Contemporary Teacher

Leadership 102098
Professional Task by Rachel Foster 17439190

Rachel Foster
Contemporary Teaching and Learning 102098 Assessment One Professional
Task By Rachel Foster 17439190

Abstract …………………………………………………………………………………………………… Page 3

Introduction & Background ……………………………………………………...…………….. Page 4-5

Recommendations to Unit …………………………......……………………………………… Page 6-11

Comparative Table …………………………..…………………………………………………. Page 12-13

Scope & Sequence …………………………………………..………………………………………… Page 14

Concept Map ……………………………………………………………………………………………. Page 15

Assessment Task …………………………….…………………………………………………… Page 16-17

Redesigned Unit of Work …………………………………………………………………….. Page 18-22

References ……………………………………………………………………………………………….. Page 23

Appendices ……………………………………......……………………………………………….. Page 24-30

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Abstract

This report contains the redesigned unit of work Depth Study 2: The

Mediterranean World - Egypt for St Marks Catholic College HSIE department in

Stanhope Gardens. Multiple recommendations have been made to improve the

literacy, numeracy, and personal and social capabilities components of the unit

of work for Stage 4 Year 7. St Marks Catholic College is a K-12 coeducational

catholic school in the Western Suburbs of Sydney, the school itself and the HSIE

department incorporates many elements within the learning environment such

as Project Based Learning, Collaborative Learning and Independent Learning.

However there are gaps within this particular unit of work that can be modified

to incorporate a unit of work built around Understanding by Design to facilitate

and include various improvements in regards to the literacy, numeracy and

personal and social capabilities for students.

3
Introduction & Background Information

This particular unit of work that has been redesigned to incorporate

Understanding by Design and to improve literacy, numeracy and personal and

social capabilities for the students at St Marks Catholic College in Stanhope

Gardens. It is the aim of this report to be utilised by the HSIE department to

modify and adjust their unit of work based upon these recommendations to

enhance and improve learning outcomes and abilities of students. The learning

within this unit of work in broken into three sub categories/learning

environments firstly Master classes 1 and 2 which model traditional classroom

learning activities and layout. Secondly Collaboration which is taken place within

a big open space where students form groups and work together to complete a

set task and lastly ITL (independent teaching an learning) 1 and 2 these lessons

mainly include teacher directed learning and activities.

Moreover the unit of work largely draws focus towards formative assessment

and students work is reviewed and given a grade descriptor based of their work

fortnightly, which goes towards their report mark/grade. There is also no

summative assessment given at the end of this unit of work, which indicates that

the learning activities fail to produce elements of Understanding, by Design,

which would benefit the students greatly. Further the HSIE team at St Marks

Catholic College creates units of work through a team planning process, based on

a fortnightly rotation roster two teachers create the lesson plans and activities

for all the sub categories/learning environments for the rest of the team. The

team then meets two mornings per week usually a Wednesday and Friday to

discuss and share the lesson plans and ideas for that following fortnight,

4
although this process leads favorably to elements of Contemporary Teacher

Leadership through collaboration it falls short in regards to Understanding by

Design and also reviewing elements to improve literacy, numeracy and personal

and social capabilities of students. Therefore various recommendations have

been made to incorporate Understanding by Design to improve these

components of learning for the students at St Marks Catholic College.

5
Recommendations

The unit of work The Mediterranean World – Egypt used for Stage Five, Year

Seven has been redesigned to address some recommendations in relation to

incorporating Understanding by Design (UbD) which would greatly benefit the

students achievements in literacy, numeracy and social and personal capabilities.

Overall the unit of work draws strength from incorporating learning activities

based around blended learning, collaborative learning and formative assessment

processes, however the unit of work lacks clear and concise direction for

students. In order to build upon and improve student achievement,

modifications to the unit of work need to be made to reflect clear learning

outcomes for students alongside a summative assessment task, in order to

appropriately justify the students learning to then make adjustments to the unit

of work if needed. The Understanding by Design (UbD) framework encourages

teachers and educators to focus their curriculum planning on the development

and deepening of student understanding and their ability to transfer their

knowledge (J, McTighe and G, Wiggins, 2012, pg.1). Therefore it is imperative

through this understanding that certain modifications have been made to the

unit of work.

Firstly the introduction of a formal assessment task, the assessment task itself

has been modeled off in class work and provides students with enhanced

opportunity to succeed however allows the students to demonstrate in a

summative manner their learning and skills development. As the UbD framework

communicates that their should be focus on ensuring that learning happens, it is

important that teachers must check for successful meaning making and transfer

6
of knowledge by the student (J, McTighe and G, Wiggins, 2012, pg. 1). Therefore

the introduction of a formal assessment task alongside formative assessment

protocol throughout the unit of work allows for teachers to clearly check for

student learning and the transfer of knowledge. The proposed assessment task is

included within this document for your consideration. “Learning is enhanced

when teachers think purposefully about curricular planning” (J, McTighe and G,

Wiggins, 2012, pg.1) this statement is a clear descriptor of the redesigned unit of

work also included within this document. The tasks that are highlighted in blue

indicate change to lesson ideas and activities and also include life skills

outcomes, life skills activities and extension activities. The areas highlighted in

yellow inform teacher instruction to make sure that all students have access to

the curriculum content on that given lesson and also have appropriate access to

important information. Moreover the note included within the unit of work

highlighted in green is a reminder that teachers must utilise formative

assessment protocols to evaluate student learning and provide feedback.

