Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

Assignment 1: Professional Task

102087 Secondary Curriculum 1A 2H 2018
Zachary Mark Harris-17978675

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Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

Table of Contents

Table of Contents 2

Lesson Plan 1 3

Syllabus outcomes 3
Quality Teaching Elements 4
Intellectual Quality 4
Quality Learning Environment 4
Significance 4
Lesson Plan 5
Reflection 8
Other considerations 9

Lesson Plan 2. 11

Syllabus outcomes 12
Quality Teaching Elements 12
Intellectual Quality 12
Quality Learning Environment 12
Significance 12
Lesson Plan 13
Reflection 16
Other considerations 17
Lesson Plan 3 18

Syllabus outcomes 19
Quality Teaching Elements 19
Intellectual Quality 19
Quality Learning Environment 19
Significance 19
Lesson Plan 20
Reflection 22
Other considerations 22
R​esources 24

Rationale 4​6
References: (Rationale) 5​0
References: (Resources) 51

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Zachary Mark Harris- 17978675
Topic area 4a: The Vikings (c.
AD790- c.1066)
Date:
N/A
Time: 60 minutes
Outcomes
Syllabus outcomes
● HT4‑1 describes the
nature of history and
archaeology and explains
their contribution to an
understanding of the past
● HT4-5 identifies the
meaning, purpose and
context of historical
sources
● HT4-6 uses evidence from
sources to support
historical narratives and
explanations
● HT4-8 locates, selects and
organizes information
from sources to develop
an historical inquiry
● HT4-9 uses a range of
historical terms and
concepts when
communicating an
understanding of the past
Cross Curriculum themes & General capabilities
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102087 Secondary Curriculum 1A 2H 2018
Lesson Plan 1
Stage of Learner: Syllabus Pages:
Stage 4 49
Location Booked: Lesson Number: 1/*
N/A (*= length of time for topic)
Total Number of students: Printing/preparation:
N/A ● Identity sheet printed
● Map Sheets printed
● Random name generator
tables allocated
● Viking Clothes and jewelry
should be set up on a desk
out the front
● Glossary sheet printed
Assessment Students learn Students learn to
about
Lesson assessment ● Locate the Viking
● The way of life in Homeland
Formative Assessment Viking society (social, ● Using a range of
cultural, economic sources, eg. The
● Students are able to and political Viking sagas, outline
further develop the features) and the key social, cultural,
“Viking” character roles and economic and
profile relationships of political features of
● Students are able to different groups in Viking society
use geographical society (ACDSEH007)
skills to locate the
countries of origin
● Students can use
geographical
skills/historical
deduction to place/
develop an
assumption of
expansion/explorati
on
● Students engage in
the
homework/discussi
on on a google
classroom
document
Explicit subject specific concepts and skills
Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

Concepts:
CCT: n/a ● Cause and effect
● Perspectives
GC:
● Empathetic understanding
● Critical and creative thinking
● Ethical understanding ● Significance
● Intercultural understanding
● Difference and diversity Skills:
● Literacy ● Comprehension: chronology, terms and
● Numeracy concepts
● Information and communication technology capability ● Analysis and use of sources
● Perspectives and interpretations
● Empathetic understanding
● Research
● Explanation and communication.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas 

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of 1.2 Deep understanding 1.5 Metalanguage
important, substantive concepts, skills and ideas. Such pedagogy treats 1.3 Problematic 1.6 Substantive
knowledge as something that requires active construction and requires knowledge communication
students to engage in higher-order thinking and to communicate
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and 2.2 Engagement 2.5 Students’ self regulation
teachers work productively in an environment clearly focused on 2.3 High Expectations 2.6 Student direction
learning. Such pedagogy sets high and explicit expectations and
develops positive relationships between teacher and students and
among students.
Significance 3.1​ ​Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and knowledge 3.5 Connectedness
important to students. Such pedagogy draws clear connections with 3.2 Cultural knowledge 3.6 Narrative
students’ prior knowledge and identities, with contexts outside of the 3.3 Knowledge integration
classroom, and with multiple ways of knowing all cultural perspective.

How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson
element
1.2 Deep This lesson aims to use of historical/archaeological finding (sources) as well as maps to
Knowledge focus in students knowledge. The lesson remains focussed on these key ideas throughout
the lesson and subsequent lessons
The lesson aims to engage all students with the objects and their meanings. The
1.2 Deep understanding of these sources and the map as well as their significance is reiterated and
Understanding explored throughout and further explored in further lessons.
1.4 This lesson is focussed on students being able to explore their own interpretations of
Higher-order sources, maps and develop an understanding through them. They’re faced with problems
thinking and questions and are required to solve problems using their prior knowledge and
understanding.
1.5 This lesson uses a discussion around “sources” and how they’re applicable to
Metalanguage understanding a culture and indeed history. The discussion continues into the Google
Classroom

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 Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

1.6 Substantive The discourse is prolonged throughout the lesson. Teacher leads discussion and then in
Communication pairs there is also a discussion.
2.2 Engagement Because the students are hands on with the sources and the maps, engagement is
expected to be shown throughout the whole class. The process of Think pair share during
the time the teacher is no talking will also give time for the students to engage with their
peers.
2.3 High The lesson is designed to challenge all students because of how it is structured. By
Expectations allowing them to engage with their own personal understandings the students are going
to be challenged.
2.4. Social The think pair share activity is designed to create a social support for each student.
Support They’re to be working collectively. In regards to the answers, even “incorrect” answers are
to be used and explored as a point of compare and contrast.
3.1 Background Popular culture will be encouraged (e.g. the recognition of Thor’s Hammer will be
Knowledge encouraged).

Lesson Plan 

Time Teaching and learning actions Organisation Centred

5 mins Introduction:
Welcome students into class, mark roll and begin to
outline lesson objectives. Make it clear that this
period will be focused on society in history that had a
significant impact on the world
Example of script
Good morning! For today’s lesson, we’re going to be
investigating a well-known group of people from the
middle ages who were both feared and admired. They
were renowned for being both seafaring raiders and
extensive traders. Throughout this whole term we’ll
be unpacking their lives and taking a detailed look
into their rise and subsequent fall as well as the
lasting impact that this group had on the world.
T/S
Teacher: ​Welcoming class, marking T
roll and then going through the
expectations and outcomes of the
class and term
Student:​ Preparing for the lesson
ahead, taking out their books et​c.
Resources: ​Viking Clothing and
jewelry are already laid upon a
large desk at the front of the class

5 mins Body: Teacher:​ Teacher led discussion T

The teacher begins to hand out the character profile
sheet. Whilst doing this, the teacher explains that this
sheet is to be filled out individually but they’ll be
working in pairs to help build open their ideas. The
teacher will also note that this character profile will
be added to throughout the term.
that may require prompts to assist
with
Student:​ Listens and prepares
Resources: ​Profile sheet (1 for
each student)

Body: Teacher:​ Teacher facilitates the S

engagement, answers students
This part of the lesson the students will be able to questions or assumptions.
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engage and touch the historical clothing and jewellery
mins
and are asked to use their investigative skills to Student:​ Engage/respond to
determine certain aspects of these people’s lives. prompts and list them on their
Whilst doing this, they will also be required to fill in character sheet
the character profile.

