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Justification
The following three lesson plans, created from the K-10 History syllabus, based on the
stage four, depth study two, The Mediterranean world: Ancient Egypt (Board of Studies,
NSW, 2012, pp. 60-61). These lessons have been developed as a way to introduce students
to the topic in an engaging and thoughtful way, which helps meet the outcomes of the
syllabus and builds on current historic skill sets. The lesson plans aim to cater various types
of learners such as auditory and visual learners by using various pedagogical methods, while
using a constructivist approach to guide classroom activities.
Using a constructivist approach to teach students can help students create meaning
behind the content, while creating engagement. Prichard (2013) describes constructivism
as learning due to mental construction. Learning takes place when new information is built
into and added onto an individuals knowledge, understanding and skills (Prichard, 2013).
This type of inquiry based learning can be very effective when used correctly as
engagement can be maintained. This present in the lesson plans in various ways. Firstly, the
introduction of each lesson allows to build a basic understanding of the content that is to
come, for example the creation of a time line not only gives students an overview of things
they may learn, they also learn where the content of that specific date sits in the history of
the topic. Secondly, each lesson builds upon the previous lesson. This is achieved by
introducing small ideas that correlate to the following lesson, such as the video in lesson
one that correlates with the second lesson on geography. This allow students to inquire at
the end if they are confused or lost. Thirdly, the lessons contain many activities that require
the knowledge of previous lessons to understand and engage in new content that can only
come from inquiry based learning.
Scaffolding is another pedagogical method that is used in the lessons, such as the
development of a glossary of new terms. The building of prior knowledge to build new
knowledge is essential when introducing new topics as it helps students understanding
where they are going and how they came to a specific point in their learning, as well as how
all the new content connects and it is an essential part of a constructivist approach. When
scaffolding is used the teacher needs to consider the starting point for the unit, informed
by knowledge of students prior experiences, interests and language and learning needs;
the sequence of tasks within each lesson and the language demands inherent in each
(Sharpe, 2008). Scaffolding can help students engage in their content, as the constant
building of new content can be effective in their zone of proximal development (ZDP). This
allows for students to not have extraneous load, but still make the activity challenging and
engaging. The lesson plans also incorporate a revision of the class they partake on the day,
as well as a summary of the lesson they partook previously. This can help remind them of
what they learnt, so that they can continue building on to their knowledge of the topic.
Cooperative learning is also evident in the lesson plans. This part of student center
learning can be very effective as students ZPDs are more close together and can often
learn from each other, rather than through teacher centered learning. They learn various
skills such as learning to listen to each other and assist each other, it also helps gain a
perspective or mutual understanding. Rutherford (2014, pp. 55) presents the idea that
students can be taught how to engage in cooperative learning, and studies have shown that
students who collaborate in class tend to be more motivated and perform better. This
pedagogy is utilized variously throughout the three lesson plans. Firstly, the first lesson plan
begins with a group mind map which can allow students to possibly think of things they
were aware but would not have thought of before. The second lesson plan incorporates
group work when creating a glossary. The element of a game can help students engage
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more with each other. The last lesson plan is dependent on students working together and
engage in the content to create a power point.
ZPD was a main focus for the lesson plan as highlighted in the examples above.
Keeping students engaged is essential for learning, especially considering many students
will be learning brand new content. Piagets work with ZPD and cognitive developmental
stages can help a teacher plan students learning according to their developmental stage
(Arnett, 2014). This can help students retain new information, create an opinion, and
engage in the content in a critical thinking perspective. Examples of this present in the
lesson plan are activities like comprehension task that engaged students to think about life
on the Nile, and the creation of the power points of the workers and farmers on the Nile, as
it makes students think about how different life is now compared to the ancient world. The
use of these activities make the students think, but they do not need extraneous
information that may cause cognitive overload.
The lesson plans created do contain some form of an advanced organizer, presented
as a slide with lesson objectives or goals, that aims to helps students obtain and know when
they will reach the end goal. This can help students understand what they should be able
to do or understand by the time the lesson ends. The use of an advance organizer not only
helps students scaffold their own learning, but gets them thinking in a critical way, this way
if students feel as if the lesson goal has not been met, they can ask questions so that they
can, and the teacher can decide whether or not more work is needed on the topic to be
able to progress to the next part of the learning sequence they have created. A way to
distinguish this too is through pre-assessments and formative assessments as it can help
give teachers a better understanding of how to organize their lessons, and their students
lesson goals in order to meet the outcomes stipulated in the NSW BOSTES syllabus.
