Overview

This following integrated unit on Ancient Egypt has been specifically designed with the needs of the class cohort, the age level
and the school profile in mind. It adopts an enquiry based learning approach, with the view of connecting students with their
content, and leveraging the existing curiosity of students as a way of engaging them into the subject (Murdoch, 1998). This is
particularly important with a male dominated class of physically restless young students. It is also important for the more
advanced students, so of which have been tested for giftedness and autism. These students can be involved in their own
accelerated learning process by leveraging something that sparks their interest, enthusiasm or passion. The timing of this unit
is at an age where the gap between literacy and numeracy skills begins to be apparent to both teachers and the students
themselves, and this can cause students to disconnect from learning. By providing such a varied and interested subject, in an
integrated format, it means that less confident students are working with words and numbers without any of the angst that can
be an obstacle to their learning process (Bryce, 2003; Foreman, 2014). The integrated unit is based on constructivist principles,
including a strengths based approach to learning. This can be observed in the way it has been sequenced to build on students
existing knowledge about the subject, and types and manners by which assessment is deployed. The assessment provides a
way of demonstrating to both student and teacher what they are learning, i.e. providing them with a visible learning
experience (Hattie, 2012). This in turn builds a feeling of accomplishment and self-efficacy in the student, facilitating their
motivation and opening their brain to make new learning connections (Willis, 2010). This process is reiterative, the better able
and motivated to learn, the more the student learns, and the more this supports their mastery learning (Hattie, 2012). The
tasks of this integrated unit are also designed fairly reflect the different types of intelligences (Gardner, 2013) and the way that
students learn (Fleming, 1995) giving opportunities for students to understand their own learning process and also what their
potential is. Sir Robinson often refers to the ultimate goal of teaching which is about identify a students potential and
providing all possible support to reach that potential (Robinson, 2010), this is another education philosophy that has informed
this curriculum design.
The activity variation and frequency with which they are deployed has benefits to all students, and unique benefits to students
requiring modified programs. By way of example, the ADHD that is challenged to focus and sit still, can learn in the shorter and
more concentrated bursts of different activity. Those students challenged physically in varied ways, get the chance to rest in
between activities without drawing attention to themselves. This also mitigates any potential fatigue, which would also create
an obstacle to learning. The assessments also expose the students to the different skills and content, firstly simply and then
increasingly complex as the unit is underway. The variation also provides different content pathways for students, should a
particular area resonate with them, then they have the tools and resources to explore it further. The variation can also increase

the chance that knowledge will transfer to the student, the way that a marketing campaign will be on television, radio and a
billboard which is an effective way of achieving message cut-through among other things.

Flexibility and Adaptability are two important personal skills that the Teacher is modelling to the student in the way that the class

is being run. The flexibility can be interpreted in the way that the students self-select their working groups, and the way that
this can shift around. This is also evident in the manner in which students may be given teacher tasks top completed in the
learning activities like the scribe or quiz master. With added benefits of student empowerment and self-efficacy. The teacher is
demonstrating flexibility by providing a starting point of class privileges from which students can gain more or lose them if
they are not modelling adult like behaviours. The variety and varied content provides the example of role modelling. The
stretching or adjusted tasks is another way the teacher is modelling this adaptability. Even if this is approached subtly so as
not to single out a particular child, it can be positioned or framed in an empowering way. For example, requesting the services
of the music guru in the EAL learner or giving the ADHD student the idea that he has negotiated his own task (even thought it
was prepared well in advance).
Information Communication Technology plays a significant enabling role in this unit. It provides opportunities to present the

information to students in multiple and varied ways. This ensures that their digital literacy skills are developed by the multiple
mediums that they will require outside of the classroom. It is also been consistently suggested as an essential skill in the
future jobs role in this unit plan because of the importance of developing digital (Marginson & Van der Wende, 2007). In
addition to the lifelong learning skill (DuFour & DuFour, 2010) it provides, this enables the teacher to differentiate instruction
with minimal impact. Students can do their work online, modified worksheets can be done discretely and knowledge tests can
be positioned as fun games thanks to technology like Kahoots. Technology has also enabled the use of phonetic devices, and
visual imagery to support messaging which is a great teaching strategy for student with lower levels of literacy including EAL.
In the case of the Deaf girl in the class, technology played a role in facilitating her ability to hear sound via cochlear implants.
In time, and given the movement to touch screens and swiping technology, one would hope for further support for those that
have challenging physical disabilities e.g. the student with Cerebral Palsy.
Classroom Culture & Protocols have been established in the initial relationship between the teacher and their students to provide