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 Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

Before the students come up they’re asked if they Resources: ​Viking clothing, jewelry,
know if these items are primary or secondary sources tools, (see examples). If teacher is
and why? unable to source these, paper
Answer​: Secondary, they’re modern replicas of printouts will be provided)
primary sources.
Random Name Picker tool:
Students are then invited up to touch and engage https://www.classtools.net/rando
with the objects and then are asked to go back to m-name-picker/
their desks. Here the students will, using the “Think
Pair Share” idea (already used and understood within
this class), develop an understanding of these people
through their clothes

Potential guesses:
Fur hat, long pants and long sleeve shirt would mean
they’re from a colder climate.

The idea is that the character profile should be filled

in with the character being someone who lives in a
colder climate. Other answers might be access to
animals, ability to weave, access to metals

As a class, Teacher asks for volunteers to share their

answers and the teacher lists them on the board as a
mind map.

If no one volunteers, use the “random name picker”

tool to select a group/number that has been
allocated. (This is to avoid student’s feeling picked on)

10 Body cont: Teacher: ​Leads the discussion T/S

mins
Now that the students have brief idea about what the Student: ​Making educated,
clothing says about the society through these historically based, guesses as to
sources, the teacher will ask the class who they think who this society was and where
this society is and why. they’re from. These guesses need
to be justified.
(Students will likely see the Thor’s hammer and
associate this with popular culture so it might be
quickly guessed but if not guiding questions might be
asked to tease out the correct answer)
Resources: ​Viking warrior images.
Eg. Vikings: Because Thor was one of the Viking Copy of the Viking Glossary now
Gods and that necklace was Thors Hammer

Extended: Does anyone know what Thor’s hammer

was called? (Mjolnir)

Prior knowledge and assumptions are to be expected

and “incorrect” guesses can also be explored.
Example​: British is a close guess and can be
encouraged as they too are from a colder climate and
Anglo-Saxons did dress similarly​ ​to this society.

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 Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

With the correct answer the teacher can hand out the
image of the viking warriors (see resources) and the
Viking Word glossary which will become helpful later

At this point the students are encouraged to take

note of certain features about the images and
anything of interest to them, i.e the lack of horned
helmets, can be written on the profile sheet

Body cont: Teacher: ​Guiding the discussion T/S

and encouraging answers and
With the identity of this society now known and discourse.
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during what period of time they are from, the
mins
question needs to be asked as to where Student: ​Using prior knowledge,
geographically the class thinks the Vikings lived/were investigative skills to narrow down
from. the geographical location of the
Vikings.
Bring up a large map of the world and navigate your
way around the map with each guess. Use Resources:​ Map of the world on
understanding of colder climates and prior knowledge smart board, blank map of Europe
to make guess and help bring out the correct one. printed for each student, (copy for
smart board too)
Once they students narrow it down they’re to be
given the blank map of europe. Here they’re required
to now pinpoint the countries from which the Vikings
originated from. The teacher will be using their own
map on the smart board and filling them in using a
certain colour.

Outcome expected is the students will, with guidance,

narrow it down to Scandinavia and then can be
informed that they were from Denmark, Norway and
Sweden which can be coloured in and kept as it will
be useful at a later time.

10 Body cont: Teacher: ​Explains the task and S

mins colours in the map alongside the
At this point the teacher, with the map with students.
Denmark, Norway and Sweden coloured in, will now
explain that these weren’t the only places the Vikings Students: ​Using their
were found nor was it the only place evidence of their Historical/geographical skills make
travels were found. They actually travelled quite assumptions as to the
extensively. They used their naval skills to undertake expansion/exploration of the
these journeys Vikings

With this detail in mind, the teacher will then ask the Resources: ​Interactive whiteboard
students to use a lead pencil to shade in the places edition of the map used.
the students either know of Vikings visiting or guess Printed Maps for students
the Vikings visited. spare pencils for students who
don’t have them.

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 Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

These additional points of information can be added

to the Character profile.

5 Conclusion: Teacher: ​Explaining the Google T

mins Brief conclusion to the lesson, discuss that the Classroom homework
homework will be uploaded on the google classroom
Student: ​Packing up and listening to
and that will be the point of discussion for the next
teacher
lesson.
Resources: N/A

Reflection 
What have I learned about the teaching and learning process when preparing this lesson?

I have learned that 60 minutes is not quite as long as it sounds. A lesson may sound
incredible in your head but the difficult part is that it won’t always fit within that 60
minutes. Being malleable and making changes isn’t just within the classroom, it’s also when
you’re formulating a lesson plan. Another think I learned is it’s easy to leave a lot of time
for potential misbehaviour or difficulty engaging from the students but it’s also detrimental
to the overall lesson if you leave too much time. The idea is to have a balance between
challenging content, free flowing learning and time to reflect.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

● HT4‑1 describes the The Students are engaging with secondary sources and how
nature of history and archaeological finds influence our interpretations of a
archaeology and explains
their contribution to an nation. They are also engaging with the idea that these
understanding of the past finds may also provide information as to geographical
location from which they were from.
● HT4-5 identifies the The Profile sheet that is handed out will be filled in as the
meaning, purpose and course progresses. It is through an engagement with their
context of historical
sources prior knowledge and their further engagement throughout
the term.
● HT4-6 uses evidence from Using the sources within the lesson is used by students to
sources to support
support their theories as to who they might think the
historical narratives and
explanations culture is. Using these they then can develop an
understanding of where the culture is from and are
constantly justifying this.
● HT4-8 locates, selects and Students are able to use the sources provided to them to
organizes information
create a historical narrative. Through their interactions
from sources to develop
an historical inquiry they create a profile of this nation and uses the profile
sheet and understandings of the sources to enhance their
knowledge of this society.
The teacher encourages the discussion around sources and
● HT4-9 uses a range of
geography in order to develop a historical narrative. Using
historical terms and
concepts when these, the teacher is aiding the development of the Profile
communicating an sheet which is developed through an engagement with
understanding of the past sources

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Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

Other considerations 

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards

Standard 1: Using different styles of teaching which do not require a set answer. Having
Knowing objects to interact with and have physically present. Using a more free
students and flowing style of teaching. Using the time to allow students to work in pairs,
how they share information without feeling picked on.
learn.

Standard 2: The lesson is used as a basis for developing an understanding of how much
Know the students know about the topic. There is a level of malleability to help
Content and develop the subsequent lessons. This comes with knowing the content. The
how to teach lesson is also framed in a way that “unpacks” alongside the investigation of
it the students.

Standard 3: The lessons are designed to follow a sequence that develops alongside the
Plan for and learning of the students. Pedagogy/lessons are developed within the lesson
implement and cemented with the google classroom.
effective
teaching and
learning

Standard 4: Students are engaged in group work and are consistently supported by the
Create and teacher. Throughout the lesson, everyone’s opinion and input to the
maintain lesson is encouraged and respected. The lesson is also formulated for
supportive differentiation to encourage the engagement of all students.
and safe
learning
environments

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Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?

The key risk issues that arise in this classroom fall under
the WHS policy numbers
1.1.1-Providing everyone in its workplaces with a safe and healthy working and
learning environment

1.1.2- Promoting dignity and respect in all workplaces and taking action to prevent
and respond to bullying in its workplaces.

Bullying or taunting within the class is minimised through the use of ‘Think Pair
Share’ and the use of the random name picker. Think pair share allows students to
feel like they’re able to share with each other in a smaller group before providing
answers for the larger group. This promotes respect of each other and their
ideas.The random name picker is used to avoid people feeling targeted.

Through a continuous discussion between teacher and student, the time through
which bullying can occur is reduced. Precautions have been taken to also minimise
the risk with the sources provided in this lesson.

Also, care is taken when allowing students to interact with sources as to keep the
process calm and safe.