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References
Arnett, J. J. (2014). Adolescence and emerging adulthood (5th ed.). Pearson Education
Limited
Board of Studies NSW. (2012). History K-10 syllabus. Sydney: Board of Studies NSW.
Retrieved from, http://syllabus.bos.nsw.edu.au/download/
Pritchard, A. & Pritchard, A. (2013). Ways of Learning: Learning theories and learning styles
in the classroom (3). Retrieved from
http://site.ebrary.com/lib/sydney/detail.action?docID=10814908
Rutherford, S. (2014). Education in a Competitive and Globalizing World: Collaborative
Learning: Theory, Strategies and Educational Benefits. Retrieved from
http://site.ebrary.com/lib/SYDNEY/detail.action?docID=10951511
Sharpe, T. (2006). Unpacking Scaffolding: Identifying Discourse and Multimodal Strategies
that Support Learning. Language and Education, 20(3), 211-231. DOI:
10.1080/09500780608668724
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LessonPlan
50-55 -Students are to colour in the areas according to Teacher: Power point slides 19-20 S
the work sheet. Excelling students may begin
mapping if they feel confident (See Resource 3) Students: colour map
-If video is not shown and the worksheet are to Resources: map worksheet
be set as homework
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.
2.6 Information and Use of power point slides and YouTube videos
Communication Technology
(ICT)
3.1 Establish challenging Goals along with syllabus outcome are displayed for students
learning goals prior to beginning the lesson
3.4 Select and use resources Use of work sheets and videos to assist student learning
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4.2 Manage classroom Organisation of groups, organisation of worksheet hand outs
activities
4.5 Use ICT safely, Use of ICT is created for the class, the video being viewed is
responsibly and ethically first watch by the teacher to ensure it is safe to use.
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?
Ensure no tables or chairs are in the way when moving around to form groups
Ensure glue is non-toxic, and scissors are not sharp or misused when gluing worksheets in
Make sure no cords are twisted
Make sure bags are not place in a way where someone may trip
All fire exits are to be free and available
Resources Attached:
You must list all the resources that you have create
1. Power point slides for lesson one
2. Work sheet one mind map
3. Worksheet two time line
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Ancient
Egypt
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Start End
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LessonPlan
How the quality teaching elements you have identified are achieved within the lesson.
20-25 -Reopen complete map, discuss with class the Teacher: complete map on power point slide 7 S
ones that they missed, and allow for all students
to copy down all locations Students: Map that was coloured in last lesson
-teacher can encourage students to list more if
they know of any NOTE: can help challenge Resources: Power point slides, map worksheet
advanced learners
25-30 -Activity match the terms (create a glossary) in Teacher: power point slide 8 S
groups of 4 (by last names - alphabetically)
-Teacher is to create the activity like a Student: Activity pack, additional packs if
competition excelling
-Groups that finish early get another activity
pack Resources: Activity pack, power point slides
-Group that gets the most right from the first
activity pack wins
- Teacher is to emphasise that students can add
to their glossary at any time and it is to be glued
at the back of the book to make adding new
words easier
Resources:
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Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Students can learn better if the lesson is continuing on from the previous lesson, and
recapping the previous lesson can help trigger the thought process they may need for new
content. By slowly introducing new content, it ensures cognitive overload does not occur
and helps students remember things better. It also helps maximize and test a students
zone of proximal development. It is also important to cater for excelling students by
ensuring more work can be provided when necessary
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.
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?
Ensure no tables or chairs are in the way when moving around to form groups
Make sure glue is non toxic
Ensure no cords are twisted
All fire exits are to be open and free of blockage
All bags are to be out of the way of tripping
Resources Attached:
You must list all the resources that you have create
1. Map from previous lesson
2. Glossary activity pack
3. Glossary pack advanced
4. Question sheets general
5. Question sheet general answers
6. Question sheets - advanced
7. Power point slides
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Terms and definitions are to be cut out and placed in a ziplock bag.