a transparent and authentic learning experience for the class. This benefits all whilst providing sufficient support scaffolding for
diverse students. By way of example the student with Autism and Development delays can be given the upfront clarity they
require and empathy they dont have naturally in everyday life. This are tailored to young adolescents because these students

are still at an age, where they are listening to people in authority including teachers (Doherty & Hughes, 2009). This is the
optimal time for teachers to support the personal, social and emotional domains for the existing and future benefit if each
student. In this class, the appropriate behaviour is modelled and reinforced around the PLAY principles and the general idea of
acceptance, recognising and embracing each others differences. The education around the growth mindset as part of the
instruction strategy also provides scaffolding of behaviours and attitudes that include resilience and the courage to try and to
be accept failure as a learning for future success. This also facilities the culture of participation and sets teachers expectations
that everyone must try irrespective of these individual differences and learning preferences.
Critical thinking and metacognitive strategies have been summarised at the end of this unit so they are available to anyone planning

to take a lesson, support the student learning including the teachers aide. The varied and frequent manner in which they are
applied ensures that the varied abilities of the adolescents are all being services simultaneously. By way of example, the more
advanced adolescents capable of abstract reasoning will be challenged in brainstorm and other formative assessments to
utilise and develop these skills. In the same instructional process, those that are still working with concrete reasoning are still
able to participate in a brainstorm and feel accomplishment in their participation even though their answers may not be as
thought provoking as those of the advanced learners.

Title: Ancient Egypt - Year 7

Questions: How could you describe the Ancient Civilisation of Egypt? What makes in significant and interesting area of study for the world today?
Rationale: Students further develop their ideas with respect to society including the role of groups and individuals within that time, as well as
significant modern day investigators that played a significant role about that time, Students build on their existing knowledge of geography to provide
a new set of parameters with which to view this Ancient Society. In particular, the bordering countries and the organisation around rivers and
waterways. Student also get to view various artefacts, symbols and locations from the perspective of this significant Ancient society. Along with this
content knowledge they further develop historical, geographic, literacy and critical thinking skills in their evaluation of historical sources of information
and interpretation of the multi-modal presentation of ideas.
hone their skills that include literacy
PRIMARY KLA - ANCIENT EGYPT CIVILISATION CONTENT
Learning
Outcomes
Content
specific

1.
How physical features influenced the development of the civilisation (VCHHK109)
2.
Changes in society and the perspectives of key groups affected by change including the influence of law and religion
(VCHHK110)
3.
Significant beliefs, values and practices with a particular emphasis on changes to everyday life, cause and effect of
warfare, and perspectives of death and funerary customs (VCHHK111)
4.
Causes and effects of contacts and conflicts with other societies and/or peoples, resulting in developments such as
expansion of trade, colonisation and war, and spread of beliefs (VCHHK112)
5.
The role and achievements of a significant individual in an ancient society (VCHHK113)
6.
The different methods and sources used by historians and archaeologists to investigate history and/or a historical mystery
(VCHHK114)
7.
The significance and importance of conserving the remains and heritage of the past (VCHHK115)
PRIMARY KLA: CONCEPTS & SKILLS (HISTORY & GEOGRAPHY)
Chronology
Sequence significant events in chronological order to analyse the causes and effects and identify continuities and changes
(VCHHC097)
Describe and explain the broad patterns of change over the period from the Ancient to the Modern World (VCHHC098)
Historical sources as evidence
Analyse and corroborate sources and ask questions about their accuracy, usefulness and reliability (VCHHC099)
Analyse the different perspectives of people in the past (VCHHC100)

