The Ancient to the Modern World Overview Stage 4
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The Ancient to the Modern World Overview | Stage 4
Summary Duration
The content provides opportunities to develop historical understanding through key Term 1; 4 weeks concepts, including evidence, continuity and change, cause and effect, perspectives, Approx. 14 Lessons empathy, significance and contestability.
Unit overview Key Questions
Overview content for the ancient to modern world (Byzantine, Celtic, Anglo-Saxon, Viking, 1. How did societies change from the end of Ottoman, Khmer, Mongols, Yuan and Ming dynasties, Aztec, Inca). the ancient period to the beginning of the Includes the following: modern age? 2. What key beliefs and values emerged and The transformation of the Roman world and the spread of Christianity and Islam. how did they influence societies? Key features of the medieval world (feudalism, trade routes, voyages of discovery, 3. What were the causes and effects of contact and conflict). contact between societies in this period? The emergence of ideas about the world and the place of people in it by the end of the 4. Which significant people, groups and period ideas from this period have influenced the (such as the Renaissance, the Scientific Revolution and the Enlightenment). world today?
Board of Studies, Teaching and Educational Standards NSW Rutherford Technology College Outcomes Informal Assessment Overview
History K-10 Suggested: › HT4-1 - Describes the nature of history and archaeology and explains their Teacher assessment of student achievement of contribution to an understanding of the past outcomes to occur throughout unit in the form of both project based and independent learning. › HT4-2 - Describes major periods of historical time and sequences events, people and societies from the past Homework tasks and/or ICT research investigation › HT4-3 - Describes and assesses the motives and actions of past individuals and 3D Annotated World Map groups in the context of past societies Creative: Viking Shield, Roman Solider, Aztec City › HT4-4 - Describes and explains the causes and effects of events and Tenochtitlan, Incan Headdress, Chinese developments of past societies over time Calligraphy, Ottoman Bombard Canon
Content Teaching and learning and assessment Sign / Resources QTM 6 8 Date Fall of the Ancient 1. The transformation of the Roman world Background The World □ Knowledge transformation (WALT) Learning Objective: Outline and illustrate the size McMillan Draw on personal and fall of the Roman Empire. Textbook of the Roman and previous (WILF) Learning Outcome: To describe the impact and Pages 5-7 world and the knowledge spread of extent of the Roman Empire and its subsequent collapse Mapping upon the Western and Eastern Worlds. Explicit Quality Christianity and Activity: Criteria Islam (TIB) Success Criteria: Specific to teacher and class Medieval empires Expectations are and kingdoms,632- made explicit Starter: Over several centuries, the Roman Empire had 1800 CE unified the world around the Mediterranean and across much www.hyperhistory. Student of today’s Europe. The Roman empire was transformed by com/online_n2/Hist Direction ory_n2/a.html becoming Christian and dividing into an eastern and a Student choice western empire. Creative Task: Narrative Make a digital Enrich student Suggested Activity 1: Outline and explore “the Roman timeline understanding World”: McMillan Reading and Questions; Pages 5-7 http://www.dipity.c om Suggested Activity 2: Timeline Exercise (Numeracy) Cultural Knowledge Suggested Activity 3: Mapping Exercise (Geographical) Detailed, Board of Studies, Teaching and Educational Standards NSW Rutherford Technology College Content Teaching and learning and assessment Sign / Resources QTM 6 8 Date Suggested Activity 4: Fall of Rome; Cause and Effect Interactive Acknowledge a Suggested Activity 5: Examine Bath: DNA testing and Timeline: range of Cultural http://www.worldol experiences demographic investigation ogy.com/Europe/eu rope_history_lg.ht Connectedness Plenary: Plenary Cards m Learning connects with outside □ world 2. The transformation of the Roman world (WALT) Learning Objective: Outline and illustrate the rise of Inclusivity Europe, the Mediterranean and Asia after the fall of Rome. Participation (WILF) Learning Outcome: To describe the identity and valued nature of Europe, the Mediterranean and Asia after the fall of Weblink for McMillan Activity High Rome. 2: Pages 8-10 expectations (TIB) Success Criteria: Specific to teacher and class http://www.suttonh Evidence of risk oo.org/tour.asp taking Starter: Both East and Western