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Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

Lesson Plan 2.

Topic area 4a: The Vikings (c. Stage of Learner: Syllabus Pages:
AD790- c.1066) Stage 4 p. 49

Date: Location Booked: Lesson Number: 2/*

N/A N/A
Time: 60 minutes Total Number of students: Printing/preparation:
N/A
● Classroom set out in the
long house type setting (see
image)
● Interior of a Longhouse is up
on the interactive
whiteboard (see resources)
● The cleaning tools,
(tweezers, toothpick, comb
etc for students to engage
with)

NOTE: Approval from head

teacher/superiors should be sought
for the pointed toothpick/ear scoop
are brought into the class and all
precautions should be taken to keep
students safe.

● Wardruna (youtube clip)

playing as the students
enter (softly)
https://www.youtube.com/
watch?v=zyzGRbbha3E

Outcomes Assessment Students learn Students learn to

Syllabus outcomes
● HT4‑1 describes the nature
of history and archaeology
and explains their
contribution to an
understanding of the past
● HT4-3 describes and assess
the motives and actions of
past individuals and groups
in the context of past
societies
● HT4-5 identifies the
meaning, purpose and
context of historical sources
about
Lesson assessment
● The way of life in
● Development of Viking society (social,
their previously cultural, economic
created “Viking” and political
character profile features) and the
● Students further roles and
their depth of relationships of
knowledge in different groups in
regards to the daily society (ACDSEH007)
life of a Viking ● Significant
● Students can developments/or
identify when and cultural
where the Vikings achievements that
were from led to Viking
expansion, including
● Using a range of
sources, eg. The
Viking sagas, outline
key social, cultural,
economic and
political features of
Viking society
● Describe everyday
life of men, women
and children in Viking
society
● Identify the extent of
Viking exploration
and trade

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Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

● HT4-7 identifies and ● Answers/engageme weapons and ● identify the regions

describes different contexts, nt on a google shipbuilding, and the conquered and/or
perspectives and classroom that extent of their trade settled by the Vikings
interpretations of the past leads on to next (ACDSEH047) ●
● HT4-8 locates, selects and class
organizes information from
sources to develop an
historical inq

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Concepts:
CCT: n/a ● Continuity and change
● Cause and effect
GC: ● Perspectives
● Critical and creative thinking ● Empathetic understanding
● Ethical understanding ● Significance
● Intercultural understanding ● Contestability
● Work and Enterprise
● Difference and diversity Skills:
● Literacy ● Analysis and use of sources
● Numeracy ● Perspectives and interpretations
● Information and communication technology capability ● Empathetic understanding
● Research
● Explanation and communication.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas 

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of 1.2 Deep understanding 1.5 Metalanguage
important, substantive concepts, skills and ideas. Such pedagogy treats 1.3 Problematic 1.6 Substantive
knowledge as something that requires active construction and requires knowledge communication
students to engage in higher-order thinking and to communicate
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and 2.2 Engagement 2.5 Students’ self regulation
teachers work productively in an environment clearly focused on 2.3 High Expectations 2.6 Student direction
learning. Such pedagogy sets high and explicit expectations and
develops positive relationships between teacher and students and
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and knowledge 3.5 Connectedness
important to students. Such pedagogy draws clear connections with 3.2 Cultural knowledge 3.6 Narrative
students’ prior knowledge and identities, with contexts outside of the 3.3 Knowledge integration
classroom, and with multiple ways of knowing all cultural perspective.

How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson
element
1.2 Deep This lesson aims to use of historical/archaeological findings to focus in students knowledge.
Knowledge The lesson remains focussed on these key ideas throughout.

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 Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

The lesson aims to engage all students with the objects and their meanings. The
1.2 Deep understanding of these sources and the map as well as their significance is reiterated and
Understanding explored throughout and further explored in further lessons.
1.3 This lesson aims to begin the process of looking at sources and using them to challenge
Problematic beliefs and understandings that may be present in modern society. One of these is that
Knowledge most depictions of Vikings is of dirty barbarians.
1.4 This lesson is focussed on students being able to explore their own interpretations of
Higher-order sources, maps and develop an understanding through them. They’re faced with problems
thinking and questions and are required to solve problems using their prior knowledge and
knowledge they develop
2.2 Because the students are hands on with the sources and the maps, engagement is
Engagement expected to be shown through the whole class
2.3 High The lesson is designed to challenge all students because of how it is structured. By allowing
Expectations them to engage with their own personal understandings the students are going to be
challenged.
2.4. Social The think pair share activity is designed to create a social support for each student. They’re
Support to be working collectively. In regards to the answers, even “incorrect” answers are to be
used and explored as a point of compare and contrast.
2.6 Student The lesson is designed to free flowing and many aspects of this lesson are directed by the
Direction student interactions and questions. The students also were allowed to ask questions prior
to initiate conversation during this lesson.
3.1 The student’s background knowledge is constantly being implemented. Their
Background understandings of the Vikings from popular culture, movies or even other classes is
Knowledge encouraged to be used within the engagement with sources.
3.4 Inclusivity The design of the lessons hinge around sharing personal understandings and personal
interpretations of sources. Through the ‘think pair share’ technique and online
questionnaires everyone’s voice is heard and all students can share their input
3.6 Narrative The use of sources and discussion with the theatrical aspect of the music and style of this
lesson help influence the narrative of the Vikings.

Lesson Plan 

Time Teaching and learning actions Organisation Centred

5mins Introduction:
Welcome students into class, mark roll and begin to
outline lesson objectives. Make it clear that this
double period lesson will be focused in history that
many people may think they know all about but may
find out new things
T/S
Teacher: ​Welcomes class, marks T
roll and then going through the
expectations and outcomes of the
class as Wardruna plays and there
is an image of a longhouse up on
the smart board)

Example of script Student: ​preparing for the lesson

Good morning! You’ve probably noticed the
classroom is looking a little different today. Just take
a seat along the outside because today we’ll be
looking a little deeper into the daily life of Viking. By
the end of this lesson, we will be able to describe the
daily activites, the daily habits and even refute some
common misconceptions held in regards to the
Vikings.
ahead, taking out their books and
seated around the room
Resources: ​Viking music playing,
virtual image of viking long house
up on the smart board

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 Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

Body: Teacher:​ Teacher led discussion T/S

10 Teacher addresses the key points that were raised
mins
within the google classroom activity from last lesson.
(Without naming names, bringing them up as general
conversation. Use this time to also ask if anyone has
thought of any questions and address as they go)
that may require prompts to assist
with answering and raising the
questions/answers from the
Google Classroom homework
Student:​ Listen, asking questions

Examples script: ​So last lesson I left some homework Resources:​ Compiled list of
for you to do and some of you left some questions for questions/ answers that students
us to address today. came up with

So, many of you were unaware that the Vikings were

a clean, image conscious society. Much of the
depiction of Vikings in modern life, aside from Chris
Hemsworth as Thor, are of dirty barbarians who want
nothing but battle! But what we’ll come to realise
through this lesson is that the life of a Viking wasn’t
only one of battle and sailing but one of home life,
farming and trade.

Body​: Teacher: ​Hands out the grooming tools S

Teacher begins to hand out the grooming objects, the
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pick and ear scoop is pointed so care should be taken.
mins
Depending on the class and students, the
toothpick/ear scoop might be kept in the teachers
hand and brought around to show the class. The
teacher brings up the poems are things they learned
doing the homework.
(pick, comb, tweezers) (see images).
Care to be taking with these objects
and proper WHS guidelines should be
followed.
Student: ​Engage with the grooming
tools, use their historical skills to
determine what these sources may be
and what they’re used for

Resources: ​Viking grooming tools

Example script:
Now as you’re holding these items, I want you to keep
in mind the poems you read for homework and this
new understanding of the vikings. I also want you to
think about the questions on the board and discuss
with the person next to you.