Title: Ancient Egypt - Year 7

Curriculum
outcomes
Taken from
Victorian
Curriculum
Foundation
Yr10
Level 7-8

Explain different historical interpretations and contested debates about the past (VCHHC101)
Continuity and change
Identify and explain patterns of continuity and change in society to the way of life (VCHHC102)
Data and information
Collect and record relevant geographical data and information from the field and secondary sources, using ethical protocols
(VCGGC088)
Represent the location of places and other types of geographical data and information in different forms including diagrams, field
sketches and large-scale and small-scale maps that conform to cartographic conventions of border, scale, legend, title, north point
and source; using digital and spatial technologies as appropriate (VCGGC089)
Select and represent data and information in different forms, including by constructing appropriate maps at different scales that
conform to cartographic conventions, using digital and spatial technologies as appropriate (VCGGC103)
Analyse maps and other geographical data and information using digital and spatial technologies as appropriate, to develop
identifications, descriptions, explanations and conclusions that use geographical terminology (VCGGC104)
Factors that shape places and influence interconnections
Differences in the demographic, economic, social and cultural characteristics of countries across the world (VCGGK093)
Australias connections with other countries and how these change people and places (VCGGK098)
Factors that influence peoples awareness and opinion of places (VCGGK097)
Cause and effect
Analyse the causes and effects of significant events that caused change and/or a decline over the period (VCHHC103)
Historical significance
Evaluate the role and achievement of a significant individual, development and/or cultural achievement that led to progress
(VCHHC104)
Place, space and interconnection
Describe and explain the diverse characteristics of places in different locations from local to global scales (VCGGC085)
Describe and explain interconnections within places and between places, and the effects of these interconnections (VCGGC087)

PERSONAL -SOCIAL -ETHICAL -INTERCULTURAL

Title: Ancient Egypt - Year 7

Analyse how aspects of their own and others lifestyle, behaviour, attitudes and beliefs can be culturally influenced (VCICCB009)
Explain how intercultural experiences can influence beliefs and behaviours, including developing a critical perspective on and
respect for their own and others cultures (VCICCB010)
Identify barriers to and means of reaching understandings within and between culturally diverse groups (VCICCD011)
Examine and discuss the variety of ways in which people understand and appreciate differing cultural values and perspectives,
and the things which promote or inhibit effective engagement with diverse cultural groups (VCICCD012)
Identify the characteristics of an effective team and develop descriptions for particular roles including leadership, and describe
both their own and their teams performance when undertaking various roles (VCPSCSO032)
Discuss how ethical principles can be used as the basis for action, considering the influence of cultural norms, religion, worldviews
and philosophical thought on these principles (VCECU010)
Examine how problems may contain more than one ethical issue (VCECU011)

CurriculumGeneral
Capabilities
Taken from
Victorian
Curriculum
Foundation
Yr10
Level 7-8

LITERACY- READING -WRITING-VIEWING -SPEAKING

CRITICAL & CREATIVE THINKING

Language-Text structure and organisation

Social Awareness and Management - Reasoning

Understand how authors often innovate on text structures and

play with language features to achieve particular aesthetic,
humorous and persuasive purposes and effects (VCELA339)

Consider the importance of giving reasons and evidence and

how the strength of these can be evaluated (VCCCTR025)

Literacy - Interpreting, analysing, evaluating

Select, navigate and read increasingly complex texts for a range
of purposes, applying appropriate text processing strategies to
recall information and consolidate meaning (VCELY346)
Literacy - Interpreting, analysing, evaluating
Use comprehension strategies to interpret and analyse

Examine the difference between valid and sound arguments

and between inductive and deductive reasoning, and their
degrees of certainty (VCCCTR027)
Questions and Possibilities
Consider how to approach and use questions that have
different elements, including factual, temporal and conceptual
elements (VCCCTQ032)
Suspend judgements temporarily and consider how

Title: Ancient Egypt - Year 7

information and ideas, comparing content from a variety of
textual sources including media and digital texts (VCELY347)
Literacy - Creating Texts
Plan, draft and publish imaginative, informative and persuasive
texts, choosing and experimenting with text structures, language
features, images and digital resources appropriate to purpose
and audience (VCELY358)
Reread and edit own and others work using agreed criteria and
explaining editing choices (VCELY359)
Literacy - Interpreting, analysing, evaluating
Use a range of software, including word processing programs,
learning new functions as required to create texts (VCELY361)
Language - Language for Interaction
Understand the uses of objective and subjective language and
bias (VCELA364)
Literature - Literature and Context
Make connections between own experiences and those of
characters and events represented in texts drawn from different
historical, social and cultural contexts (VCELT365)
Literacy - Interacting with Others
Participate in formal and informal debates and plan, rehearse
and deliver presentations, selecting and sequencing appropriate
content and multimodal elements for defined audiences and
purposes, making appropriate choices for modality and
emphasis (VCELY367)

preconceptions may limit ideas and alternatives (VCCCTQ033)

Synthesise information from multiple sources and use lateral
thinking techniques to draw parallels between known and new
solutions and ideas when creating original proposals and
artefacts (VCCCTQ034)

Title: Ancient Egypt - Year 7

Knowledge,
understanding
and skills

Students will learn about the history of an Ancient World, using Ancient Egypt as an example. They will have the opportunity to
view, touch, listen and engage with the artefacts and archives of this great civilisation. They will learn about the society beliefs and
culture, battles, trade and significant inventions. They will research significant and famous people of this civilisation and reasons
why they are known today. Presentations will be multimodal due to the richness of content, and student learning preferences.

