* I was struck dumb with amazement, and when Lord Carnarvon**, unable to stand the suspense any longer, inquired anxiously, “Can you see anything?” it was all I could do to get out the words, “Yes, wonderful things!” Then widening the hole a little further, so that we both could see, we inserted an electric torch [flashlight]. …

Gradually the scene grew clearer, and we could pick out individual objects. First, right opposite to us … were three great gilt couches, their sides carved in the form of monstrous animals … Next, on the right, two statues caught and held our attention: two life-sized figures of a king in black, facing each other like sentinels, gold kilted, gold sandalled, armed with mace and staff, the protective sacred cobra upon their foreheads.

These were the dominant objects that caught the eye at first. Between them, around them, piled on top of them, there were countless others—exquisitely painted and inlaid caskets; alabaster vases, … strange black shrines, from the open door of one a great gilt snake peeping out; … chairs beautifully carved; a golden inlaid throne; … on the left a con- fused pile of overturned chariots, glistening with gold and inlay. …

Presently it dawned upon our bewildered brains that in all this medley of objects before us there was no coffin or trace of a mummy. … We re-examined the scene before us and noticed for the first time that between the two black sentinel statues on the right there was another sealed doorway. The explanation gradually dawned upon us. We were but on the threshold of our discovery. What we saw was merely an antechamber.”

Source: The Tomb of Tut-Ankh-Amen by Howard Carter and A. C. Mace (Cassell, 1927).

* … – Unnecessary words in the source have been skipped** Lord Carnarvon – sponsor of the expedition

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MARKING CRITERIA:Student Name: Marker:

Source Analysis: Investigating the Past: History, Archaeology and ScienceCriteria Fail Pass Credit Distinction High Distinction

0 – 9 10 – 12.5 12.5 – 15 15 – 17.5 17.5 – 20

Accuracy of the

perspective

5 marks

- Little or no accuracy to perspective

- Perspective unsupported by evidence

- Reflects a satisfactory understanding of the perspective in one source

- Accuracy of the perspective is credible

- Reflects a credible understanding of the perspectives in both sources

- Accuracy of both perspectives is credible

- Makes an attempt to compare both perspectives

- Reflects a sound understanding of the perspectives in both sources

- Sound accuracy in both perspectives

- Clear comparison between both perspectives

- Reflects a highly accomplished understanding of perspectives in both sources

- High accomplished accuracy in both perspectives

- Distinct comparison between both perspectives

Reliability

5 marks

- Does not reference reliability with either source

- Only references one sources reliability

- Reliability of source is briefly and requires further work to be substantial

- Provides a good understanding of reliability in both sources- Reliability in both sources is credible- Makes an attempt to compare reliability in both sources

- Provides a sound understanding of reliability in both sources- Reliability in both sources is clear- Clear comparison between reliability in both sources

- Provides a highly accomplished understanding of reliability in both sources- Reliability in both sources is distinct- Distinct comparison between reliability in both sources

Usefulness

5 marks

- Does not reference usefulness in either source

- Only references one sources usefulness

- Usefulness of source is brief and requires further work

- Provides a good understanding of the usefulness in both sources- Usefulness in both sources is credible- Makes an attempt to compare usefulness in both sources

- Provides a sound understanding of usefulness in both sources- Usefulness in both sources is clear- Clear comparison between usefulness in both sources

- Provides a highly accomplished understanding of usefulness in both sources- Usefulness in both sources is distinct- Distinct comparison between usefulness in both sources

Presentation of work

5 marks

- Work lacks structure, little editing, multiple grammatical and spelling errors

- Inappropriate terminology, significant plagiarising matches

- Work is generally clear, paper has clear layout, evidence of some editing, small grammatical or spelling errors

- Does not adhere to word count

- Generally accurate terminology, small plagiarising matches

- Well structured and coherent text, evidence of editing, minor grammatical or spelling errors- Text adheres to word count- Appropriate terminology used, evidence of paraphrasing and own work

- Clear and concise text, clear evidence of editing, grammatical and spelling mostly correct.- Text adheres to word count- Discriminating use of terminology, competent integration of evidence and original work

- Well structured and innovative text, explicit evidence of editing, very few grammatical or spelling errors- Text adheres to word count- Consistent use of appropriate terminology, highly competent integration of evidence in original work

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Lesson Plan (POST ASSESSMENT LESSON)

Topic area:Investigating the Past: History, Archaeology and Science

Stage of Learner:Stage 6; Preliminary

Syllabus Pages:16 – 18

Date:22nd March, 2017

Location Booked:Classroom

Lesson Number:20/30

Time:60 minutes

Total Number of students:23 students

Printing/preparation:PowerPoint, Individual books

Outcomes Assessment Students learn about

Students learn to

Syllabus outcomes

• P3.2 identify relevant problems of sources in reconstructing the past• P3.3 comprehend sources and analyse them for their usefulness and reliability

This lesson is a reflection on their assessment they completed 2 weeks ago. They will be furthering their knowledge and formative assessment can be used through hinge questions.