ACTIVITY PACK 1 BELLOW STOPS AT THEBES
Egypt an ancient kingdom in North East Africa: divided into the Nile Delta (Lower
Egypt) and the area from Cairo S to the Sudan (Upper Egypt)
Delta a nearly flat plain of alluvial deposit between diverging branches of the
mouth of a river, often, though not necessarily, triangular
Oasis a small fertile or green area in a desert region, usually having a spring or well
Sahara Desert a desert in North Africa, extending from the Atlantic to the Nile valley. About
3,500,000 sq. mi. (9,065,000 sq. km).
B.C. an abbreviation used with dates of events that took places before the birth
of Jesus
Pyramid (in ancient Egypt) a quadrilateral masonry mass having smooth, steeply
sloping sides meeting at an apex, used as a tomb.
Thebes an ancient city in Upper Egypt, on the Nile, whose ruins are located in the
modern towns of Karnak and Luxor: a former capital of Egypt
Papyrus a material on which to write, prepared from thin strips of the pith of this
plant laid together, soaked, pressed, and dried, used by the ancient
Egyptians, Greeks, and Romans.
Great Sphinx a limestone statue of a reclining or couchant sphinx that stands on the Giza
Plateau on the west bank of the Nile in Giza, Egypt.
Anubis the god of tombs and weigher of the hearts of the dead: represented as
having the head of a jackal.
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Question 1
Who were the earliest Egyptians?
Question 2
What are the two types of rivers that make up the Nile?
Question 3
Where do the two rivers come from?
Question 4
The Nile reaches the Mediterranean Sea and it dives into different branches that look like
the flowers blossom. What do the branches do and what is it called?
Question 5
Both sides of the Nile Valley have deserts. Which desert is to the West and which desert is
to the East?
Question 6
What kind of protection did Ancient Egypt have in their location?
Question 7
What did the Mediterranean Sea and Red sea provide Egyptians?
Question 8
What did Egyptians use the Nile for?
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Answers for chapter 2 questions
Question 1
Who were the earliest Egyptians?
Hunters and food gatherers
Question 2
What are the two types of rivers that make up the Nile?
Blue Nile and White Nile
Question 3
Where do the two rivers come from?
Blue Nile Mountains of eastern Africa. White Nile the marshes of central Africa
Question 4
The Nile reaches the Mediterranean Sea and it dives into different branches that look like
the flowers blossom. What do the branches do and what is it called?
Branches fan out over an area of fertile soil. Its called a Delta.
Question 5
Both sides of the Nile Valley have deserts. Which desert is to the West and which desert is
to the East?
To the west is part of the Sahara Desert. To the east, stretching to the Red Sea is the
Eastern Desert.
Question 6
What kind of protection did Ancient Egypt have in their location?
The burning heat of the desert helped stop Egyptians enemies as well as dangerous
cataracts blocked enemy boats from reaching Egypt. The delta also did not allow for boat
docks.
Question 7
What did the Mediterranean Sea and Red sea provide Egyptians?
A way of trading for people outside of Egypt.
Question 8
What did Egyptians use the Nile for?
Trade and transportation.
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Question Sheet Additional
Taking into consideration what ancient Egypt would have looked like, take the position of
other an Egyptian trader or an Egyptian traveller and write a short story about what you
think your day might be like? Feel free to draw as a comic as an alternative.
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LessonPlan
How the quality teaching elements you have identified are achieved within the lesson.
Resources:
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Reflection
What have I learned about the teaching and learning process when preparing this lesson?
Students can learn from other means besides the basic work book exercises, which can also
help engage students. The use of ICT can help students who may not be the best and
written work excel and gain confidence. Allowing students, the freedom to explore ways of
demonstrating information at the same time of learning can help them gain self-efficacy,
and can also in some cases help elevate students who may not be preforming as well or not
feel as confident. It is also important that students constantly reflect and self-assess the
information they have learnt as a way to comprehend the information that have received.
HT4-3 Describes and assesses the Through the powerpoint and discussions in the class about
motives and actions of past the understanding they gained through creating the
individuals and groups in
the context of past powerpoint on remains found of workers
societies
HT4-6 Uses evidence from sources to Information gained from the national geographic website
support historical which was compiled as an info sheet. Students use this to
narratives and
explanations create a powerpoint
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.
range of
abilities
2.6 Information The use of powerpoint and computer work can help teach students in an
and interactive way.