Teacher
reflection

The unit has been structured to provide ongoing, continuous feedback on students learning along the way. The teacher can also
reflect and comment on his/her own learning using the enquiry learning framework at the end of the unit of work.

Main Teaching
sequence:

1. Introduction Ancient Egypt

2. Location & Geographical Features of Egypt & Middle East
3. Ancient Egypt Society
4. Women & Famous Egyptians
5. Farming & Traders
6. Books of Death, Mummification & Other Rituals
7. Pyramids, Artefacts & Archives
8. Hieroglyphics & Rosetta Stone
9. Event Chronology
10. Concluding assignment Famous Person & Event

(More detail is
in the Appendix
-Scope &
Sequencing of
learning)

Assessment
Tasks
(Detailed
example of
each in the
Appendix- 3
Assessments in
detail)

Assessment strategy is to provide frequent and ongoing assessment. The assessments are varied and play to different learning
strengths in order for students to get a rounded learning experience whilst the teacher learns about how students learn. The tasks
vary in complexity, and the initial tasks provide scaffolding for more complex assessment as the unit progresses. Some of the
diagnostic assessments could also be categorised as formative, however if the student is performing the type of task for the first
time with this teacher then they have been classified as diagnostic.

Determine students existing knowledge of Ancient Egypt (Diagnostic)

Personal response to images of Ancient Egypt (Formative)
Determine students recall of new words regarding Ancient Egypt (Diagnostic)
Determine students comprehension of text on maps (Diagnostic)
Draw a map of Ancient Egypt (Formative)

Title: Ancient Egypt - Year 7

Assessment
Tasks
(Detailed
example of
each in the
Appendix- 3
Assessments in
detail)

Written response on the Nile (Formative)

Reflections on Teachers reading (Formative)
Visual representation of societal groups (Formative)
Group activity interactions (Diagnostic)
Students recall knowledge on Ancient Egypt (Formative)
Reflections on Teachers reading (Formative)
Group activity further interactions (Formative)
Ability to research using range of sources (Diagnostic)
Comprehend ideas and messages from historical fiction (Diagnostic)
Brainstorm participation (Formative & Diagnostic)
Complete trading route map (Formative)
Answer textbook questions (Formative)
Students answer questions in a fun quiz game (Formative)
Students interpret information in visual form (Formative)
Student follow directions to undertake the task of mummifying an apple (Formative)
Students complete worksheet to show understanding of various sources (Formative)
Demonstrate critical thinking in evaluation of sources (Formative)
Navigate virtual museum tour via ICT (Diagnostic)
Students recall what they have learnt about Ancient Egypt (Summative)
Student answer questions about text they have been reading (Formative)
Students write a poem or proverb in Hieroglyphics (Formative)
Student groups generate ideas (Formative)
Students write informative text (Formative)
Students sort and analyse information from a variety of sources (Formative)
Students create a timeline of key dates for Ancient Egypt (Formative)
Students revise work they have learnt for the unit (Formative)
Students work together to create influential, credible and well researched biography (Summative Assessment)
Students submit presentation as a group (Summative)
Student provide personal reflections and learnings to teacher as individual submission (Summative)

Title: Ancient Egypt - Year 7

Differentiation
& Contingency

The unit features multiple modes of communication in the digital and Non-digital sources, which intend to resonate with the variety
of learning styles within the group. In addition, there are different adjustments available for tasks, as well as flexibility in student
groupings. For Students with specific modification requirements their student profile includes some suggested teaching strategies.
Examples are provided in each unit section, and more detail in the specific lesson plans.
Also, the small groups of students for most activities aim to supporting each other's stages of learning. In terms of critical thinking,
there is scope to extend more advanced learners within the context of these insight discussions and presentations.