empires were weakened by Connectedness a series of invasions. However, by the third century CE it was Archaeological Game Learning connects in decline, and finally collapsed at the end of the fifth British Museum with outside century. The Christian church still remained and provided the website world cultural foundation for the emergence of European medieval http://www.british Deep society. museum.org/explor Understanding e/young_explorers/ Meaningful play/great_dig.asp understanding and Suggested Activity 1: Anglo-Saxon Kingdoms and x relationship of Institutions; Human Odyssey Textbook; Information; Pages ideas 100-104 Roman Britain Engagement McMillan Suggested Activity 2: Investigate Sutton Hoo as an Task connected to Textbook archaeology investigation: McMillan Reading and student’s world Pages 8-10 Questions; Pages 8-10 and interests Suggested Activity 3: Britain after the end of Roman Human Odyssey Student Occupation; Human Odyssey Textbook; Information; Pages Textbook Direction Pages 96-99 96-99 Student choice Suggested Activity 4: Creative Writing; What was it like for Pages 100-104 □ Student’s Self- a Roman in England, and Rome left the Island? (Literacy) Creative Writing: Regulation Journal Student autonomy Board of Studies, Teaching and Educational Standards NSW Rutherford Technology College Content Teaching and learning and assessment Sign / Resources QTM 6 8 Date Plenary: Plenary Cards What was it like for and initiative a Roman in England, as Rome Deep Knowledge 3. Key features of the medieval world: ‘left’ the Island? Clear and concise Trade Routes relationships (WALT) Learning Objective: Investigate the importance, between and among concepts impact and extent of medieval trade routes. (WILF) Learning Outcome: To identify and outline the Trade Metalanguage network of medieval trade routes. McMillan Explicitly name (TIB) Success Criteria: Specific to teacher and class Textbook and analyse Pages 13-15 knowledge Starter: Trading zones such as those around the Trade High Mediterranean, the Silk Road between Europe and China, and NAPLAN Style Expectations around the Indian Ocean – brought civilisations into contact Worksheet (1A) Evidence of risk and also allowed for the movement of people and the spread taking of disease, such as the terrible Black Death in the fourteenth Literacy Activity The Silk Road Explicit Quality century. The Spanish and Portuguese empires from the late Criteria fifteenth century facilitated the ‘Columbian exchange’ of Trade Expectations are people, animals, plants, food and disease between Europe Human Odyssey made explicit and the Americas. Textbook Pages 109-110 Inclusivity Participation Suggested Activity 1: Identify and Explore significant trade valued medieval routes: McMillan Textbook, Reading and □ Questions: Pages 13-15 Narrative Enrich student Suggested Activity 2: The cause and effects of trading: understanding The Spread: Inventions, Religions, Beliefs, Art, Language, Diseases, Resources Deep Suggested Activity 3: Evaluate the cause and effects of Understanding Meaningful trading understanding and Suggested Activity 4 (Extension): Case Study: Evaluate the relationship of nature of the Medieval Slave Trade ideas
Plenary: Plenary Cards Substantive Communication Weblink for 4. Key features of the medieval world: engaged in Board of Studies, Teaching and Educational Standards NSW Rutherford Technology College Content Teaching and learning and assessment Sign / Resources QTM 6 8 Date Religion McMillan Activity sustained 5: Page 18 discussion (WALT) Learning Objective: Analyse the nature of religion BBC religion during the Medieval Period. website Knowledge (WILF) Learning Outcome: To examine the structure and role http://www.bbc.co. Integration of religions during the Medieval Period. uk/religion/tools/civ Links between (TIB) Success Criteria: Specific to teacher and class ilisations/civlaunch. KLAs shtml Deep Starter: The Christian Byzantine Empire rose to power in the Religion Understanding Meaningful eastern Mediterranean, and spread and maintained McMillan Textbook understanding and Christianity throughout Europe. From the seventh century Pages 15-18 relationship of Islam spread widely and gained much influence. It had ideas spread from the Arabian Peninsula and by the mid-seventh Creative Task: century it dominated North Africa and the Middle East. Make a digital Substantive timeline Communication http://www.dipity.c engaged in Suggested Activity 1: Religion in Europe: Types, Origins om sustained and Key Leaders discussion Suggested Activity 2: Identify and Explore significant trade Student’s Self- medieval routes: McMillan Textbook, Reading and □ Regulation Questions: Pages 15-18 Student autonomy Suggested Activity 3: Investigate artefacts which were and initiative traded and why Metalanguage Suggested Activity 4: Case Study: The Roman Catholic Explicitly name Church and analyse Suggested Activity 5 Case Study: Assess the significance knowledge of the Great Schism High Suggested Activity 6: Religion in Asia: Types, Origins and Expectations Key Leaders Evidence of risk Suggested Activity 7: Buddhism, Taoism and Confucianism taking Suggested Activity 8: Personality Study: Assess the impact Explicit Quality of Confucius Criteria Expectations are Plenary: Plenary Cards made explicit