• The nature of sources and evidence• Asking questions of archaeological and written sources• Determining the reliability of archaeological and written sources

• Ask appropriate historical questions and test hypotheses about the nature of the sources, their reliability and usefulness and the problems posed by sources in reconstructing the past Life Skills outcomes

Cross Curriculum themes & General capabilities

Explicit subject specific concepts and skills

- Archaeology- Historiography- Methodology

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual QualityThis refers to pedagogy focused on producing deep understanding of important, substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that requires active construction and requires students to engage in higher-order thinking and to communicate substantively about what they are learning.

1.1 Deep knowledge1.2 Deep understanding1.3 Problematic knowledge

1.4 Higher-order thinking1.5 Metalanguage1.6 Substantive communication

Quality Learning EnvironmentThis refers to pedagogy that creates classrooms where students and teachers work productively in an environment clearly focused on learning. Such pedagogy sets high and explicit expectations and develops positive relationships between teacher and students and among students.

2.1 Explicit quality criteria2.2 Engagement2.3 High Expectations

2.4 Social Support2.5 Students’ self regulation2.6 Student direction

SignificanceThis refers to pedagogy that helps make learning more meaningful and important to students. Such pedagogy draws clear connections with students’ prior knowledge and identities, with contexts outside of the classroom, and with multiple ways of knowing all cultural perspective.

3.1 Background knowledge3.2 Cultural knowledge3.3 Knowledge integration

3.4 Inclusivity3.5 Connectedness3.6 Narrative

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How the quality teaching elements you have identified are achieved within the lesson.

Teaching element

Indicators of presence in the lesson

1.4 Higher-order thinking

Students are encouraged to advance on their foundation of knowledge from previous lessons and extend this further. This is mainly due to the fact that they struggled with their higher order thinking in their assessment, which prevented them from extending their marks further.

2.2 Engagement

Students are engaged throughout the lesson as it directly relates to their assessment marks. Additionally, the fact that there is a section of the assessment that revolves around teacher guided questioning encourages engagement as any student can be called upon to answer.

3.1 Background knowledge

Students are encouraged to use their already acquired knowledge to further develop their understanding of sources and their reliability. All the information presented to students in this lesson is not new information, but a build on their already formulated background knowledge.

Time Teaching and learning actions Organisation CentredT/S

0 – 10 mins

Students enter the classroom and unpack for learning. Students will need workbooks and writing equipment. Teacher marks the roll and gives an overview of last lesson. Teacher then provides an advanced organiser of the lesson on the board.

Teacher: Marks roll and writes advanced organiser.Student: Listens, unpacks for learningResources: roll, workbooks

Teacher Centred

10 – 20 mins

Teacher provides general feedback of student’s assessments. Teacher then hands out student’s assessment results and allows time for them to read their individual feedback.Students have the time to ask general questions about the assessment.

Teacher: Provides feedback, gives back student assessment.Student: asks questions, read feedbackResources: Individual assessments and feedback

Teacher Guided

20 – 30 mins

Teacher runs through idea of reliability as this is where most students struggled – they were able to assess whether a text was reliable or not, but struggled with articulating why they were reliable / unreliable. Teacher reinforces this with hinge questioning and referring back to their assessment to link student understanding.

Teacher: Begins information verbally, supported by PowerPoint, prompts questioning, involves whole class.Student: Listen, answers questions, asks questions.Resources: PowerPoint

Teacher Guided

30 – 55 mins

Students work in a think/ pair/ share activity to assess reliability. This is completed through a game where one student acts out something. The class is divided into three groups: the gossips, the facts and the emotions. Students have to relay what the student acted out in relation to their specific group. Asks the question: which group provided a more accurate representation and why?

Teacher: Observes class, helps prompt answers for higher order thinkingStudent: Completes activities, shares answers.Resources: Sources

Student Centred

55 – 60 mins

Students have the chance to ask questions about the assessment and the unit as a whole. If students are still feeling unsure and would like more individual feedback, they have the chance to book a meeting with the teacher.Students pack away their equipment and leave the classroom according to the teacher’s instructions.