Resources

General Kit
PowerPoint & Video presentations
ICT access provided or personal
A range of non-digital information sources Inc. newspaper articles, event timetables/programs & world record book
Projector/TV
Speakers
Visual Corner wall space & pins
Craft materials and accessories
Worksheets/Digital file with templates
Whiteboard/Butchers Paper
Whiteboard Markers
Post in Notes
Ancient Egypt
Ancient Egyptians Video Series
1. The Battle of Megiddo: The story of Tuthmosis III and the first documented war in history- Episode 1 (50mins)
2. Tomb Robbers: A story of greed and corruption at the heart of Egyptian Government as the Mayor of Thebes profits from the
tombs being
3. Murder in The Temple: A story of jealousy, power and greed that leads to the brutal death of two young brothers
4. The Twins: An intriguing true story of family struggle and the strange cult of the Apis Bull.
Horrible Histories Video Series
Humanities Alive 3 Textbook
Pharaoh

Title: Ancient Egypt - Year 7

Humanities Alive Text Book

Modified Resources
Teachers aid
Knowledge quiz handout
Adjusted worksheet templates
PECs picture exchange assistance for phonetics

Websites
http://a2zhomeschooling.com/explore/social_studies_kids/ancient_history/egyptian_art_projects_science_experiments/
http://www.bbc.com/news/world-africa-13315719
http://www.bbc.co.uk/history/forkids/
http://www.bbc.co.uk/history/ancient/egyptians/launch_gms_pyramid_builder.shtml- differentiated activity/game
http://www.bbc.co.uk/history/ancient/egyptians/launch_gms_mummy_maker.shtml - differentiated activity/game
http://www.bbc.co.uk/history/ancient/archaeology/- differentiated archelogy
http://www.bbc.co.uk/history/ancient/egyptians/ - good overview
http://www.encyclopedia.com/topic/Dynasties_of_Ancient_Egypt.aspx
http://www.metmuseum.org/toah/hd/phar/hd_phar.htm
http://www.metmuseum.org/toah/hd/pyma/hd_pyma.htm- making paper
http://www.metmuseum.org/toah/hd/egtb/hd_egtb.htm - Egypt tombs
http://www.metmuseum.org/toah/works-of-art/35.9.20a-w/ - books of dead
http://www.famous-historic-buildings.org.uk/eygpt_8.html
http://www.ancientegypt.co.uk/menu.html
http://www.historyforkids.net/ancient-egyptian-women.html
Quizzes
https://getkahoot.com/
http://www.socrative.com/
Google Classroom
Classroom link and password details

Social-Emotional support materials

Title: Ancient Egypt - Year 7

Growth mindset examples/quotes from YouTube
PLAY approach to build trust (i.e. playfulness, love, acceptance, curiosity and empathy - guide for teachers

Scope & Sequencing of learning

Week 6

Week 5 Week 4 Week 3

Week 2

Week 2

Week 1

Inquiry
phase
ideas

Tuning in
(orientati
Finding &
Sorting
out
organising
Finding

Finding &
Sorting
out

Sorting
out &

Sorting
out &

Teaching & Learning experience

Introduction Ancient Egypt:

Warm-up- Ask them to guess the topic
area based on clues given all students
will submit written guess, before
Location & Geographical Features of
Egypt & Middle East
Warm-up- Ask them to recall a new word
(related to Ancient Egypt) from previous
Ancient Egypt Society:
Recap- time to finish the map for anyone
OR write paragraph on the importance of
the Nile to Ancient Egypt Society
Farming & Traders:
Recap- Around the room mention a
society group or a famous person
Teacher reads class pages from Pharaoh
Pyramids, Artefacts & Archives:
Everyone checks on apple that was
mummified yesterday, and records
measurements
Hieroglyphics-Rosetta Stone:
Brief Knowledge quiz, students correct
each others work
Everyone checks on apple that was
Event Chronology:
Task Information sorting- Different
information stations- listen look readtake notes on key dates

KLA
connections

History
Geography
Visual Arts

Assessment

Geography
History
Visual Design

Modifications

Determine
students existing
knowledge of
Determine
students recall of
new words
regarding Ancient

Autism & Deaf- access

to materials and plan in
advance
ALL-Living Glossary on
google classroom &
butchers paper on wall

Visual Design
History
Civics &

Written response
on the Nile
(Formative)

Devt Delay/EAL &

ADHD modify role in
group to search for

History
Geography

Comprehend ideas
and messages
from historical

EAL/Devt delayliterature reading circles

for textbook

Students complete
worksheet to show
understanding of

Deaf/EAL& Devt
delay- content includes
various large visual

History
Geography
Importance of
History
Geography

Students recall
what they have

Cerebral Palsy:
Working with a buddy
for test & apple task.