Secondly within the unit of work as mentioned above there are teacher

instructions highlighted in yellow which provide teachers with a side note to

make sure that students have access to either a device or printed out copy of the

information needed for that lesson. Making this adjustment not only follows

legislative guideline for making adjustments to provide an inclusive educational

space but also practical teaching praxis. Moreover this allows students to be

active participants within the classroom and engage with elements of UbD such

as collaboration and communication; because “well developed communication

skills provide students with an advantage in academic settings such as the

7
classroom and also provides them with skills for future workplace settings” (R,

Germaine, J, Richards, M, Koeller & C, Schubert-Irastorza, n/a, pg. 22). Even

though this is a minor change to the unit of work it is an imperative step in

making sure that the students are building social and personal skills that will set

them up for success in the future.

In addition to the aforementioned recommendations, the use of technology is

one that is paramount throughout this unit of work. However in order to build

upon student’s numeracy, literacy and social and personal capabilities small

modifications should be made. In this particular instance it is important to

incorporate measures around Universal Design for Learning (UDL) to inform a

unit of work design from elements of UbD it is noted that “the profession must

recognise that the essence of Universal Design for Learning lies in the field of

instructional design rather than architecture, UDL helps us understand the value

of technology for providing access and engagement in learning” (D, Edyburn,

2010, pg.36). For example the Teacher and Independent Learning (ILT) lessons

are designed to allow students to work independently on a set tasks and the

teacher is to use this lesson to provide formative assessment feedback to

students. However the planning of ILT lesson is minimal and left to teacher

discretion, which creates a void of information between different classes

undertaking the same unit of work. Therefore it is suggested below within the

redesigned unit of work that ILT lessons are planned and structured to make

sure that students are working on and developing their numeracy, literacy and

social and personal capabilities; because “using technology for technologies sake

8
does not advance students toward meeting their learning goals” (M, King-Sears,

C, Swanson & L, Mainzer, 2011, pg.574).

Therefore it can be seen below some ideas of lesson activities and tasks to

enhance students learning. Building critical literacy skills is vitally important in a

students education therefore making these small adjustments can provide a

large impact in the students overall academic achievement and performance. Not

only does this provide students the ability to improve their performance but also

allows them to create connections between learned ideas, concepts and

disciplines. Which will in return help students understand the importance of

ideas and learning activities (R, Germaine, J, Richards, M, Koeller & C, Schubert-

Irastorza, n/a, pg. 26). Lastly using technology as a tool rather than instruction is

important to note, however it is imperative that students have access to

technology useful spaces and environments as Hye Jeong Kim, Ji Hyeon Park,

Sungae Yoo and Hyeoncheol Kim state that “high tech interactive classrooms are

built so that students can formulate their ideas and share them with others in the

classroom; such classrooms can serve as successful learning environments that

support student creative experiences and unlock their imaginative

potential”(2016, pg.210).

Furthermore, life skills outcomes have been added to every learning cycle

(fortnight) within the unit of work. Providing life skills outcomes to students

who need them is an important tool in creating an inclusive education

environment and also links learning outcomes with assessment outcomes.

Although the assessment task includes Life Skills outcomes it is important that

9
the assessment task is modified and adjusted to be accessible for students with

social or personal learning disabilities. In addition another recommendation that

is made to improve students literacy, numeracy and social and personal

capabilities comes from the Organisation for Economic Cooperation and

Development (OECD) who communicate that the success in building students

skills to enhance abilities derives from the “four C’s communication,

collaboration, creativity and ability to connect ones learning opportunity to

another” (as cited in T, Florian and J, Zimmerman, 2015, pg.120). This statement

is modeled throughout the redesigned unit of work through the modification of

ILT lessons, extension activities, life skills activities and collaboration tasks. In

order to develop a variety of teaching and learning activities the four C’s are a

great example that model blended learning environments. The fact is that

blended learning environments provide students the opportunity to engage in

multiple different skills that are presented through the four C’s, it is to be

understood that blended learning is the combination of face to face learning and

technological instruction which should vary depending on the learner (T, Florian

and J, Zimmerman, 2015, pg.122) this recommendation links with the

aforementioned about the use of technology and incorporating technology to be

a use tool within the classroom rather than the sole instructor. In return by

implementing these recommendations to the unit of work students will be better

served due to being introduced to portable skills such as collaboration, critical

thinking and effective communication (T, Florian and J, Zimmerman, 2015,

pg.126) which are all vital skills in supporting and improving students literacy,

numeracy and social and personal capabilities.

10
In conclusion, the aforementioned recommendations are made for the HSIE

department at St Marks Catholic College undertaking the unit of work Stage 4

Year 7 The Mediterranean World – Egypt. The recommendations address

modifications to learning activities, modes of assessment, teaching and learning

instruction and activity, Understanding by Design elements, Universal Design for

Learning and also the use of technology. Incorporating these recommendations

with the redesigned unit of work will in return improve student’s literacy,

numeracy and social and personal capabilities, which will inherently improve

student academic outcomes and success.

11
Contextual Redesigned Unit of Work

Comparative Table

Strengths Weaknesses Changes to Unit

Strong focus on using Use of technology lacks The change here is not
technology within the creativity and clear one that is visual but
classroom. connections to learning. means that teachers
(M, King-Sears, C, must be prepared that
Swanson & L, Mainzer, students do not always
2011) have their devices,
(H, Kim, J, Park, S, Yoo & therefore paper/hard
H, Kim, 2016) copies of worksheets,
(T, Florian & J, templates and tables
Zimmerman, 2015) must be brought to all
(R, Germaine, J, Richards, classes to make sure
M, Koeller & C, Schubert- every student has
Irastorza, 2016) appropriate access.

