Professional Documents
Culture Documents
102088
Secondary Curriculum: History
Assessment One
SID: 17724281
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102088 History Assessment One SID: 17724281
Content
Appendixes ………………..……………..……………..……………. 10
Rationale …….……………..……………..……………..………… 18
References ….……………..……………..……………..……………
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Stage 4 – Vikings
Lesson Plan 1
Class: Year 8 Date: 12.6.19
Lesson: Vikings religion Duration: 60 minutes
Teacher Goals (APST) Teacher focus (QTF)
Entry into room (3.5, 4.2-4.4) IQ2 Deep Understanding
Class routines established (3.5, 4.2- IQ5 Metalanguage
4.3) S2 Cultural Knowledge
Orderly dismissal of students (4.2,
4.4)
Purpose of lesson and links to
previous or future lessons (3.2, 3.5)
Assessing student learning (3.6, 5.1-
5.5)
Class Goals Aim of Lesson
Participate in class discussion Students will revise the geography
Productively use laptops of Viking civilisations
Research gods and goddesses Students will describe various
efficiently aspects of the Norse mythology and
Work independently religion
Collaborate in pairs Students will Identify and describe
Complete journal entry the major gods and goddesses
Students will complete a teacher-
directed journal entry using the
knowledge they have learnt.
Resources Syllabus Outcomes
Interactive White Board (IWB) HT4-1 describes the nature of history and
School laptop reservation archaeology and explains their contribution
PowerPoint Presentation: Norse to an understanding of the past
Religion and Mythology (Appendix
1) HT4-3 describes and assesses the motives
Norse religion and Mythology and actions of past individuals and groups
worksheet (Appendix 2) in the context of past societies
Gods/Goddesses research task on
Google Classroom/ Google Docs
(Appendix 3)
Model journal entry (Appendix 4)
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Journal Entry
o In their exercise books, students are to write a
journal entry that discusses their day: it should
include information on the Viking religion, and
at least 2 references to a god or goddess.
o model entry provided (Appendix 4).
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Lesson Plan 2
Class: Year 8 Date: 14.6.19
Lesson: Viking gods and goddesses Duration: 60 minutes
Teacher Goals (APST) Teacher focus (QTF)
Purpose of lesson and links to IQ4 Higher-order Thinking
previous or future lessons (3.2, 3.5) QE3 High Expectations
Assessing student learning (3.6, 5.1- QE5 Students’ Self-regulation
5.5) S2 Cultural Knowledge
Effective questioning (3.5, 4.1-4.2) S3 Knowledge Integration
Use of resources (3.1-3.6)
Explanations/instruction (3.5)
Class Goals Aim of Lesson
Use their previous research and Students will use their prior
understanding to creatively design knowledge and research to create
‘trading cards’ ‘trading cards’ of the gods and
Work in pairs goddesses, which will be printed
Demonstrate their learning through and distributed.
activity and class/group discussion Students will understand the role
Complete journal entry and importance of god/goddesses
in the Viking world.
Students will complete a teacher-
directed journal entry using the
knowledge they have learnt.
Resources Syllabus Outcomes
Trading Card Example (Appendix 5) HT4-3 describes and assesses the motives
Reserve school laptops and actions of past individuals and groups
Google Classroom in the context of past societies
HT4-6 uses evidence from sources to
support historical narratives and
explanations
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Mark attendance.
Body Introduction
o Once students are settled: explain what the
lesson will be about, the learning intention, and
the success criteria.
Lesson description
o Using their prior research on their chosen Website:
god/goddess, students will create a trading card http://www.read
10 minutes with trading card creator website located on writethink.org/cla
Google Classroom. Example (Appendix 5) ssroom-
provided. resources/studen
o Trading cards will be collected, copied and t-
printed for every student, and displayed in interactives/tradi
classroom. ng-card-creator-
o If not finished today, will complete for 30056.html?tab=
homework with their partner and send on 4
Google Classroom before 16/6/2019.
o Completing a diary entry on the religion with
information on at least one god or goddess.