Teacher: Answers questions and books in students.Student: asks questions and requests meeting if needed.Resources:

Student Centred

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ReflectionThis lesson has taught me the importance of feedback to students. I have learnt that feedback is not useful unless it is built upon further through general class feedback. This also influences further lessons, as having one or two post assessment lessons that provide clear feedback and evaluation of this feedback to help assessments in the future is highly useful for students to improve marks. I have also learnt the importance of providing work that is accessible to all students. For example, low SES students may not have access to electronics so providing work that does not require this is a lot more useful and inclusive. Additionally, altering work so it includes both images and written work helps those EAL/D students to further interpret ideas. Therefore, it is important to value all answers as they may bring a new approach and new perspectives to content. Scaffolding is highly important for these students and all students for these reasons.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recordingP3.2 identify relevant problems of sources in reconstructing the past

Students will be assessing the reliability of sources, which is a direct link to this outcome as they are addressing the problems with the sources. If a source is unreliable, they are mainly a problem with interpreting the past, to a certain extent.


This lesson revolves around reliability of sources and effectively articulating this information into written work. Students lacked the ability to determine the usefulness of sources through their reliability in their assessment, which was the focus in this lesson.

Other considerations

Graduate Standards

Evidence within this lesson

3.3.1Include a range of teaching strategies in teaching.

This lesson uses a range of teaching strategies as the lesson varies from listening to information, to writing information, to kinaesthetic activities to ensure all students have access to the same information and have the same opportunities in their learning.

4.1.1Identify strategiesto support inclusive student participation and engagement in classroom activities.

This lesson uses group work where students are not placed based on their ability but based on their interests. This means that students feel more included in their learning as they were actively involved in the process. The acting activity also allows for the inclusion of all students, as there are roles for all students in the room. Setting standards at the beginning of the lesson also removes the chance for students to not be engaged.

5.2.1Demonstrate an

This post assessment lesson is a clear reflection of understanding assessment results and providing them

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understanding of the purpose of providing timely and appropriate feedback to students about their learning.

with feedback that further enhances their learning where they may have struggled. This lesson reflects how the feedback must be appropriate and must be able to be improved in further lessons. Also, having only a two week turn around for feedback means that the lesson content has not moved on from the assessment taught and students can still be retaught where they may not have understood.

WHS - Safety between students: all students should be valued, respected and

appreciated, which should be modelled by the teacher- Safety walking around the room in observation: teacher should be aware of

furniture and other students when moving around the room- Students should not move around the room for their safety: if they have a

genuine reason e.g. leaving to use the bathroom, this should be considered and made aware of.

- Students should be aware of surroundings in the acting activity to avoid injury. Acting should not mean they put themselves in harm.

- If there is any out of place furniture or spills, move or clean immediately to prevent injury.

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Resources Attached:

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Appendix A:Scope and Sequence

Course Term 1 Term 2 Term 3 Term 4Preliminary Topic:

Part I – IntroductionPart (a) – Investigating the Past: History, Archaeology and SciencePart III – Historical InvestigationSyllabus outcomes:P1.1, P2.1, P3.1, P3.2, P3.3, P3.4, P3.5, P3.6Duration in weeks and hours:10 weeks, 40 hours

Topic:Part I – IntroductionPart (b) – Case Studies – Ancient Human RemainsPart III – Historical InvestigationSyllabus outcomes:P1.1, P2.1, P3.1, P3.2, P3.3, P3.4, P3.5, P3.6Duration in weeks and hours:10 weeks, 40 hours

Topic:Part II – Ancient societies, sites and sources – The Celts in EuropeSyllabus outcomes:P1.1, P2.1, P3.1, P3.2, P3.3, P3.4, P3.5, P3.6Duration in weeks and hours:10 weeks, 40 hours

Students start the HSC course in this term.

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Appendix B:Concept Map

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Appendix C:Assessment Schedule

Task 1 Task 2 Task 3 Task 4

Assessment Tasks Source Analysis Critical Essay Research and Oral Presentation Final Exam

Date Term 1Week 5

Term 2Week 8

Term 3Week 5

Term 3Week 8

Outcomes P3.1, P3.2, P3.3, P3.4, P1.1, P2.1, P3.1, P3.2, P3.3, P3.4, P3.5, P3.6

P1.1, P2.1, P3.1, P3.2, P3.3, P3.4, P3.5, P3.6,

P4.1, P4.2

P1.1, P2.1, P3.1, P3.2, P3.3, P3.4, P3.5, P3.6,

P4.1, P4.2

Topic FocusInvestigating the Past:

History, Archaeology and Science.

Case Study: Ancient Human Remains Historical Investigation

- Investigating the Past: History, Archaeology

and Science.- Case Study: Ancient

Human Remains - Part II: Ancient Societies, Sites and

SourcesAssessment

Components and Weighting

Source Analysis: 15% Essay: 15% Research: 20%Oral presentation: 10% Examination: 40%

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