Use of Formative No Summative An assessment task as

Assessment throughout Assessment to review been added to the unit of
unit of work. student learning and work. The unit outline
(J, McTighe & G, Wiggins, reflect on unit of work.
has been modified to
2012) incorporate backward
(Common Grade Scale, mapping, which builds
NSW Education towards the assessment
Standards, 2018) task, which is modeled
from UbD processes.
Use of Extension Tasks The uses of these are not Life Skills outcomes have
and Adjusted Tasks for incorporated into every been added to every
Life Skills students. week and therefore lack week on the unit of work
(T, Florian & J, consistency and to create clear and
Zimmerman, 2015) effectiveness. concise instruction and
(M, Fajardo, 2015) direction for students.
(D, Edyburn, 2010) Extension tasks and
additional lessons have
been planned to build on
numeracy and literacy
skills.
Uses variety and teaching Does not provide clear The overall unit outline
and learning activities. communication of links is clearer and more
(D, Edyburn, 2010) to literacy, numeracy and concise in direction and
(J, McTighe & G, Wiggins, personal and social implementation of
2012) capabilities throughout learning activities and
(T, Florian & J, unit. their direct link to
Zimmerman, 2015) summative assessment.
Tasks have been
modified and added to
build upon student’s

12
 literacy and numeracy
skills.
Teachers and Students The use of Google The use of Google
utilise Google Classroom. classroom does not Classroom is paramount
(M, King-Sears, C, translate to students in this particular school
Swanson & L, Mainzer, making continuous notes and is heavily reliant on
2011) on learning or students having access to
(H, Kim, J, Park, S, Yoo & documenting tasks. the information shared
H, Kim, 2016) on the Google Classroom.
(T, Florian & J, The change here is
Zimmerman, 2015) within the process
(R, Germaine, J, Richards, formative assessment
M, Koeller & C, Schubert- whereby every student
Irastorza, 2016) once a fortnight is called
upon to share their
works progress,
homework completion
and task submission
throughout the unit of
work.

13
 Scope and Sequence

Stage 4 Year 7 Term One Term Two Term Three Term Four

Depth Study 1 Depth Study 2 Depth Study 2 Depth Study 3 The

Investigating The The Asian World –
the Ancient Mediterranean Mediterranean India
Past. World – Egypt World – Egypt

Weeks 1-10 Weeks 1-10 Weeks 1-5 Weeks 1-10

Outcomes: Outcomes: Depth Study 3 Outcomes:

HT4.1 HT4.2 The Asian HT4.2
HT4.5 HT4.3 World – India HT4.3
HT4.6 HT4.6 HT4.6
HT4.8 HT4.9 Weeks 5-10 HT4.9
HT4.9 HT4.10 HT4.10
HT4.10 Outcomes:
HT4.2
HT4.3
HT4.6
HT4.9
HT4.10

14
Concept Map

15
Assessment Task

The Mediterranean World – Egypt

Stage Four Year Seven Assessment Task

Weighting: 20%
Overall Marks: 20

Outcomes Assessed:
HT4.2 Describes major periods of historical time and sequences events, people
and societies from the past.

HT4.3 Describes and assesses the motives and actions of past individuals and
groups in the context of past societies.

HT4.6 Uses evidence from sources to support historical narratives and

explanations.

HT4.9 Uses a range of historical terms and concepts when communicating an

understanding of the past.

HT4.10 Selects and uses appropriate oral, written, and visual and digital forms to
communicate about the past.

Task Rubric:
Select one of the following Pharaoh’s
- Tutankhamen
- Akhenaten
- Thutmose III

Once you have selected your Pharaoh you are to conduct research into the life of
your Pharaoh and create a two-minute multimodal presentation (oral/speech
with either PowerPoint or other visual display) about the following.

- The life of the Pharaoh

- The death of the Pharaoh
- The achievements of the Pharaoh
- Significant events

Your presentation should be two minutes long and must contain evidence on
research, where possible incorporate primary and secondary sources into your
presentation.

Important Information:
There will be various tasks in class that will help you prepare, gather and collect
information and research about your chosen Pharaoh. Please make sure you use
your class time effectively and appropriately.

16
Marking Guide:

A 17-20 The student has an extensive knowledge and understanding of the chosen
Pharaoh and can readily apply this knowledge. In addition, the student has
achieved a very high level of competence in the processes and skills and
can apply these skills to new situations.
B 14-16 The student has a thorough knowledge and understanding of the chosen
Pharaoh and a high level of competence in the processes and skills. In
addition, the student is able to apply this knowledge and these skills to
most situations.
C 10-13 The student has a sound knowledge and understanding of the chosen
Pharaoh and has achieved an adequate level of competence in the
processes and skills.
D 5-9 The student has a basic knowledge and understanding of the chosen
Pharaoh and has achieved a limited level of competence in the processes
and skills.
E 0-4 The student has an elementary knowledge and understanding in few areas
of the chosen Pharaoh and has achieved very limited competence in some
of the processes and skills.
Adapted from NSW Education Standards Authority Common Grade Scale 2018.