Extension work:
“Speed-write a P.E.E.L paragraph on the god/goddess
12 minutes you have chosen, and their importance to the Vikings”
Journal entry
o Students instructed to pack away the laptops
o Students directed to write a journal detailing
their god/goddess, including why, what and
how they want to sacrifice to them.
Conclusion 3 minutes before bell
3 minutes o Instruct students to pack up their equipment.
o Stay seated
o Tables groups/pairs can go out one at a time
once they have demonstrated they are ready.
Homework Complete trading cards
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Lesson Plan 3
Class: Year 8 Date: 18.6.19
Lesson: Viking religion importance Duration: 60 minutes
Teacher Goals (APST) Teacher focus (QTF)
Entry into room (3.5, 4.2-4.4) IQ2 Deep Understanding
Links progression lesson flow (3.2) QE2 Engagement
Purpose of lesson and links to previous QE3 High Expectations
or future lessons (3.2, 3.5) QLE1 Explicit Quality Criteria
Assessing student learning (3.6, 5.1-5.5) S2 Cultural Knowledge
Effective questioning (3.5, 4.1-4.2)
Class Goals Aim of Lesson
Use prior knowledge and research Students will discuss the Norse
Actively participate in class discussion mythology and relate it to various
Successfully collaborate with partner religions.
Complete journal entry Students will identify and describe the
roles on the gods and goddesses on
Viking society
Students will discuss the importance of
religion for the Viking society
Students will effectively use sources as
evidence using ALARM scaffold.
Students will complete a teacher-
directed journal entry using the
knowledge they have learnt.
Resources Syllabus Outcomes
Printed out Trading Cards created by HT4-3 describes and assesses the motives and
students. actions of past individuals and groups in the
ALARM scaffold (Appendix 6) context of past societies
Sources (Appendix 7)
HT4-5 identifies the meaning, purpose and
context of historical sources
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Source analysis:
o Each table given primary source (Appendix 7)
10 minutes o Fill out ALARM scaffold (Appendix 6) Sources
o Model on board one source
ALARM scaffold
Information swap:
o Teach instructs group to join another and share
10 minutes their analysis of the source, group will write
information on a new ALARM scaffold while
being informed.
o Teacher goes around ensuring students are on-
task, and monitoring behaviour.
Conclusion 5 minutes before bell
5 minutes o Instruct students to pack up.
o Stay seated
Homework:
o Teacher explains homework
o Journal entry, same as last entry however using
a different god/goddess.
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Appendix 1
PowerPoint Presentation: Norse Religion and Mythology
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Appendix 2
Worksheet: Norse Religion and Mythology
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Appendix 3
Research worksheet: Viking gods and goddesses
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Appendix 4
Model entry
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Appendix 5
Example for trading card
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Appendix 6
ALARM scaffold
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Appendix 7
Sources
A page from the Codex Regius of the Silver Thor’s hammer amulet, possible
Poetic Edda worn for protection while at sea.
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Rationale
The lesson plans provided pertain to the Stage 4 Syllabus, Depth Study 4: The Western and
Islamic World – The Vikings. They demonstrate an adherence to the key elements and
outcomes of the syllabus as they address the influence and role that the Norse religion on
the Viking society (NESA, 2012). In preparing the lessons, a diversity of learners had been
considered where differentiation was implemented through various teaching and learning
observation are demonstrated throughout the lessons, providing evidence about students’
The main topic of choice for the sequence of lesson is the Viking religion and
mythology, and its effect on the Viking society. It looks at outcomes of the syllabus that
pertain to the nature of history and understanding the past, the motives of the Vikings and
their society, and analysing the meaning, purpose and context of sources (NESA, 2012.
History K-10 Syllabus: HT4-1, HT4-3, HT4-5, HT4-6). The chosen topic had been used for to
comparing it to more commonly known religions of today, such as Christianity and Islam.