Questions written on the board​-

1. What kind of sources are they?
2. What do they think they are?
3. What purpose do you think they had?
4. How did the poems help you come to these
ideas?

15 Body Teacher: ​Leading discussion and T/S

Teacher asks for volunteers to answer each question, they
gather a few ideas and each answer needs to be supported
with evidence
Many of the answers might be leaning towards the idea of
teasing out the ideas about Viking
Student: ​Using their historical enquiry
skills to engage with the resources

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 Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

grooming, the comb is obvious, the tweezers perhaps Resources: ​Bust of the Viking
obvious as well but the ear scoop and toothpick will be
something that grosses/intrigues them so should be left
until last.

The bust of the Viking is handing out after answers are read
out. As this object is passed around the teacher can point
out how clean cut the beard is and how neat the hair is at
the back. Another example of the personal depiction of
Vikings.

Use this to cement the idea that throughout history there is

is often more than just the dominant idea/interpretation of
history. It is our job as historians to explore all avenues and
develop an understanding through the sources.

15 Body Teacher: ​Using the smartboard as a T/S

point of reference the teacher brings
Teacher now turns to the board as a point of reference. the attention to the longhouse images/
Using the music and image on the smart board video clips of the replica towns

This part of the lesson will be used to describes the place

the Vikings spent majority of their daily lives. What needs
to be explained is the village was replicated based on
archaeological finds and historical accounts. It’s an insight
into how a Viking village may have looked.
Questions that might be asked
“As we’re watching these clips, what do you see, what are
the key features and what do they tell you
Think about the roles of individuals and what are the
certain features of this Village”
(these clips are quite short and can be
played multiple times)
Student: ​engaging with discussion and
making notes on the video clips
Resources: ​Viking village replicas
videos
“​http://www.pbs.org/wgbh/nova/vikin
gs/village.html​”

Students are then ask to write down these features in their

book

The students are to take notes about the activities they see
within these videos, what they say about daily life when
contrasted with the sources we’ve seen already

Example into script:

Now, as I mentioned at the beginning of the class, the room
was set up in a particular way. What you may have also
noticed was the image that is up on the board and the
music you have been hearing in the background. This is a
Viking Longhouse and the room is similarly set up. There
would be a fire in the middle and much of the life of the
Viking was within this house. What we’re going to do is
watch a couple of short clips that show a replica of a Viking
village which was created in conjunction with
Archaeological finds and historical accounts.
5 Conclusion Teacher: Concludes lesson T
Brief conclusion to the lesson, discuss that the
homework will be uploaded on the google classroom Student: pack up
and that will be the point of discussion for the next Resources: N/A
lesson.

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Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

Reflection 
What have I learned about the teaching and learning process when preparing this lesson?

This lesson again felt like I was trying to fit too much into 60 minutes. I wanted to give
enough wiggle room but not too much as to detract from the lesson. I still need to find the
balance which right now, is a very fine line. The other difficulty is finding a balance between
the amount of content being taught and the amount of time we have. Being able to
understand what is important and what needs more time will come with trial and error.
How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

● HT4-5 identifies the The Profile sheet that is handed out will be filled in as the
meaning, purpose and
course progresses. It is through an engagement with their
context of historical
sources prior knowledge and their further engagement throughout
the semester.
● HT4-8 locates, selects and Students are able to use the sources provided to them to
organizes information
create a historical narrative. Through their interactions
from sources to develop
an historical inquiry they create a profile of this nation and uses the profile
sheet and understandings of the sources to enhance their
knowledge of this society.
The teacher encourages the discussion around sources and
● HT4-9 uses a range of
geography in order to develop a historical narrative. Using
historical terms and
concepts when these, the teacher is aiding the development of the Profile
communicating an sheet which is developed through an engagement with
understanding of the past sources

Other considerations 

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards

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Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

Standard 1: Much like the first lesson, this lesson uses different styles of teaching which
Knowing do not require a set answer. Having objects to interact with and have
students and physically present allows all students opportunity to develop their own
how they personal narrative about the items. Using a more free flowing style of
learn. teaching which allows students to mediate the pace. Using the time to
allow students to work in pairs, share information without feeling picked
on.
Standard 2: By including physical items to engage with, the students will be able to use
Know the more of their senses and prior knowledge. By also allowing time for both
Content and student teacher discussion as well as peer to peer discussion, there is a
how to teach supportive classroom environment.
it

Standard 3: This lesson has been the culmination of the introduction lessons. The
Plan for and Google classroom homework has also been implemented to further
implement develop the classwork instead of being standalone “recaps”. The google
effective classroom implementation is used as an effective ICT resource as is the
teaching and integration of the smart board.
learning

Standard 4: The lesson is designed to maintain the support of both the teacher and the
Create and peers. By providing ample opportunity for discussion as well as self guided
maintain learning within the google classroom, these lessons are designed to
supportive support that.
and safe
learning Safe environment is met through the following the WHS guidelines.
environments
Standard 5: Feedback is provided during the lesson in the form of teacher lead
Assess, discussion. Following the conclusion of the lesson, feedback is to be
provide provided on the homework for the students.
feedback and
report on
student
learning

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?

The key risk issues that arise in this classroom fall under
the WHS policy numbers
1.1.1-Providing everyone in its workplaces with a safe and healthy working and
learning environment

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Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

1.1.2- Promoting dignity and respect in all workplaces and taking action to prevent
and respond to bullying in its workplaces.

Bullying or taunting within the class is minimised through the use of Think Pair Share
and the use of the random name picker. Think pair share allows students to feel like
they’re able to share with each other in a smaller group before providing answers for
the larger group. This promotes respect of each other and their ideas. The random
name picker is used to avoid people feeling targeted.

Through a continuous discussion between teacher and student, the time through
which bullying can occur is reduced. Precautions have been taken to also minimise
the risk with the sources provided in this lesson.

Also, care is taken when allowing students to interact with sources as to keep the
process calm and safe.

Lesson Plan 3

Topic area 4a: The Vikings (c. Stage of Learner: Syllabus Pages:
AD 790- c.1066) Stage 4 49

Date: Location Booked: Lesson Number: 3/*

N/A N/A
Time: 60 minutes Total Number of students: Printing/preparation:
N/A
● Butchers paper
● A3 Print of Europe
● iPads
● Wardruna (youtube clip)
playing as the students
enter (softly)
https://www.youtube.com/
watch?v=zyzGRbbha3E

Outcomes Assessment Students learn Students learn to

Syllabus outcomes
● HT4-3 describes and assess
the motives and actions of
about
● Use a range of
● The way of life in sources, eg. The
Formative Assessment Viking society (social, Viking sagas, outline
Students are able to use their cultural, economic key social, cultural,
skills to engage with the and political economic and
features) and the

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Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

past individuals and groups
in the context of past
societies
● HT4-5 identifies the
meaning, purpose and
context of historical sources
● HT4-6 uses evidence from
sources to support historical
narratives and explanations
● HT4-8 locates, selects and
organizes information from
sources to develop an
historical inquiry
poem and develop a
narrative.
Summative Assessment
Final Quiz that recaps overall
3 lessons. (Quiz is team
based)
roles and political features of
relationships of Viking society
different groups in ● Identify the
society (ACDSEH007) geographical features
● Significant that helped shape
developments Viking society and
and/or cultural history
achievements that ● Identify the extent of
led to Viking Viking exploration
expansion, including and trade
weapons and ● identify the regions
shipbuilding, and the conquered and/or
extent of their trade. settled by the Vikings