17
 Revised Unit Outline

Outcomes Content Teaching and Learning Teaching and Learning Master

Collaborative Space Class/ILT
HT4-2 CC: Identify and As a team, students create a 4-page ILT 1: Students to use links provided to create a 1-page
Describe major outline everyday textbook (including cover). Each page advertisement promoting The Nile as a travel
periods of life in Ancient must focus on a new introduction to destination for Australian tourists. Teachers must make
historical time Egypt. Including: Ancient Egypt: Geography of Ancient sure that all students have access to a device for this
and sequence Geography, Egypt, Transport of Ancient Egypt, and lesson.
events, people Transport and Diet of Ancient Egypt. Student’s use
ILT2: Students construct a timeline of Ancient Egypt
and societies Diet provided links in Google Classroom to
from the past. locate information. Life Skills: Students provided with a timeline template
ILT: Identify key and students are to fill in the gaps within the timeline to
features of The make it whole.
Nile for Ancient Life Skills: Students collect images
HT4-9 Uses a and other sources to compile their MC1: Geography (teachers make sure to take printed
Egyptians
range of introduction pages about Ancient copies of the close passage)
historical MC1: Describe Egypt including Geography of Ancient
the geographical 1. Individually, students complete the ‘Ancient
terms and Egypt, Transport of Ancient Egypt, and
setting and Egypt Geography’ close passage
concepts when Diet of Ancient Egypt.
natural features 2. Class discussion of answers
communicating
of the ancient 3. Students play a trivia game (class to be in 9
an NOTE: Once in this fortnight’s worth
understanding society separate groups)
of lessons each student must present
of the past. and demonstrate their completed 4. Teacher leads the game by displaying the
MC2: Describe
the everyday life classwork/homework. It is u to ‘Trivia Game’ slides on the screen.
of men, women teacher discretion about when this
HTLS-5 MC2: Social Structure
and children in will take place and each student must
recognises the 1. Students use the hierarchy pyramid in the
the ancient be provided with a common grade
significance of textbook (p.76) to complete their blank
society indicator about their work and
people and pyramid and summarise the info into their
Describe the progress.
events in the pyramid. Teachers have some printed out
past roles of copies of textbook pages for student without
appropriate key devices.
groups in the 2. Students respond to the following question:
HTLS-8 uses ancient society What information does the hierarchy pyramid
sources to tell us about ancient Egypt’s social structure?
understand the 3. Have students create the following table in
past their exercise books. Teachers take some
printed out copies of table for students who do
not have exercise books.

Ancient Egypt Now

4. As a class or individually, read through

‘Women’s experiences, family life, and
children.’
5. In their table, students are to dot point what
life was like for women, family, and children in
Ancient Egypt (at least 6 dot points) and what
life is like for women, family, and children are
now.

Extension
Students gain 3 images of Ancient Egyptian farmers
from Google images and describe what they show about

18
 Ancient Egyptian farming.
HT4-3 MC1: outline CC: 4 lesson collaboration that runs MC1: Warfare-weapons
describes and how the ancient through weeks 3-6 making an iMovie 1. Divide students into 10 groups. Allocate each group a
assesses the society was using stop motion techniques on weapon based on reading ability.(extension: composite
bow). Distribute info and image.
motives and organised and funerary customs
actions of past governed 2. Students are assigned a weapon and need to sketch it
individuals and including the Resources needed: on their whiteboard and:
groups in the roles of law and Play dough/ clay - Describe the weapon
context of past religion. Wipes - Explain how it could be used in battle
societies Instructions: - Identify the time period
MC2: Describe In group of 3, - Judge it’s effectiveness in battle
HT4-9 uses a the roles of Watch
range of appropriate key https://www.youtube.com/watch?v= 3. Students go around the room and get a copy of each
group’s weapon and the information relating to it.
historical groups in the 1JqlAD7dn-E
Extension:
terms and ancient society Then watch how to make a claymation - Students complete quiz
concepts when movie Life Skills: Modified table
communicating ILT: explain how https://www.youtube.com/watch?v=
an the beliefs and PHTQr0kfA98 MC2: Laws:
understanding values of the Lesson Sequence
of the past ancient society Create a 2 min claymation film that
are evident in shows the Egyptian funeral practices 1. Teacher to read through the handout and then
HT 4-10 practices related and explain how they reflect Egyptian students to answer questions 1-5.
selects and to at least ONE of afterlife beliefs. 2. Students to complete cloze passage and
uses the following: answer the question.
appropriate - warfare Students will need to refer to their
oral, written, - death and textbook chapter 2a:7 for the step by Extension Task
visual and funerary customs step process Use the following website and create a Factsheet on the
digital forms to Role of the Pharaoh. Read and then decide on which 5
roles you would like to present on your factsheet. Make
communicate They need to demonstrate an
sure your factsheet is detailed and in your own words.
about the past understanding of: Use images.
- The embalming and
HTLS-3 mummification process http://www.mummies2pyramids.info/pharaohs-
investigates - The afterlife and the role of kings/role-of-pharaoh.htm
how people the gods
lived in various ILT1 (this will provide background information in
societies in the NOTE: Once in this fortnight’s worth preparation for upcoming assessment task):
past of lessons each student must present Teachers make sure each student have access to a
device for this lesson.
and demonstrate their completed
1. Go to the web page for ancient Egypt as offered by the
HTLS-9 classwork/homework. It is u to British Museum.
recognises teacher discretion about when this http://www.ancientegypt.co.uk/menu.html
different will take place and each student must
perspectives of be provided with a common grade 2. Click on the GODS AND GODDESSES link of ancient
people, events indicator about their work and Egypt and answer the questions below.
and issues progress. What is the purpose of ancient Egyptian gods and
goddesses?
Why did ancient Egyptians feel it was important to
recognise and worship gods?