Communication
Technology
(ICT)
3.4 Select and Using computers as a resources as well as information sheets to create a
use resources presentation.
4.1 Support The sharing of students powerpoints can help create student participation
student as 1. Theyll be shared with the group next to them and 2. The
participation powerpoint will be seen by the teacher.
4.2 Manage Teacher gives vocal instruction as well as instructions on the information
classroom sheet, as well as walks around to manage any off task behaviour
activities
4.5 Use ICT Ensure that students are aware that misuse of computers will have
safely, punishment, and that students are to stay on task. Teacher is to
responsibly and constantly walk around to minimize any potential problems.
ethically
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?
Ensure no tables or chairs are in the way when moving around
Risk- no inappropriate websites are used. To minimize teacher is to constantly walk around and check
Ensure nothing is blocking fire exists
Ensure no bags are in the way in case of an emergency
Ensure students are mindful and respectful of other students who may not be comfortable seeing a
dead body (i.e. a mummy)
Resources Attached:
You must list all the resources that you have create
1. Information sheets
2. Power point slides
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Information Sheet
Students are to create a PowerPoint Presentation and share it with the group next to them
when instructed by the teacher
The PowerPoint should include all the information displayed.
You can use images if they are appropriate please be thoughtful if including a picture of a
mummy; not everyone is okay with seeing a deceased person.
Discuss the questions in pairs- students will be called upon to answer.
Year 7
Term 1 The Ancient to the Modern World [50 hours minimum teaching time]
10 weeks Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
25 hours
Overview: The Ancient World: early humans and the Overview: The Ancient World: key features of
establishment of ancient societies ancient societies (integrated throughout
Depth Studies 2 and 3)
DEPTH STUDY 1: INVESTIGATING THE ANCIENT PAST: DEPTH STUDY 2: THE MEDITERRANEAN
Ancient Australia WORLD: Ancient Egypt
Term 2 The Ancient to the Modern World [50 hours minimum teaching time]
10 weeks 25 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
hours Overview: The Ancient World: key features of ancient societies (integrated throughout Depth Studies 2 and 3)
Year 8
Term 1 The Ancient to the Modern World [50 hours minimum teaching time]
10 weeks Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
25 hours
Overview: The Ancient to the Modern World
Overview: The Ancient to the Modern World (integrated (integrated throughout Depth Studies 4 and
throughout Depth Studies 4 and 5) 5)
DEPTH STUDY 4: THE WESTERN AND ISLAMIC WORLD DEPTH STUDY 5: THE ASIA-PACIFIC
THE VIKINGS WORLD POLYNESIAN EXPANSION
ACROSS THE PACIFIC
Outcomes: HT4-3, HT4-5, HT4-7, HT4-8, HT4-9, HT4-10 Outcomes: HT4-2, HT4-4, HT4-6, HT4-7,
HT4-9, HT4-10
Term 2 The Ancient to the Modern World [50 hours minimum teaching time]
10 weeks 25 Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
hours Overview: The Ancient to the Modern World (integrated throughout Depth Studies 5 and 6)
DEPTH STUDY 5: THE ASIA-PACIFIC DEPTH STUDY 6: EXPANDING CONTACTS MONGOL
WORLD POLYNESIAN EXPANSION EXPANSION
ACROSS THE PACIFIC
Outcomes: HT4-2, HT4-4, HT4-6, HT4-7, Outcomes: HT4-2, HT4-3, HT4-4, HT4-6, HT4-7, HT4-10
HT4-9, HT4-10
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Research into 15 10 10 10 40
historical
inquiry.
Explanation and 10 10 5 10 35
communication.
Empathetic 5 5 10 5 25
understanding
Total 25 25 25 25 100
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Context: Students have been taught on the life of one important Pharaoh, his death, and the outcome
which followed. Students will be given some information on another Pharaoh as well as constant guide
from the teacher every lesson to ensure students are on track, and assisting research. They will be
introducing the content in a similar way they were taught in class. The creation of a memoir exemplar will
be taught in week 2, term 2.
