Year Level Topic Sub-Strand

Year 7 Ancient Greece History

4 WEEK UNIT PLAN

KNOWLEDGE/UNDERSTANDING
The evidence for the emergence and
establishment of ancient societies (including
art, iconography, writing tools and
pottery) (ACHASSK165)
The physical features of ancient Greece, Egypt
or Rome and how they influenced the
civilisation that developed there (ACHASSK172)
Roles of key groups in the ancient Greece,
Egypt or Rome, including the influence of law
and religion (ACHASSK173)
The significant beliefs, values and practices of
ancient Greece, Egypt or Rome, with a
particular emphasis on ONE of the following
areas: everyday life, warfare, or death and
funerary customs (ACHASSK174)
Contacts and conflicts within and/or with other
societies, resulting in developments such as the
expansion of trade, colonisation and war (such
as the Peloponnesian and Persian wars)
(ACDSEH037)
The role of a significant individual
in ancient Egyptian, Greek or Roman history
(ACHASSK176)
LEARNING FOCUS
SKILLS
QUESTIONING
Construct significant questions and propositions to guide investigations
about people, events, developments, places, systems and challenges
(ACHASSI152)
RESEARCHING
Apply a methodology to locate and collect relevant information and data
from a range of primary sources and secondary sources (ACHASSI153)
Organise, categorise and represent data in a range of appropriate formats
using discipline-specific conventions, including different types of graphs,
tables, field sketches and annotated diagrams, and maps at different scales
(ACHASSI154)
ANALYSING
Analyse primary sources and secondary sources to identify values and
perspectives on people, actions, events, issues and phenomena, past and
present (ACHASSI157)
Interpret and analyse data and information displayed in a range of formats
to identify and propose explanations for distributions, patterns, trends and
relationships (ACHASSI158)
EVALUATING & REFLECTING
Identify and describe points of view, attitudes and values in primary and
secondary sources (ACHHS212)
COMMUNICATING
Present ideas, findings, viewpoints, explanations and conclusions in a range
of texts and modes that incorporate source materials, citations, graphic
representations and discipline-specific terms, conventions and concepts
(ACHASSI163)

ASSESSMENT
ACHIEVEMENT STANDARDS
By the end of Year 7, students suggest reasons for change and continuity over time. They describe the effects of change on
societies, individuals and groups. They describe events and developments from the perspective of different people who lived
at the time. Students explain the role of groups and the significance of particular individuals in society. They identify past
events and developments that have been interpreted in different ways.

FORMATIVE ASSESSMENT TASKS SUMMATIVE ASSESSMENT TASK

Students will be assessed on their class and individual Students will create an artefact from ancient Greece or ancient China
discussion. that would appear in a museum. They will provide an information
The depth of their written analysis and understanding over the plaque to be presented with their artefact.
multiple lessons will be assessed.
TEACHING SEQUENCE
CONTENT LEARNER ACTIVITY GENERAL RESOURCES ASSESSMENT
CAPABILITIES
The physical Introduce Ancient Greece Social capability Puzzle pieces; Book work
features with a map Olympics initial assessment
of ancient Greece Present students with Zeus of knowledge and
, Egypt or Rome picture segments Pottery understanding
and how they Students will write their Boat
influenced the interpretation in their book Students will
civilisation that Students will gather with https://www.youtu understand the
developed there others with the other pieces be.com/watch?v=R geographical
(ACHASSK172) of the same picture and OZRuPBK03E impact of ancient
discuss Horrible Histories Greece on
Present their thoughts and civilisation
what they have learned to
the rest of the students
Add any significant dates to
the timeline

The significant Students will research the Literacy List of Gods/ Students final
beliefs, values Greek gods (choose from a Critical and creative Goddesses trading card will
and practices of list) thinking be a formative
ancient Greece, Students will create Greek Scans from books assessment
Egypt or Rome, Gods trading cards with information
with a particular These will be shared on each -The information
emphasis on ONE amongst the students Template for card it contains
of the following -The appearance
areas: everyday Everyday life Literacy Scans from books The daily planner
life, warfare, or lesson/women. Students ICT capability Daily planner will be assessed
death and can complete guided on the depth of
funerary customs reading (Different websites the information
(ACHASSK174) found on one-note) and included
then write a daily plan of
somebody living in that time
Boys will write a males day
and girls will write a
females.
End of lesson students will
compare everyday life of
genders.

Roles of key Laws Athens vs Sparta Literacy Matching task The students
groups in the Students are introduced to Ethical understanding sheet cut out understanding
ancient Greece, the different government will be assessed
including the systems in the different city- through their
influence of law states ability to match
and religion Class discussion about and verbalising
(ACHASSK173) democracy in Athens their reasoning
Students are given a
matching task and can
independently sort different
facts about government into
Athens and Sparta
Class comes back together
and discusses where they
put each fact and their
reasons
The role of a Alexander the Great Literacy Scripts
significant Three scripts (early life, mid- ICT capability iPads
individual life, late life) Props
in ancient Egyptia Group students
n, Greek or Students record their plays
Roman history Students watch each play
(ACHASSK176) with class discussions after
Discuss what they learnt
about Alexander the Great
from the videos

Olympics Critical and creative Sport equipment

Students will organise and thinking
recreate a mini Olympics

Students have a task to Critical and creative Students to supply Summative

create an exhibit for a thinking materials for assessment piece
museum; Creating an Literacy artefacts to assess
artefact paired with an students
information report knowledge about
They may choose to have the ancient world
their assessment on ancient
China or ancient Greece
They will also write an
accompanying information
report