3. Click on the EXPLORE link at the bottom right of the

page.

4. Choose 4 gods/goddesses and create a fact file of each

in your books. Describe who the god/goddess was and
what the Egyptians believe they controlled. Draw a
picture and colour each god/goddess.

ILT2: Students to construct an extended response to the

question “Explain who you believe is the most
important God or Goddess of Ancient Egypt?”
HT4-6 uses MC1: conflicts of CC MC1 Teachers take printed copies of textbook
evidence from peoples within - In groups of 3, watch pages for students without a device, alternatively

19
sources to the ancient world https://www.youtube.com/w make sure students can sit with someone who
support atch?v=1JqlAD7dn-E Then does have a device.
historical MC2: describe watch how to make a - Read ‘war, expansion and invasion’ in
narratives and significant claymation movie retroactive 2a10
explanations contacts with https://www.youtube.com/watch?v= - View as a class source 4 in the Jacaranda
other societies PHTQr0kfA98 textbook 2a10. Discuss the annotations
HT4-9 uses a through trade, - Create a 2 min claymation and complete the question below ie
range of warfare and film that shows the Egyptian ‘develop source skills’ question 3
historical conquest funeral practices and explain - Continue reading this chapter
terms and how they reflect Egyptian - View source 5 and complete the question
concepts when ILT: explain the afterlife beliefs ‘develop source skills’ question 4
communicating consequences of - Students will need to refer to - Complete ‘check knowledge and
an these contacts their textbook chapter 2a:7 understanding’ question 1-2
understanding with other for the step by step process
of the past societies, eg - They need to demonstrate an MC2
developments in understanding of: TASK -
HT4-2 trade, the spread - The embalming and ● Read through the intro to Ancient
describes of religious mummification process Egyptian Trade
major periods beliefs, the - The afterlife and the role of ● As a class read through 'Ancient Egyptian
of historical emergence of the gods Foreign Trade' and discuss the
time and empires and This needs to be completed in this information on :
sequences diplomacy final rotation 1. Places Ancient Egyptians traded with and
events, people view the map
and societies Distribute Assessment Task 2. What was imported to Egypt
from the past 3. What was exported from Egypt
NOTE: Once in this fortnight’s worth ● Independently complete the 'Ancient
HT4-9 uses a of lessons each student must present Egyptian Trade' crossword
range of and demonstrate their completed
historical classwork/homework. It is u to ILT1
terms and teacher discretion about when this 1) Students to read through the information
concepts when will take place and each student must on the ‘Trade Information Sheet’
communicating be provided with a common grade 2) Students to use information on the sheet
an indicator about their work and to list all of the items traded by the
understanding progress. Ancient Egyptians (this includes both the
of the past imports and exports)
3) Students write this list on the back of the
HTLS-10 uses information sheet
a variety of 4) Students collect an A4 design sheet from
strategies to their teacher
locate and a) On this A4 sheet they are to design an
select item that could have been created in
information for Ancient Egypt using only items traded by
an historical the Ancient Egyptians. For example, they
investigation could create a bracelet using gold, ivory
and semi precious stones
HTLS-6 b) Once they have thought of an idea they
explores the are to draw this on the sheet
significance of c) Students also need to label all of the items
changes and they have used and where these are found
developments in their creation (e.g. label the gold, the
in the past ivory and the semi precious stones)
- Extension Activity: Students to explain
their creation to another group member
- L/S Activity: Students to create a piece of
Ancient Egyptian jewellery using the
items gold, ivory and coloured stones

ILT2 – Students to create a powerpoint

presentation about Ancient Egyptian Trade and

20
 submit to Goggle Classroom.
HT4-6 uses CC (this will also give them MC1:
CC: Identify the Students to discuss “Legacy” and identify various
evidence from information and research to
significant physical and Cultural examples of Ancient Egyptian
sources to complete their formal assessment
contributions of legacy in our world today. Students to use 2 specific
support task): In groups, students must
a chosen Pharaoh websites for assistance (see: Resources). Students to
historical choose ONE of the following Pharaoh’s identify contemporary movie titles using emoticons to
made to Ancient
narratives and of Ancient Egypt: identify the legacy of hieroglyphics, before using a
Egypt at the time.
explanations ● Tutankhamen spreadsheet and testing other students with coded
ILT: Identify ● Akhenaten messages.
examples of ● Thutmose III
HT4-10 selects Ancient Egypt’s As a team, they must create a 2- Extension Activity:
and uses physical and minute news report on the What examples of Ancient Egyptian Legacy are in today’s
cultural legacy in unexpected death of the pharaoh society? (PEEL Paragraph)
appropriate
oral, written, the world today. they’ve chosen. In the news report,
Learning Support:
visual and they may have interviews with people 1) Students use the “Hieroglyphics” laminated
MC1: using a
digital forms to who knew the Pharaoh or interview sheet and write their name in Hieroglyphics.
range of sources,
communicate them from the Afterlife. As a team, 2) Students use the following websites:
including digital
about the past they must also create a 200 word http://www.skwirk.com/p-c_s-14_u-170_t-
sources,
Eulogy to be read at the funeral of 465_c-1653/the-legacy/nsw/the-
investigate the legacy/ancient-societies-egypt/egypt-part-ii
HTLS-8 uses their chosen Pharaoh’s funeral, briefly
role of a AND
sources to outlining their life and achievements.
significant http://legacyoftheancientegyptians.weebly.co
understand the
individual in the m/ancient-egyptian-legacy.html then list
past. Extension:
ancient features of The Pyramids.
Write a letter to the Principal 3) Students list why people would want to see
Mediterranean
HTLS-10 explaining why we should make an the ancient sites of Egypt today.
world
investigates the additional sporting House at the
past using school and name it after your chosen MC2
MC2: assess the
historical skills Pharaoh. In your letter, outline why Task One
role and 1. Distribute worksheet to students and work
your chosen Pharaoh was so
significance of
significant and what he would through the activities.
the individual
represent to the school. 2. Watch the video as a class. Students answer
chosen
the following questions while viewing:
Learning Support: a. Who was Hatshepsut?
Students will use the following site b. How did she become Pharaoh?
and: c. How did she try to appear male?
1) List 5 important facts about d. What were some of her
Tutankhamen accomplishments?
2) Using the 5 points listed, e. Why did people try to erase her from
write a letter to the Librarian history?
describing why we need more 3. Discuss answers as a class.
books on Tutankhamen in the
Library (why is he so Task Two
interesting?) 1. Read the information about and analyse the
http://www.ducksters.com/history/a source
ncient_egypt/tutankhamun.php 2. Students answer the questions
a. What is the source?
Students must hand in Assessment b. Is it primary or secondary?
Task. c. What info does the source reveal
about Hatshepsut’s building
NOTE: Once in this fortnight’s worth projects?
of lessons each student must present d. What info does the source reveal
and demonstrate their completed
about the importance of Hatshepsut?
classwork/homework. It is u to
3. Discuss as a class.
teacher discretion about when this
Task Three:
will take place and each student must 1. Students write a response to the following
be provided with a common grade
question. Sentence starters are provided.
indicator about their work and
Breakdown the question if necessary:
progress.
a. Why is Hatshepsut a significant