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
Concepts:
CCT: n/a ● Continuity and change
● Cause and effect
GC: ● Perspectives
● Critical and creative thinking ● Empathetic understanding
● Ethical understanding ● Significance
● Intercultural understanding ● Contestability
● Work and Enterprise
● Difference and diversity
● Literacy
● Information and communication technology capability Skills:
● Comprehension: chronology, terms and
concepts
● Analysis and use of sources
● Perspectives and interpretations
● Empathetic understanding
● Research
● Explanation and communication.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas 

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of 1.2 Deep understanding 1.5 Metalanguage
important, substantive concepts, skills and ideas. Such pedagogy treats 1.3 Problematic 1.6 Substantive
knowledge as something that requires active construction and requires knowledge communication
students to engage in higher-order thinking and to communicate
substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and 2.2 Engagement 2.5 Students’ self regulation
teachers work productively in an environment clearly focused on 2.3 High Expectations 2.6 Student direction
learning. Such pedagogy sets high and explicit expectations and
develops positive relationships between teacher and students and
among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and knowledge 3.5 Connectedness
important to students. Such pedagogy draws clear connections with 3.2 Cultural knowledge 3.6 Narrative
students’ prior knowledge and identities, with contexts outside of the 3.3 Knowledge integration
classroom, and with multiple ways of knowing all cultural perspective.

How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson
element
1.2 Deep This lesson aims to use of historical/archaeological findings to focus in students knowledge.
Knowledge The lesson remains focussed on these key ideas throughout

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 Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

The lesson aims to engage all students through prior built knowledge . Much like the
1.2 Deep previous lessons, this one aims to build upon their developed understandings for the
Understanding purpose of this inquiry discussion.
1.3 This lesson aims to begin the process of looking at sources and using them to challenge
Problematic beliefs and understandings that may be present in modern society.
Knowledge
1.4 This lesson is focussed on students being able to explore their own interpretations of
Higher-order sources and a process of investigation to try to understanding a society through them.
thinking They’re faced with problems and questions and are required to solve problems using their
prior knowledge and knowledge they develop
2.2 Because the students are hands on with the sources and the maps, engagement is
Engagement expected to be shown through the whole class
2.3 High The lesson is designed to challenge all students because of how it is structured. By allowing
Expectations them to engage with their own personal understandings the students are going to be
challenged.
2.4. Social This lesson will revolve around these students working together in large groups. They have
Support a shared goal and will be working as a collective to achieve it.
2.6 Student This lesson allows for the students to be their own historians. They’re following their own
Direction path to answer the questions for the final quiz.
3.1 The student’s background knowledge is constantly being implemented. Their
Background understandings of the Vikings from popular culture, movies or even other classes is
Knowledge encouraged to be used within the engagement with sources. Through this knowledge they
can continue their research using the ipads for the final quiz.
3.4 Inclusivity The design of the lessons hinge around sharing personal understandings and personal
interpretations of sources. Through the ‘think pair share’ technique and online
questionnaires everyone’s voice is heard and all students can share their input
3.6 Narrative The use of sources and discussion with the theatrical aspect of the music and style of this
lesson help influence the narrative of the Vikings. Using this idea of the class as a group of
Vikings gives an element of narrative that’s continued throughout the last 3 lessons.

Lesson Plan 

Time Teaching and learning actions Organisation Centred

5 mins Introduction:
Welcome students into class, mark roll and begin to
outline lesson objectives. This lesson will be a
continuation of the last lesson where we began
discussing the daily life of a Viking and also touched
on their expansion.
As the teacher is marking the roll, they’re handing
back the “Viking themselves” sheets they completed
for homework
T/S
Teacher: ​Welcoming class, marking T
roll and then going through the
expectations and outcomes of the
class
Student:​ Preparing for the lesson
ahead, taking out their books et​c.
Resources: ​Teacher has looked at
and printed out the students
“Viking themselves” image from
the homework for the students to
put within their book.

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 Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

10 Body​: Teacher:​ Explains the expectations T

mins Teacher now explains that today’s lesson will be of the class
based on the idea that we’re all apart of a Viking
community and we’re going to be discussion what Student:​ Listens and prepares
that entails. But first we’ll begin to understand the
structure of a Viking Society. The teacher brings up Resources:
the story of “the Creation of man” and reads along
with the students. This shouldn’t take too long and
following this, the students are to fill in these figures
within the glossary

Body cont: Teacher: ​Assigns groups their own S

VIKING Quiz
The teacher discusses the idea that now we’re
25
understanding the structure of society and daily life
mins
we must discuss the idea of Vikings exploring. So for
this lesson, the teacher pretends that they’re a
Norwegian Jarl who is asking for the opinions and
advice of two prominent groups within their
community. The class, after now becoming vikings,
are split down the centre and they’re to work
together as though it is a debate.
The theme is as Jarl, I’m seeking the input of these
major groups as to where our next expedition will be.
On one hand, I’m eager for land to settle but on the
other i’m eager for my treasure and wealth for our
community. The students are to, within their google
class groups, formulate reasons for their decision
using historical evidence.
Teacher makes the joke that it is obvious the Vikings
wouldn’t have been able to have access to such
technology or historical understanding but we can
say that Odin is favouring you and providing you with
this information. They have 25 minutes to come up
with all the details for the Jarl before they’re to
present their argument.
“farming” or “riches”. Walks from
group to group giving assistance
where needed
Student: ​Use their investigative
skills, prior knowledge and
assumptions to develop an idea of
which
Resources:​ iPads, Butchers paper
texters
A3 map of Europe (used earlier),
map of Viking expeditions handed
out to each student for their
books.
Wardruna (youtube clip) playing as
the students research (softly)
https://www.youtube.co
m/watch?v=zyzGRbbha3E

Students are encouraged to draw on the butchers

paper, use their other resources we’ve used so far
and be as creative as possible.

15 Body: Teacher: ​Listens and asks S

Each side is given 5 minutes to present their case to
the teacher.
The teacher asks certain questions to guide the
discussion.
5 Conclusion:
Brief conclusion to the lesson, discuss that the
homework will be uploaded on the google classroom
and that will be the point of discussion for the next
lesson. Leave a cliffhanger as to who won the debate
and the discussion will continue on Google
Classroom.
questions, keeps students to time
and will be taking notes
Students: ​Present their case to the
teacher as to where they should go
Teacher: ​Explaining the Google
Classroom homework for next lesson
Student: ​Packing up and listening to
teacher
Resources: N/A

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Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

Reflection 
What have I learned about the teaching and learning process when preparing this lesson?