History

Students sort and

analyse
information from a

Deaf/EAL& Devt
delay- content includes
various large visual

Explain

8 Week 7-

Inquiry
phase
ideas

Going

Teaching & Learning experience

Concluding assignment Famous

Person & Event:
Teacher brief class on details of

KLA
connections

Assessment

Modifications

Students revise
work they have

Deaf/EAL& Devt
delay- content includes

History

Explain

Learning How to Learn. Literacy and General Capabilities

Learning how to learn

Cognitive Approach-Literacy

Cognitive Approach-Numeracy

Teacher provides digital templates and

instructions for the worksheet
completion and map drawings
Teacher commences with simplistic
tasks, with short timeframes to more
complex group assignment
Teacher provides examples, and diverse
reference material along the way to
contextualise the theme and provide
concrete examples
Teacher makes connections with current
civilisations and Ancient Egypt
Teacher provides stretch activities for
those that have completed exiting work
Teacher provides multiple opportunities
for students to respond in different ways

Creating and editing written texts for the

Nations leaflet & interview transcript
Handwriting quiz and group work
reflection
Use of language in interactions with
other groups members & presentations
to wider class group
Comprehension strategies to understand
and compare content from different
sources Inc. media, digital and nondigital
Adapting writing for different formats
like leaflets, interview transcript,
summative presentation, song and
leaflet
Make connections between own
experience and that of Ancient

Investigate shapes and symbols and the

manner in which it can solve a puzzle or
unearth a clue
Develop an understanding of the
mathematic principles that are required
in drawing a map
Explore numbers as a way of
communicating dates in a timeline
Understand the interconnectedness of
these dates in cause and events for
Ancient Egypt
Answer numerical problems as part of
the Knowledge quiz
Consider the ideas of population scale
for different society groups and the
implications of these differences

Egyptians

Digital Literacy

Critical & High Order Thinking

Personal, Social and Ethical Awareness

Teacher guides students to respond to

visual images in a considered way
Students manage, create and
communicate interactive ideas,
information and projects collaboratively
online, taking safety and social contexts
into account
Students use digital research to explore
the topic of Ancient Egypt
Students learn about the role of digital
technology in advancing our present day
understanding of Ancient Egypt
Teacher highlights different information
sources, with different bias to build
information literacy (esp. process of
investigating & filtering)

Student will have various opportunities

to consider questions and possibilities as
per the sub- strand of this areas
Synthesise & utilise information from
multiple sources, make connections and
draw parallels
Numerous brain storming opportunities
as part of the process of learning
Consider the role of various points of
view
Learning how to plan out thoughts and
structure an argument
Ways people give reasons and evidence
and how the strength of these can be
evaluated
Consider ways and reasons why various
points of view can be different

Teacher integrates growth mindset to

support personal development
Teacher highlights different information
sources, with different bias to build
information literacy (esp. process of
investigating & filtering)
Students participate in individual and
group reflection activity
Guidance on group work, interpersonal
skills that include decision making,
listening and influencing to support
interpersonal development
Students are prompted to compare
Ancient life to life today

Assessment Examples in Detail

Diagnostic Assessment

One of the main purposes of these types of assessment, is to provide the teacher with a starting point with respect to each
students base knowledge or skills. They can also serve other purposes, however including hooking students into the learning
at hand, refreshing what each student has learned, providing revision opportunities and opportunities to correct any
misconceptions, providing repetition for slower learners and a feeling of accomplishment to all students in the class. The
various Diagnostic assessments have been included in this unit in order to achieve all of these purposes.
Ask them to recall a new word (related to Ancient Egypt) from previous lesson

This diagnostic assessment is used as the warm-up exercise for lessons in Week 2. The students are given a very open brief in
terms of what they are asked to remember. The exercise is ideally incorporated with a sense of play, and this can include
timing for the version, standing up when their word is said, starting again if anyone guesses the secret word (e.g. papyrus) and
the list goes on. The role of the teacher in this example, is to observe the recall of the students. There are many factors and
potential implications that should feed into these observations, including:
What word they choose, which could suggest what aspect resonated with them
How quickly they respond i.e. quick or slow and methodical
How easily they pronounce the word
The complexity of the word they have chosen
Student insights can also be observed in the non-compliance, including:
Not wanting to respond, could be indicative of shyness or type of social phobia
Providing the wrong word e.g. and, means they potentially did not understand the instruction
These assessment is easy to implement at any time in the lesson, and is easy to repeat at the teachers discretion. There is no
marking rubric, however it is essential for the teacher to make these observations and even write them down. Importantly, if
the assessment task is repeated, the additional parameters should be included to provide appropriate challenge and fun for
the students.