21
 Pharaoh of Ancient Egypt? Refer to
Source 1 in your response.

Learning Support: Complete the adjusted worksheet

ILT 1
Students make a copy of the link on the Google site and
complete the worksheet. All instructions are on the
worksheet and involve textbook work, and writing an
interview. Students submit at the end of the lesson on
Google classroom.

Learning Support: Complete the adjusted worksheet

ILT2: Students can work on Assessment Task

22
References

Common Grade Scale | NSW Education Standards.

(2018). Educationstandards.nsw.edu.au. Retrieved 22 March 2018, from
http://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/understanding-
the-curriculum/awarding-grades/common-grade-scale

King-Sears, M., Swanson, C., & Mainzer, L. (2011). TECHnology and Literacy for
Adolescents With Disabilities. Journal Of Adolescent & Adult Literacy, 54(8), 569-
578. http://dx.doi.org/10.1598/jaal.54.8.2

Edyburn, D. (2010). Would You Recognize Universal Design for Learning if You
Saw it? Ten Propositions for New Directions for the Second Decade of
UDL. Learning Disability Quarterly, 33(1), 33-41.
http://dx.doi.org/10.1177/073194871003300103

Fajardo, M. (2015). A review of critical literacy beliefs and practices of English

language learners and teachers. University of Wollongong. Retrieved from
http://faculty.edfac.usyd.edu.au/projects/usp_in_tesol/pdf/volume10/Article02
.pdf

Germaine, R., Richards, J., Koeller, M., & Schubert-Irastorza, C. (2016). Purposeful
Use of 21st Century Skills in Higher Education. Journal Of Research In Innovative
Teaching, 9(1), 19-30. Retrieved from
https://www.nu.edu/assets/resources/pageResources/journal-of-research-in-
innovative-teaching-volume-9.pdf

Kim, H., Park, J., Yoo, S., & Kim, H. (2016). Fostering Creativity in Tablet-Based
Interactive Classrooms. Educational Technology & Society, 19(3), 207-220.

Florian, T., & Zimmerman, J. (2015). Understanding by Design, Moodle, and

Blended Learning: A Secondary School Case Study. MERLOT Journal Of Online
Learning And Teaching, 11(1), 120-128.

McTighe, J., & Wiggins, G. (2012). Understanding by Design Framework. ASCD

Learn Teach Lead, 1-13.

23
 Appendices
Original Program

Year 7 Stage 4 | HSIE History 2017

Topic: Depth Study 2: Egypt Duration: Term Week

Start 1 10
Depth Study 2: The Mediterranean world

Finish 2 6

Hours

Unit overview

This unit covers the physical features of Egypt, the role of the key groups, significant beliefs, values and practices of Egypt,

contacts or conflicts with other societies and the role of a significant individual.

Cross-curriculum Priorities General Capabilities Other learning across the curriculum areas
Aboriginal and Torres Strait Islander histories and Critical and creative thinking Civics and citizenship
cultures Ethical understanding Difference and diversity
Asia and Australia’s engagement with Asia Information and communication Work and enterprise
Sustainability technology capability
Intercultural understanding
Literacy
Numeracy
Personal and social capability

Formal Assessment Informal Assessment

● Formative assessment based on classwork: ● Teacher observation
- Historical knowledge ● Class discussion
- Research and historical inquiry skills
- Communication

24
Outcomes
● HT4-2 describes major periods of historical time and sequences events, people and societies from the past
● HT4-3 describes and assesses the motives and actions of past individuals and groups in the context of past societies
● HT4-6 uses evidence from sources to support historical narratives and explanations
● HT4-9 uses a range of historical terms and concepts when communicating an understanding of the past
● HT4-10 selects and uses appropriate oral, written, visual and digital forms to communicate about the past
Life skills outcomes: HTLS-2, HTLS-3, HTLS-4, HTLS-5, HTLS-8, HTLS-11, HTLS-12, HTLS-13