Additionally, students are able to compare and contrast the Viking religion to their
curriculum is addressed in relating the content to the students’ prior knowledge (Gobby &
Walker, 2017). The constructivist way of learning enables students to reflect and construct
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The teaching and learning strategies implemented in the lesson plans provided are
varied to accommodate a diversity of learners. There are many learning styles included in a
single classroom; providing lessons that differentiate between them will lead to meeting the
learning needs of all students (De Jesus, 2012). However, assessing student learning is
necessary before beginning planning lessons (De Jesus, 2012). Assessing for learning, or
formative assessments, mostly occur in the classroom and provide evidence about students’
level of understanding (Ruiz-Primo, 2011). There are many ways to informally assess student
learning to inform teaching practices; in the lesson plans provided, effective questionings in
class discussions, teacher interactions and observation are demonstrated. The use of
creating a dialogue with students enhances a comfortable and socially situated form of
assessment, where teachers can make sense of student responses, actions, comments and
student learning creates a reflective teaching practice where discrete and immediate goals
are contextualised and can be observed in regard to long-term goals (Ruiz-Primo, 2011). The
assessment on the content of revision of the previous lesson, and higher-order thinking
Differentiation and various teaching and learning strategies can assist with dealing
with diverse learners (De Jesus, 2012). However, creating a routine and having clear
demonstrated in the lesson plans, the entry and dismissal of the class is consistent. The
lesson and future activities are explained prior making them predictable, this is
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102088 History Assessment One SID: 17724281
demonstrated through the lesson plans introductory class discussion and informing students
of the purpose and direction the activities will lead. In particular, the collaborative research
task is described in a way that gives students insight into the future activities and purpose,
which is that they will create and present ‘trading cards’, that will be distributed amongst
Various styles of learning are demonstrated through the activities in the lesson
sequence, enhancing student engagement with the tasks and targeting multiple
intelligences. The use of technology through PowerPoint presentations, laptop use for the
research task, and the creation of the trading cards can target multiple learners through
their interactivity. Additionally, specific collaborative learning where the teacher chooses
the pairs enhances student learning through understanding how each student learns and
how well they can learn together. Research tasks target students’ critical thinking and
specific topic. Technology in the classroom can engage learners, however, the accessibility
of technology can vary between schools. The homework tasks required in the lesson plans
are purely for students that had not finished their work during class time, they are able to
Student learning capabilities are addresses in the learning plan through the use of
scaffolding and modelling tasks. Providing this information gives the provision of support
that enables students to complete the tasks independently with success (Gobby & Walker,
2017). Students that would have trouble with the journal entry tasks are provided with a
model entry, provoking their creativity and giving a direction for the task. Additionally, the
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102088 History Assessment One SID: 17724281
ALARM scaffold with further explanation of what is required of their research in the
brackets, gives more direction and purpose to their task learning. Students that excel
academically are provided with extension work that furthers their critical thinking and
knowledge of the topic, where they are required to think critically about the content and
relate it to familiar knowledge that may pertain to their lives. In the second lesson, the
extension work relates to writing a response to a specific question on the importance of the
god or goddess they researched to the Vikings, where they are required to further research
and think critically about the society during the time. There is no extension work provided in
the final lesson due to the class activities requiring all participation and collaboration
between groups, with specific teacher direction and instruction, students will be able to be
The choices in teaching and learning strategies implemented in the lesson sequences
on The Vikings connect to the outcomes required in in the History K-10 syllabus. The
and multiple types of learning activities, such as the use of technology, visual tasks, creative
class discussions and effective questioning relating to the content and evoking participation
collaborative tasks.
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References
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-
areas/hsie/history-k-10
Primo-Ruiz, A.M. (2011). Informal formative assessment: The role of instructional dialogues
doi:10.1016/j.stueduc.2011.04.003
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