Formative Assessment

Formative assessment provides a visible and authentic learning experience for students about their own learning and to
teachers about how each student is learning (Wiggins, 2012) (Hattie, 2012). Formative assessment should be aligned to the
learning goals of the unit and lesson, otherwise they are not relevant to teacher or student. The use of formative assessment
can also give students metacognitive awareness about how their own learning process, and is a great feedback tool for the
teacher to observe the knowledge and skills that were required to complete the task. This unit has an intentionally high
number of formative assessment tasks, due to the diversity of students in the class some of which require frequent checking in
to ensure that they are not missing vital chunks of information. This number of assessments also align to active learning
strategies (Benware, 1984), ideally suited to engage restless middle year students, that are often challenged to focus or sit still
for long periods of time. From a child development theory perspective, this process of experiencing the learning provides
scaffolding for information processing challenges that many non-modified and modified adolescents experience during this
stage of development or throughout their lifetime respectively.
Complete worksheet & add the location of Rosetta Stone to map AND Individual task- find poem or favourite saying and write in hieroglyphics

This formative assessment has been designed to assess their comprehension skills overall, as well as what relates specifically
to the content at hand. This text reading, they have selected is intentionally visual and taking a strength based approach by
building on the map reading and drawing skills. There are two worksheets available, as well as an online version.
Worksheet 1. The first worksheet, has a normal font size, questions (see Appendix 1)
Worksheet 2. The adjusted worksheet, for EAL/Devt delay (see Appendix 2)
Worksheet 3. Online version of worksheet one
The adjusted worksheet is catering for readers with low levels of literacy. As a result, a font size and style has been chosen that
is conducive to dyslexic readers. There are less questions and visual pictures have been added to support understanding of the
questions. The teacher will mark worksheet questions on accuracy, however will make notes for additional effort that includes
reference to sources of information, detail in questions and other clever answers. This can be graded with results recorded on
the teachers parent interview notes, however marks are not the primary purpose.
The hieroglyphic exercise provides an opportunity for all students to pick up a pencil and write with this. For the autism
student, reluctant to use a pencil, it is leveraging his keen interest in mythology and symbols. The teacher can also learn more
about each student on the basis of what they select, and its likely that some more confident students will want to explain why
they have chosen the proverb that they have. The teacher can reflect back this insight in class discussion, for example
acknowledging on of the student offered proverbs.

Summative assessment

Summative assessment contributes to the marks that each student achieves for the subject. There are only two summative
assessments for this unit, and usually teachers have only one at the end of a unit. Given the class diversity, this first
summative assessment provided an opportunity to formally check in on students learning. To date, flexibility has been given
for students to work together, in pairs and small groups. This first task however will require individuals to work alone, so that
the teacher is able to get a cleaner read on the results.
Socrative Knowledge Quiz-Testing knowledge from Week 1- 5

This occurs intentionally three quarters through the unit. It is a checking in point for both teacher and student versus the
overall unit objectives. By the time it is deployed students will answer numerous planned and impromptu questions. In this
manner, they have developed self-efficacy with respect to their knowledge of the content. In addition, as formative
assessments the previous activities would enable proactive students to monitor their own learning and make adjustments e.g.
new note talking or revision strategies. The collaborative approach to learning will be achieved by allowing all students to
correct each other work, and ideally support each others understanding of missed concepts. The teacher also has access to all
students correct and incorrect answers along with other relevant statistics. This means that although students are actively
correcting the work, the teacher has the necessary background and detail for formal marking and to reference for future
lessons.
The actual test questions will be devised as a result of the teachers reflections and observations with respect to each students
learning strengths and weaknesses, along with consideration of the class learning overall. A short sample of the kind of
questions and test results are provided below. The test will be undertaken online, which suits a wider range of students. It is via
the Socrative program which is user friendly for student and teacher.

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