Catholic Values
● CV1- Positive View of Life
● CV2- Community and Common Good

Outcomes Content Teaching and Teaching and learning - masterclass / ILT

Term 1 Week 10-11 CC: Identify and outline
everyday life in Ancient
Egypt. Including:
HT4-2 Describe
Geography, Transport and
major periods of Diet
historical time ILT: Identify key features of
The Nile for Ancient
and sequence
Egyptians
events, people MC1: Describe the
geographical setting and
and societies
natural features of the
from the past
ancient society
MC2: Describe the everyday
life of men, women and
HT4-9 Uses a children in the ancient
range of
society
historical terms
Describe the roles of
and concepts
appropriate key groups in
when
the ancient society
communicating
an understanding
of the past
learning -
collaborative
space
As a team, students create ILT 1: Students to use links provided to create a 1 page
a 4 page text book advertisement promoting The Nile as a travel destination for
(including cover). Each Australian tourists.
page must focus on a new
ILT2: Teacher Directed
introduction to Ancient
Egypt: Geography of MC1: Geography
Ancient Egypt, Transport
of Ancient Egypt, Diet of 5. Individually, students complete the ‘Ancient Egypt
Ancient Egypt. Students Geography’ close passage
use provided links to 6. Class discussion of answers
locate information. 7. Students play a trivia game (class to be in 9 separate
groups)
8. Teacher leads the game by displaying the ‘Trivia Game’
slides on the screen.
MC2: Social Structure
6. Students use the hierarchy pyramid in the textbook (p.76)
to complete their blank pyramid and summarise the info
into their pyramid.
7. Students respond to the following question: What
information does the hierarchy pyramid tell us about
ancient Egypt’s social structure?
8. Have students create the following table in their exercise
books
Ancie Now
nt
Egyp
t

9. As a class or individually, read through ‘Women’s

experiences, family life, and children.’
10. In their table, students are to dot point what life was like

25
 for women, family, and children in Ancient Egypt (at least
6 dot points) and what life is like for women, family, and
children are now.

Term 2 Week 1-2 ● outline how CC: 4 lesson MC1: Warfare-weapons

the ancient collaboration that ● Divide students into 10 groups. Allocate
HT4-3 describes runs through each group a weapon based on reading
and assesses the society was weeks 3-6 making ability.(extension: composite bow).
motives and organised and an imovie using Distribute info and image.
actions of past stop motion ● Students are assigned a weapon and need
individuals and governed
techniques on to sketch it on their whiteboard and:
groups in the including the funerary customs - Describe the weapon
context of past - Explain how it could be used in battle
roles of law
societies Resources needed: - Identify the time period
and religion Play dough/ clay - Judge it’s effectiveness in battle
HT4-9 uses a Wipes ● Students go around the room and get a
range of copy of each group’s weapon and the
historical terms ● explain how
Instructions: information relating to it.
and concepts the beliefs and In group of 3, Extension:
when values of the Watch ● Students complete quiz
communicating https://www.youtu LS: Modified table
an ancient society be.com/watch?v=1J MC2: Laws:
understanding are evident in qlAD7dn-E Lesson Sequence
of the past Then watch how to
practices
make a claymation 3. Teacher to read through the handout and
HT 4-10 selects related to at movie then students to answer questions 1-5.
and uses least ONE of https://www.youtu
appropriate oral, 4. Students to complete cloze passage and
be.com/watch?v=P
the following: answer the question.
written, visual HTQr0kfA98
and digital forms
to communicate ● warfare Create a 2 min ILT1: Religion
about the past claymation film Step 1: Go to the web page for ancient Egypt as
● death and offered by the British Museum.
that shows the
funerary Egyptian funeral http://www.ancientegypt.co.uk/menu.html
customs practices and Step 2: Click on the GODS AND GODDESSES link
explain how they of ancient Egypt and answer the questions below.
reflect Egyptian What is the purpose of ancient Egyptian gods and
afterlife beliefs. goddesses?
Why did ancient Egyptians feel it was important to
Students will need recognise and worship gods?
to refer to their Step 3: Click on the EXPLORE link at the bottom
textbook chapter right of the page.
2a:7 for the step by Step 4: Choose 4 gods/goddesses and create a
step process factfile of each in your books.
Describe who the god/goddess was and what the
They need to Egyptians believe they controlled.
demonstrate an Draw a picture and colour each god/goddess.
understanding of: CV4
- The ILT2:

26
 embalming Teacher Directed
and
mummificati
on process
- The afterlife
and the role
of the gods
CV7