Outcomes:
HT4-2: describes major periods of historical time and sequences events, people and societies from
the past
HT4-3: describes and assesses the motives and actions of past individuals and groups in the context
of past societies
HT4-6: uses evidence from sources to support historical narratives and explanations
HT4-9: uses a range of historical terms and concepts when communicating an understanding of the
past
HT4-10: selects and uses appropriate oral, written, visual and digital forms to communicate about
the past
Weighting: 25% Due: Week 3, Term 2 (Last class of the week) Marks 25
Task Description
You are to imagine as if you were an all-powerful Pharaoh from the list below. With research you are to
write a short memoir (500 words) about all the things you achieved throughout your reign, as well as your
upbringing, any children you had. You are also to include if you choose a successor i.e. a son, or
someone else. Remember, you are pretending to be someone no one else knows about except for your
people, include as much detail as you feel in necessary to explain events.
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Part 1 15 Marks
Choose a Pharaoh from the list below to research. You must include at least 3 of the following in your
memoir
Who you are, the age you gained the throne
How do your people see you.
Your upbringing (if possible)
Your greatest achievements
Your children (if any)
Your successor
Pharaohs
Narmer
Khufu
Khafre
Neferefre
Ahmose i
Amenhotep i
Hateshepsut
Amenhotep ii
Tutankhamum
Cleopatra vii
Part 2 10 Marks
You are to draw your own temple, in a pyramid where you (the Pharaoh) will be buried when you die.
Include valuables that you would have and why (150-200 words)
Supports response with some evidence which may include quotes from sources High
Demonstrates understanding what this evidence shows in relation to a Pharaohs life B
Uses evidence to support memoir content
Great justification to reasoning of object in the tomb
16-20
Great attempt of creating a memoir
Gives a well-organised response
Show good understanding of historical terms
Shows good understanding of connection to the topic and the connection to the Ancient culture
Unit Outline
Stage: 4 Topic: The Mediterranean world: Ancient No. of lessons: 14 (7 weeks, 2 periods per
Egypt week)
Term/ Lesson Historical Outcomes Skills (Learn to) Lesson content
number/ Week Knowledge (Learn
about)
Term one/ Lesson -The physical features HT4-2 Describes major -Describe the - introduction to
one/ Week 7 of the ancient society periods of geographical setting geography of Ancient
and how they historical time and natural features of Egypt
influenced the and sequence the ancient society
- background
civilisation that events, people -Explain how the
information: time line
developed there and societies geographical setting
from the past and natural features
influenced the
development of
society
Term one/ Lesson -The physical features HT4-2 Describes major -Describe the - Background
two/ Week 7 of the ancient society periods of geographical setting information:
and how they historical time and natural features of introductory glossary
influenced the and sequence the ancient society
list
civilisation that events, people -Explain how the
- focus on the
developed there and societies geographical setting
from the past and natural features geography of Egypt
HT4-9 Uses a range of influenced the focus on the Nile
historical development of Valley
terms and society
concepts when
communicating
an
understanding
of the past
Term one/ Lesson -Roles of key groups in HT4-2 Describes major -describe the roles of - focus on life on the
three/ Week 8 the ancient society, periods of appropriate key Nile
including the influence historical time groups in the ancient - focus on the life of
of law and religion and sequences society, e.g. the ruling
unskilled workers and
events, people elite, the nobility,
farmers
and societies citizens (Greece and
from the past Rome), bureaucracy, - learn about the
HT4-3 Describes and women and slaves findings researchers
assesses the -describe the everyday have made studying
motives and life of men, women skeletons of ancient
actions of past and children in the Egyptians
individuals and ancient society - learn about lower
groups in the citizens burials
context of past
societies
HT4-6 Uses evidence
from sources
to support
historical
narratives and
explanations
Term one/ Lesson -Roles of key groups HT4-3 Describes and -describe the roles - focus on the lives of
four/ Week 8 in the ancient assesses the of appropriate key traders and shop
society, including motives and groups in the keepers
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the influence of law actions of past ancient society, eg - discuss the kind of
individuals and the ruling elite, the goods they sold
and religion
groups in the nobility, citizens - discuss where they
context of past
(Greece and Rome), live
societies
bureaucracy, - discuss how they
HT4-6 Uses evidence
from sources women and slaves made the goods
to support - what options where
historical there for traders
-describe the
narratives and
everyday life of
explanations
men, women and