This lesson, much like the last, was troublesome because of the limit of time. Trying not to
fit too much but not too little within the time frame was also quite difficult. I think this
lesson, more so than the others, taught me that it is going to be difficult to balance trying to
make lessons meaningful but also enjoyable.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

● HT4-3 describes and
assess the motives and
actions of past individuals
and groups in the context
of past societies
● HT4-5 identifies the
meaning, purpose and
context of historical
sources
● HT4-6 uses evidence from
sources to support
historical narratives and
explanations
● HT4-8: locates, selects and
organises information
from sources to develop
an historical inquiry.
By understanding the story around why the Vikings underwent such
extensive raiding and exploration, the students will be able to
successfully complete the final quiz and present a historically based
argument.
The final quiz, (that will be worked on and uploaded on google
classroom. The students will begin to piece together certain sources as
relevant to certain narratives. The google classroom answers will also
play their role in this.
This final quiz will test their understandings over the last couple of
lessons. This final quiz will measure their ability to justify their opinions
through historical evidence and be a test of their ability to link sources.
Students are able to identify and formulate answers to the quiz. They’re
also using these sources they have either previously gathered, or gather
during this ,

Other considerations 

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
Standard 2: The overall content of the lesson is formulated to be engaging. It is
Know the designed to incorporate source work with investigation to develop a final
Content and discussion/debate.
how to teach
it

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Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

Standard 3: This lesson has been the culmination of the introduction lessons. The
Plan for and Google classroom homework has also been implemented to further
implement develop the classwork instead of being standalone “recaps”. The use of
effective iPads as investigative resources for the students to engage with within this
teaching and lesson
learning

Standard 4: The teacher has maintained a presence throughout the intro lessons.
Create and They’ve assisted with “hints” for those who may be struggling as well as
maintain been there to help lead discussion.
supportive
and safe
learning
environments
Standard 5: Feedback is provided during the lesson in the form of teacher lead
Assess, discussion. Following the conclusion of the lesson, feedback is to be
provide provided on the group discussion work
feedback and
report on
student
learning

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
The key risk issues that arise in this classroom fall under
the WHS policy numbers
1.1.1-Providing everyone in its workplaces with a safe and healthy working and
learning environment

1.1.2- Promoting dignity and respect in all workplaces and taking action to prevent
and respond to bullying in its workplaces.

Bullying or taunting within the class is minimised through the use of ‘Think Pair
Share’ and the use of the random name picker. Think pair share allows students to
feel like they’re able to share with each other in a smaller group before providing
answers for the larger group. This promotes respect of each other and their
ideas.The random name picker is used to avoid people feeling targeted.

Through a continuous discussion between teacher and student, the time through
which bullying can occur is reduced. Precautions have been taken to also minimise
the risk with the sources provided in this lesson.

Also, care is taken when allowing students to interact with sources as to keep the
process calm and safe. 

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Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

RESOURCES
VIKING WORD GLOSSARY (VIKINGS-TONY ALLAN 9781844838929)

WORD MEANING
Aesir A family of war gods in pagan Scandinavian Religion.
Asgard The home of the gods in pagan Scandinavian religion.
Berserker A warrior fighting in battle with frenzied violence and fury.
Carding The process of brushing wool so that the fibres get untangled and
run in a single direction.
Compurgation The practice of clearing an accused person of a charge by having a
number of people swear to a belief in his innocence.
Cottager The smallest sort of landholding commoner, holding insufficient
land to support his family without doing additional labour.
Danegeld A tax levied in England in the Viking age to finance protection
against Danish Invasion.
Danelaw Commonly used as a term for the land of the Vikings in England,
but it never became a true political entity. The word simply means
“the law of the Danes”.
Eddic Poetry A collection of poems contained in an Icelandic manuscript from
1270-1280; the poems fall into two groups: mythological poems
and heroic poems.
Filigree Delicate ornamental work made from gold, silver, or other fine
twisted wire.
Fimbuveltr A winter lasting for three years with no summer in between that
precedes Ragnarok.
Fornydislag Literally “old-story-measure”; it is the most common narrative
meter in eddic poetry, particularly in heroic poetry.
Futhark The name of the runic alphabet.
Galdralag “Literally “spell-measure”; one of the less commonly used meters
in eddic poetry.
Godi (plur. Godar) A chieftain
Heiti A name or title, that is, nouns used in Old Norse- Icelandic poetry
but not in everyday speech or in written prose.
Hel The world of death in pagan Scandinavian religion presided over
by a goddess of the same name.
Highseat The central section of one bench in the hall of a farmhouse and
the rightful seat of the owner of the farm.
Hird The retinue accompanying kings, earls, or other rulers.
Hoard Two or more objects made of precious metal deliberately hidden
in the ground.
Homespun wool and It was Iceland’s chief export and used as a standard exchange
woollen products product.

Knattleik A game played with a bat and a small hard ball on a field of ice.
Lapps A distinct people, also called Sami, inhabiting the northernmost
part of Scandinavia.
Ljodahatt Literally “song-meter”; it is a meter much used in the eddic of
mythological poems and especially in the didactic ones.
Longhouse A hall or main room in an Icelandic farmhouse.
Longport A fortified ship camp.

24
Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

Longship A collective, general term used for large warships with more than
32 oars.
Midgard The home of gods and humans in pagan Scandinavian religion.
Ragnarok The doom or twilight of the gods; the end of the world in pagan
Scandinavian religion.
Runes The letters of an alphabet used by Ancient Germanic people,
especially by the Scandinavians and Anglo-Saxons.
Rus Swedes or people of Scandinavian descent living on the upper
Volga.
Saga (plur. Sogur) Medieval Icelandic and Scandinavian prose narratives
usually about a famous hero or family or the exploits of a heroic
kings and warriors.
Sauna A steam bath in which the steam is usually produced by pouring
water over heated rocks.
Seid A kind of magic practiced in pagan Scandinavian religion.
Senna A formal exchange of insults and threats.
Shieling A hut in the highland grazing pastures away from the farm, where
shepherds and cow herders lived during the summer.
Skald A Scandinavian bard or court poet
Skaldic poetry A term now used for all the early Old Norse-Icelandic alliterative
poetry that is not eddic.

(Blanks are intentionally left for the addition of Thrall, Karls and Jarls in lesson 3)

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Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

PROFILE SHEET:
WHAT DO SOURCES TELL YOU ABOUT THE SOCIETY ?

26
Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

FIGURE 1: VIKING WARRIOR:

sourced from
http://freescoregov.com/viking-coloring-pages/viking-coloring-pages-viking-coloring-pages-
viking-warrior-coloring-page-for-free-coloring-pages-wolf/

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Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

FIGURE. 2 VIKING WARRIORS:

sourced from:https:​//www.dentistmitcham.com/fun/viking-coloring-pages/

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Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

Figure 3. World Map (lesson 1)

sourced from ​https://mapswire.com/world/physical-maps/

29
Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

Figure 4. Map of Europe (modern) (Lesson 1, 3)

sourced from
https://mgscyear8history.weebly.com/uploads/4/8/6/0/48602587/viking_territories_clear.pdf

(This will be coloured in by the students once the located the Vikings)

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Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

Figure 5. Map of Viking expeditions and settlements (lesson 3)

sourced from:
https://sites.google.com/a/syd.catholic.edu.au/boudica/year-9-history-elective/medieval-and-early-
modern-europe/the-vikings

31
Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

sourced from: ​http://www.hurstwic.org/history/articles/daily_living/text/health_and_medicine.htm

Through our analysis today of the clothing and jewellery of the Viking people, we were able
to uncover who they were and where they were from. What these sources also did was give
a brief glimpse into their daily life. As historians, we need to dig a little deeper and find
more than just a few sources and see what else we can discover through them. The Prose &
Poetic Edda are collections of old norse poems that are a significant, and invaluable,
resource written in the 13th century by Snorri Sturluson (1178-1241). It will be important
for us when we’re unpacking the lives of the Vikings.

Read these two poems, originally written in Old Norse and now translated, and answer the
questions below. I understand that they can be a little tricky to understand so if you’re
having trouble understanding the translation there are some hints below.