T2 Weeks 3-4 MC1

CC CV7 - Read ‘war, expansion and invasion’ in
OUTCOMES - In groups of 3,
● HT4-6 uses watch
retroactive 2a10
evidence ● conflicts of https://www.y - View as a class source 4 in the Jacaranda
from sources
to support peoples within outube.com/w textbook 2a10. Discuss the annotations and
historical atch?v=1JqlAD
the ancient 7dn-E Then complete the question below ie ‘develop
narratives
and world watch how to source skills’ question 3
explanations make a
- Continue reading this chapter
● describe claymation
HT4-9 uses a range of movie - View source 5 and complete the question
historical terms and significant https://www.youtube.c
concepts when
‘develop source skills’ question 4
om/watch?v=PHTQr0k
communicating an contacts with
fA98
- Complete ‘check knowledge and
understanding of the
past other societies - Create a 2 min understanding’ question 1-2
HT4-2 describes claymation
major periods of
through trade, film that shows
historical time and the Egyptian
MC2
warfare and TASK -
sequences events, funeral
people and societies conquest practices and ● Read through the intro to Ancient Egyptian
from the past explain how
HT4-9 uses a range of ● explain the Trade
they reflect
historical terms and
consequences Egyptian ● As a class read through 'Ancient Egyptian
concepts when
communicating an afterlife beliefs Foriegn Trade' and discuss the information
understanding of the
of these - Students will
on :
past contacts with need to refer
HT4-2 describes to their 4. Places Ancient Egyptians traded with and
major periods of other societies, textbook view the map
historical time and chapter 2a:7
sequences events, eg for the step by 5. What was imported to Egypt
people and societies 6. What was exported from Egypt
developments step process
from the past
HT4-6 uses evidence - They need to ● Independently complete the 'Ancient
from sources to support in trade, the demonstrate
historical narratives and an Egyptian Trade' crossword
explanations spread of understanding
religious of: ILT1 CV2
- The 5) Students to read through the information on the
beliefs, the embalming ‘Trade Information Sheet’
and 6) Students to use information on the sheet to list all of
emergence of
mummification the items traded by the Ancient Egyptians (this
empires and process includes both the imports and exports)
- The afterlife 7) Students write this list on the back of the
diplomacy and the role of information sheet
the gods 8) Students collect an A4 design sheet from their

27
 - This needs to teacher
be completed d) On this A4 sheet they are to design an item that
in this final could have been created in Ancient Egypt using only
rotation items traded by the Ancient Egyptians. For example,
they could create a bracelet using gold, ivory and
semi precious stones
e) Once they have thought of an idea they are to draw
this on the sheet
f) Students also need to label all of the items they have
used and where these are found in their creation
(e.g. label the gold, the ivory and the semi precious
stones)
- Extension Activity: Students to explain their
creation to another group member
- L/S Activity: Students to create a piece of Ancient
Egyptian jewellery using the items gold, ivory and
coloured stones

ILT2 - Teacher directed

T2 W5-6 In groups, students MC1:
CC:
Students to discuss “Legacy” and identify various physical and
HT4-6 uses Identify the significant
must choose ONE of Cultural examples of Ancient Egyptian legacy in our world today.
evidence from contributions of a chosen the following Students to use 2 specific websites for assistance (see: Resources).
sources to Pharaoh made to Ancient Students to identify contemporary movie titles using emoticons to
Pharaoh’s of Ancient identify the legacy of hieroglyphics, before using a spreadsheet and
Egypt at the time.
support Egypt: testing other students with coded messages.
historical ● Tutankhamu
narratives and MC2
MC1: Identify n Task One
explanations examples of Ancient ● Akhenaten 4. Distribute worksheet to students and work through the
Egypts physical and ● Thutmose III activities.
cultural legacy in the As a team, they 5. Watch the video as a class. Students answer the following
world today. questions while viewing:
HT4-10 selects must create a 2- a. Who was Hatshepsut?
and uses minute news report b. How did she become Pharaoh?
on the unexpected c. How did she try to appear male?
appropriate oral, MC1 and MC2 d. What were some of her accomplishments?
death of the
● using a range e. Why did people try to erase her from history?
written, visual pharaoh they’ve
6. Discuss answers as a class.
and digital forms of sources, chosen. In the news
report, they may Task Two
to communicate including 4. Read the information about and analyse the source
have interviews with
digital sources, people who knew 5. Students answer the questions
about the past a. What is the source?
investigate the the Pharaoh or b. Is it primary or secondary?
HTLS-8 uses interview them from c. What info does the source reveal about
role of a
sources to the Afterlife. As a Hatshepsut’s building projects?
significant d. What info does the source reveal about the
understand the team, they must
importance of Hatshepsut?
past. individual in also create a 200 6. Discuss as a class.
the ancient word Eulogy to be Task Three:
HT4-10 read at the funeral 2. Students write a response to the following question.
investigates the Mediterranean of their chosen Sentence starters are provided. Breakdown the question
if necessary:
past using world Pharaoh’s funeral, a. Why is Hatshepsut a significant Pharaoh of
historical skills
● assess the role briefly outlining Ancient Egypt? Refer to Source 1 in your

28
 and their life and response.

significance of achievements. Learning Support: Complete the adjusted worksheet

the individual ILT 1

chosen Students make a copy of the link on the google site and complete
the worksheet. All instructions are on the worksheet and involve
textbook work, and writing an interview. Students submit at the
end of the lesson on google classroom.

Learning Support: Complete the adjusted worksheet

ILT2 - teacher directed

● CV3- Freedom from Oppression

● CV4- Search for Truth and Wisdom
● CV5- Sacramentality of God’s presence in the whole world
● CV6- Reconciliation
● CV7- Hope and Resurrection

Evaluation
DIM SUMR/LA BRAL/AB PARS/CRAJ FEND LINE

29
 A ND EK

Teacher name:

Date Commenced:

Date Completed:

Were the outcomes of the unit met?

Did you have the necessary skills to teach this unit?

Did you have the necessary knowledge to teach this unit?

Were the learning activities relevant and varied?

Were the resources adequate and accessible?

Were the assessment strategies appropriate to the outcomes?

e assessment type and level of difficulty cater for the learning needs of the
class/ group?

Was the length of time for this unit satisfactory?

Comment on any recommendations for this unit and / or further changes:

30