HT4-6 uses evidence children in the
from sources
to support ancient society
historical
narratives and
explanations
Term one/ Lesson -Roles of key groups HT4-3 Describes and -outline how the - focus on life of a
five/ Week 9 in the ancient assesses the ancient society was noble or wealthy
society, including motives and organised and Egyptian
actions of past
the influence of law governed including - the role of a priest
individuals and
and religion the roles of law and - importance of a
groups in the
context of past religion scribe
societies - the role of
-describe the roles
HT4-6 Uses evidence government nobles
of appropriate key
from sources and wealthy Egyptians
groups in the
to support have
historical
ancient society, eg
- where they lived
narratives and the ruling elite, the
explanations nobility, citizens
HT4-6 uses evidence (Greece and Rome),
from sources bureaucracy,
to support women and slaves
historical
narratives and
explanations -describe the
everyday life of
men, women and
children in the
ancient society
Term one/ Lesson -Roles of key groups HT4-3 Describes and -outline how the - focus on the role of a
six/ Week 9 in the ancient assesses the ancient society was Pharaoh
society, including motives and organised and - al powerful ruler
the influence of law actions of governed including - god on earth
and religion past the roles of law and - begin discussing an
individuals religion important Pharaoh
-The role of a
and groups in
significant individual -describe the roles
the context
in the ancient of appropriate key
of past
Mediterranean groups in the
societies
world such as ancient society, eg
HT4-6 Uses evidence
Hatshepsut, the ruling elite, the
from sources
Rameses II, Pericles, nobility, citizens
to support
Julius Caesar or (Greece and Rome),
historical
Augustus
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narratives bureaucracy,
and women and slaves
explanations -using a range of
HT4-6uses evidence sources, including
from sources digital sources,
to support investigate the role
historical of a significant
narratives individual in the
and ancient
explanations Mediterranean
world
-assess the role and
significance of the
individual chosen
Term one/ Lesson -The role of a HT4-3 Describes and -using a range of - focus on Rameses II
seven/ Week 10 significant individual assesses the sources, including - study his success
in the ancient motives and digital sources, - study his loss
Mediterranean actions of investigate the role - study his lineage
world such as past of a significant - study his death and
Hatshepsut, individuals individual in the resting place
Rameses II, Pericles, and groups in ancient - discuss his
Julius Caesar or the context Mediterranean importance
Augustus of past world
societies
-assess the role and
HT4-6 Uses evidence
significance of the
from sources
to support individual chosen
historical
narratives
and
explanations
HT5-10 selects and
uses
appropriate
oral, written,
visual and
digital forms
to
communicate
about the
past
Term one/ Lesson -The significant HT4-3 Describes and -explain how the - discuss the belief in
eight/ Week 10 beliefs, values and assesses the beliefs and values of the afterlife and the
practices of the motives and the ancient society Gods
ancient society, with actions of are evident in
a particular past practices related to
emphasis on ONE of individuals at least ONE of the
the following areas: and groups in following:
warfare, or death the context warfare
death
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Term two/Lesson -The significant HT4-3 Describes and -explain how the - discuss funerary
nine/ Week 1 beliefs, values and assesses the beliefs and values of customs for Pharaohs
practices of the motives and the ancient society and wealthy nobles
ancient society, with actions of are evident in - discuss
a particular past practices related to mummification
emphasis on ONE of individuals at least ONE of the process
the following areas: and groups in following:
warfare, or death the context warfare
and funerary of past death
customs societies and
HT4-6 Uses evidence funerary
from sources customs
to support
historical
narratives
and
explanations
Term two/ Lesson -Contacts and HT4-3 Describes and -identify contacts - discuss contacts
ten/ Week 1 conflicts within assesses the and conflicts of - discuss conflits
and/or with other motives and peoples within the - discuss trade and
societies, resulting actions of ancient world conquest
in developments past
-describe significant
such as the individuals
contacts with other
conquest of other and groups in
societies through
lands, the expansion the context
trade, warfare and
of trade and peace of past
treaties societies conquest
HT5-10 selects and
uses
appropriate
oral, written,
visual and
digital forms
to
communicate
about the
past
Term two/ Lesson -Contacts and HT4-3 Describes and -explain the - discuss consequences
eleven/ Week 2 conflicts within assesses the consequences of - discuss legacy
and/or with other motives and these contacts with - discuss major impact
societies, resulting actions of other societies, eg at the time
in developments past developments in
Sarah Borrego 17550967