​Reginsmál (25):

Combed and washed

let every brave man be,

and at morning fed;

for 'tis uncertain

whither he at eve may come.

'Tis bad to succumb to fate.

​ ombed and washed is referring to an individual's appearance. “And at morning fed” is
Mr Harris’ hints: C
talking about ensuring they eat breakfast. The poem discusses that before you leave the house you must take
a moment to clean yourself up and have a good meal because you never know where your day will take you.

Hávamál​ (61):

Fed and washed should one ride to court

though in garments none too new;

thou shalt not shame thee for shoes or breeks,

nor yet for a sorry steed.

Mr Harris’ hints: F​ ed and washed, much like the poem before, is referring to an individual's appearance and a
having breakfast. The poem discusses that even if you’re from a lower class and may not have high quality

32
Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

clothes (garments, shoes or breeches), you should always take a moment to look after your cleanliness and
have a meal before you leave.

Questions:

1.Is the Prose Edda, these poems included, a primary or secondary source?

Why?

(hint: The timeline of the Vikings will help you answer this question which should be found on
your Profile sheet)

2.​What are some main features of the Viking society you can understand from these poems?

3.​Do these poems and their depiction of Viking society match or challenge your views? (If so, how
so?)

4. ​What do you think the purpose of these poems were?

5.​ Are these teachings similar to things that your family or culture teaches? (If so, what are those
teachings)

Extra!

Next lesson we will be working to explore the daily life of Vikings and also challenge more popular
understandings of Vikings and their society. If you would like to have an input on what we learn over
this term, list 5 things that you know about Vikings and 5 things you’d like to know about them. We
can talk about them in the next lesson!

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

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Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

Physical resources for lesson 1 (All sources are ones I own, sourced from ​https://grimfrost.com/​)

Sources:
1. Viking Shirt (Linen)
2. Viking Pants (Wool)
3. Thor’s Hammer (Odin image)
4. Viking Hat (Hat)
5. Viking Shoes (leather)

1.

3.

2.

5.

4.

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Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

Image to be shown on screen for Lesson 2

Sourced from
http://www.wallswithstories.com/uncategorized/medieval-scandinavian-architecture-viking-longho
uses-the-ring-fortress-ritual-buildings-boathouses.html

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Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

Classroom layout for lesson 2:

Black squares= desks

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Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

Resources for lesson 2 (Bust is my own object from Norway other tools are owned by me sourced
from ​https://grimfrost.com/​)

Sources​:

1. Carved bust of Viking (front)

2. Carved bust of Viking (behind)
3. Toothpick/ ear scoop
4. Comb
5. Tweezers

1.

2.

3.

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Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

5.
4.

Website for lesson 2: ​http://www.pbs.org/wgbh/nova/vikings/village.html

(show videos of the recreation of the Viking Village)

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So today we dug a little deeper into the daily life of a Viking. We now understand that they were not
just raiders and seafarers but they lived in Villages and spent a big part of the life tending to their
farms. They cared about their appearance and lived in houses that held large families. But for us to
come to understand their lives and what motivated them to leave the safety of their land and seek
adventure, sometimes we step into their lives.

Using the “Viking yourself tool” on

http://www.britishmuseum.org/whats_on/exhibitions/vikings/vikings_live/viking_yourself.aspx

You are to join our clan as a Viking and we can begin our adventure

Results will look similar to this

(note: for teaching purposes, teacher wouldn’t use their first name)

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Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

You are to upload your profile sheet below:

And on this same website, your name will have an “about this surname option”

Write what your Viking Name means below (This can be shared during our next lesson)

Eg. Broad-Beard is “As in Onund Broad-Beard. From the Book of Settlements’ ​Landnámabók

(Landnámabók is filled with medieval Icelandic sagas and poetry. Onund Broad-Beard
was an Icelandic Viking who featured within the Book of Settlements:Landnámabó)

Using the video clips from the last lesson, briefly describe what your village looks like
(Hint: think about what geographical features surround your village (water, river). Think
about what kind of activities are happening within your village)

Now that you’ve made yourself into a Viking and developed an image of the village, you are to
explore the rest of the Viking exhibitions in both of these websites

http://www.britishmuseum.org/whats_on/exhibitions/vikings.aspx

https://www.fieldmuseum.org/discover/on-exhibit/vikings/

On this page you’ll discover where the Vikings explored and where they settled. Compare this to the
map that you created in the first lesson.

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Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

(hint: the map might be unclear without the names of each country so it might help to use a map
of Europe)

If you were correct with any of your assumptions, list them below as well as the places you hadn’t
heard of before.

Correct:

New locations:

Finally, I want you to read the article found on

https://news.nationalgeographic.com/2017/01/viking-beyond-northlands-norse-saga-barraclough/

1. When and where does this article suggest was the first Viking raid?
2. What do they suggest was the reason for this raid?
3. What evidence do they provide?
4. Why do you think Vikings went on raids?

1.

2.

3.

4.

And as per usual, if you have any questions you need to ask leave them below!

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Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

Lesson 3

Creation of Man (POETIC EDDA pg 120-128 isbn 9780292764996)

Within this social structure of the Vikings, the Norse Gods created three main ones. Can you list
which ones are found within this poem, their status and where you think you are (Top, middle or
bottom)?

1. Top-
2. Middle-
3. Bottom-

And what details about daily life can you learn from this poem?

Who are the main characters in this poem?

What do you think their role in society is?

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The Creation of Man

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Questions to be answered for the Jarl!

1. Which nation are we going to send out an expedition to?

2. Why have you chosen this nation?

3. What will make us successful in this expedition (eg. Boats, armour, weapons etc)

4. Are there any stories of other nations who were successful? (eg. Sagas)

5. How many men do you think we’ll need for this to be successful?

6. What makes these chosen nations ideal for your expedition? (E.g lack of defences, wealth,

geographical location)

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Rationale

The process of creating a set of lesson plans is one that shouldn’t be taken lightly. As a

preservice teacher, and even as a graduate, the lessons that you learn from this process are

invaluable to your future in this profession. Though we’ve been taught that the content of the

curriculum can be quite malleable in the way it’s taught, the reality is that there are many

factors that need to be addressed within your lessons. Through this rationale I’ll explain the

key points I kept in mind and the thought process that I had when I created these lessons and

particular strategies I tried to implement in order to address the diversity and different

learners within the classroom.

My teaching area and stage for this assignment was History stage 4. For these three

lessons particularly, I wanted to try to focus on the historical skills outlined in the syllabus

content for stage 4 within each of these lessons (NESA, 2018, 36-37). I tried to use these

skill as anchor points when I was developing the activities and I believe they’re evident in

varying degrees throughout. To begin, ‘analysis and use of sources’ is evident within the

multiple activities across the three lessons and within the activities presented on Google

Classroom. The engagement with these sources, subsequent discussion and the further

activities within the google classroom are all built around this skill. Furthermore, I would

argue that the activities presented within the lesson also provide the students with

opportunities to engage in individual and group research, empathetic understanding,

historical perspectives, interpretations and the development of their comprehension skills

(NESA, 2018). Finally, the “research” skill is one of the more prominent skills I focussed on

following the first lesson. Within the subsequent lesson one homework, lesson two and three,

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students were required to not only deal with the sources provided but also go further than

that and do more research into this society and the sources attached to it. Lesson 3

specifically required them to engage with extra sources to cement their own interpretations

and also formulate a type of argument. Because of this points, I would argue that the lesson

plans do deal with many of the historical skills expected within stage 4.

The next key foundation that I tried to build my lessons upon was the Australian

Professional Standards for Teachers (APST). Specifically for my lessons, the standards for

teachers 1.1 Understanding how students learn and 1.2 Know the content and how to teach it

(NESA, 2018). This was something that was at the forefront for me as many of my history

classes tended to resort to textbook work instead of creative source work which seldom

allowed for higher order thinking or serious engagement with the work. To address these two

points I decided that I needed to focus on Bloom's Taxonomy (1969) as a guide to how I

could uphold these two standards. Bloom’s Taxonomy​ (1969) is a classification of cognitive

processes that ranks these cognitive processes in a hierarchical order (Woolfolk, Margretts,

2016). With this mind the activities within the lessons, such as the source work and

subsequent creation of conjecture surrounding the students and their understandings, were

aimed at addressing more of the higher cognitive processes. By allowing the students to use

the Google Classroom as a way to minimise the lower tiered cognitive processes, such as

remembering, along with maximising the higher tier processes which may challenge them, I

aimed to make the lesson time more valuable and enhance the learning of students across all

three.​ Bloom’s Taxonomy was also useful when trying to address differentiation within the

lesson. I decided to use both Initiate-response- evaluate (IRE) and Question- Response-

Question (QRQ) style of questioning (Weatherby-Fell, 2015). I tried to use these styles of

questioning as both ways to understand what the students already knew as well as what they

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Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

didn’t so that the lesson could be moulded to suit everyone’s needs. At the heart of these

lessons is an attempt to tier the lessons in a way that can address multiple needs and multiple

skill levels. Alongside this method of gauging what the students capabilities were at I created

hints and tips alongside the homework as well as spaces for them to leave me questions.

Both of these were an attempt at differentiation.

A main reason I attempted to integrate ICT within this lesson was because of how

closely it connects to standards 1.1 and 1.2 previously mentioned. My approach to ICT was

the implementation of both a Flipped Classroom (FC) approach/Flipped Learning Instruction

(FLI) strategy and a Google Classroom.. FC is discussed more and more in modern teaching

discourse as a way to “engage students with different learning styles and motivation levels”

(Hao, Lee, 2015, p.250). It is also a way for me to effectively implement ICT within my

lessons as it is an important aspect of modern teaching (NESA, 2018). The obvious choice

for me was to use Google Classroom as it is an optimised tool for homework discussion,

source uploads and then subsequent questions the students might have for the next class. It

was the idea that the homework wouldn’t just be simply a recap of the lesson or questions

from the textbook. It was to be almost another lesson where students could also engage with

content at their own pace and ask questions if they so choose. The ability for students to

interact with it on their device both at home and in class is another positive. Current

understandings of FC reveal that by removing much of the time that would be taken up by

reading certain poems, texts and some ICT videos, the lesson will become a place for deep

understanding/knowledge. One other reason I chose to implement FC is the effect it has on

confidence of the students. It allows students to ​“[gain] knowledge and comprehension”

skills outside of the classroom and have more “confiden[ce] during interactive learning

activities in the class”. ​(​Zainuddin, Halili, 2016). How this is seen in my lessons was in the

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form of post and pre lesson cementing of ideas and skills in the Google Classroom activities.

This particular aspect of FC is addressing multiple standards within the Quality Teaching

Model as well as the expected historical skills for stage 4.

To conclude, the level of success of a lesson plan ultimately falls upon the shoulder

of the teacher. However, as I’ve experienced with the creation of these lesson plans,

regardless of the outcome of the lessons themselves, the process is incredibly valuable for

the teacher.

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Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

References: (Rationale) 

Hao, Y., & Lee, K. (2016). Teaching in flipped classrooms: Exploring pre-service

teachers' concerns. ​Computers In Human Behavior​, ​57​, 250-260. doi:

10.1016/j.chb.2015.12.022

Margetts, K. & Woolfolk, A. (2016). ​Educational psychology​(4th ed.). Melbourne:

Pearson Australia.

New South Wales Education and Schooling Authority [NESA] (2018) History

Syllabus. Retrieved from https://syllabus.nesa.nsw.edu.au/hsie/history-k10/

New South Wales Education and Schooling Authority [NESA] (2018). Integrating

ICT Capability. Retrieved from

https://syllabus.nesa.nsw.edu.au/support-materials/integrating-ict/

New South Wales Education and Schooling Authority [NESA] (2018). The

Australian Professional Standards for Teachers. Retrieved from

http://educationstandards.nsw.edu.au/wps/wcm/connect/8658b2fa-62d3-40ca-

a8d9-02309a2c67a1/australian-professional-standards-teachers.pdf?MOD=AJ

PERES&CVID=

Weatherby-Fell, N. (2015). ​Learning to teach in the secondary school​. Melbourne,

Vic.: Cambridge University Press.

Zainuddin, Z., & Halili, S. (2016). Flipped Classroom Research and Trends from

Different Fields of Study. ​International Review of Research in Open and

Distance Learning,17​(3), 313-340

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Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

References: (Resources)

Viking Territories (n/a). Retrieved from

https://mgscyear8history.weebly.com/uploads/4/8/6/0/48602587/viking_territories_

clear.pdf

Allan, T. (2010). ​Vikings​. London: Duncan Baird.

Free Physical Maps of the World – Mapswire.com. (n/a). Retrieved from

https://mapswire.com/world/physical-maps/

Hollander, L. (2011). ​The Poetic Edda​. Austin, Tex.: University of Texas Press.

How Much Viking Lore Is True?. (2017). Retrieved from

https://news.nationalgeographic.com/2017/01/viking-beyond-northlands-norse-saga

-barraclough/

Hurstwic: Health and Medicine in the Viking Age. (2018). Retrieved from

http://www.hurstwic.org/history/articles/daily_living/text/health_and_medicine.htm

Medieval Scandinavian architecture: Viking longhouses, the ring fortress, ritual

buildings & boathouses - Walls with Stories. (2017). Retrieved from

http://www.wallswithstories.com/uncategorized/medieval-scandinavian-architectur

e-viking-longhouses-the-ring-fortress-ritual-buildings-boathouses.html

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Zachary Mark Harris- 17978675 102087 Secondary Curriculum 1A 2H 2018

NOVA Online | The Vikings | Explore a Viking Village. (2000). Retrieved from

http://www.pbs.org/wgbh/nova/vikings/village.html

The Vikings Settlement. (n/a). Retrieved from

https://sites.google.com/a/syd.catholic.edu.au/boudica/year-9-history-elective/medi

eval-and-early-modern-europe/the-vikings

Viking Coloring Pages viking coloring pages viking warrior coloring page for free

coloring pages wolf - freescoregov.com. (2018). Retrieved from

http://freescoregov.com/viking-coloring-pages/

Viking yourself. (2017). Retrieved from

http://www.britishmuseum.org/whats_on/exhibitions/vikings/vikings_live/viking_y

ourself.aspx

Vikings (2017). Retrieved from

http://www.britishmuseum.org/whats_on/exhibitions/vikings.aspx

Vikings. (n/a). Retrieved from

https://www.fieldmuseum.org/discover/on-exhibit/vikings/

Vikings Coloring Pages Collection | Coloring For Kids 2018. (2018). Retrieved from

https://www.dentistmitcham.com/fun/vikings-coloring-pages/

Wardruna - Ragnarok (Full New Album). (2018). Retrieved from

https://www.youtube.com/watch?v=zyzGRbbha3E

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