Board of Studies, Teaching and Educational Standards NSW Rutherford Technology College Content Teaching and learning and assessment Sign / Resources QTM 6 8 Date
Information and 5. Key features of the medieval world: Video The spread of Religion History Channel (WALT) Learning Objective: Investigate where and how website European, Arabic and Asian religions originated and http://www.history. com/topics/crusade interacted. s (WILF) Learning Outcome: To identify and explain the extent of the movement and conflict between Religions. The spread of (TIB) Success Criteria: Specific to teacher and class religion http://www.mapsof war.com/ Starter: In the late eleventh century Christianity and Islam clashed in a series of wars known as the Crusades. The The Crusades Christian goal of occupying Muslim Jerusalem and the Holy Human Odyssey Land ultimately failed. In the mid-fifteenth century the Islamic Textbook Ottomans finally captured Constantinople, the capital of the Activity 7 Page 94 old eastern Roman Empire. This victory consolidated their The Crusades empire which then commanded the eastern Mediterranean. Human Odyssey Suggested Activity 1: What were the Crusades Textbook Suggested Activity 2: What were the outcomes of the Pages 111-115 Crusades The Crusades Suggested Activity 3: Personality Study: Examine Richard McMillan the Lionheart Textbook Suggested Activity 4: The weapons of War during the Pages 28-29 Middle Ages; Human Odyssey, Page 94, Worksheet 6 Suggested Activity 5: Site study: Jerusalem Suggested Activity 6: Personality Study: Examine Pope Urban II Suggested Activity 7: The cause and effect of Jihads Suggested Activity 8: Personality Study: Saladin (Ṣalāḥ ad- Dīn)
Plenary: Plenary Cards
Board of Studies, Teaching and Educational Standards NSW Rutherford Technology College Content Teaching and learning and assessment Sign / Resources QTM 6 8 Date The Viking Key features of 6. Key features of the medieval world: Background Expansion Knowledge the medieval Contact and Conflict □ McMillan world (WALT) Learning Objective: Examine the nature of contact Textbook Draw on personal (feudalism, Pages 35-37 and previous and conflict during the Medieval Period. knowledge trade routes, (WILF) Learning Outcome: Assess issues which force contact voyages of Literacy Activity and cause conflict during the Medieval Period. The Vikings Engagement discovery, (TIB) Success Criteria: Specific to teacher and class Task connected to religion, student’s world Mapping and interests contact and Starter: The law and order that typified the Roman Empire exercise conflict) had crumbled into chaos and violence, with local lords Map the Deep Knowledge asserting regional power. Italy, movements of Clear and concise Spain and other parts of Europe splintered into separate the Vikings relationships between and kingdoms that came under the rule of Germanic tribes, who among concepts were themselves fleeing the Huns invading from Asia. The Visigoths attacked Rome itself Higher Order in 410 CE, and established a large kingdom covering much of Thinking what is now Spain, Analysing, synthesising, Portugal and part of France. applying & Suggested Activity 1: The Kingdom of the Franks and evaluating Clovis Suggested Activity 2: The Emperor of Romans Metalanguage Explicitly name Suggested Activity 3: The Viking Expansion and analyse Suggested Activity 4: Personality Study: Evaluate the knowledge impact of Charlemagne High Suggested Activity 5: The Battle of Hastings (1066 AD) Expectations Suggested Activity 6: The Hundred Years’ War Evidence of risk Suggested Activity 7: Personality Study: Chronologically taking list the actions of Edward III □ Explicit Quality Criteria Plenary: Plenary Cards Expectations are Video Worksheet made explicit 7. Key features of the medieval world: and Questions: Charles the Cultural
Board of Studies, Teaching and Educational Standards NSW Rutherford Technology College Content Teaching and learning and assessment Sign / Resources QTM 6 8 Date Contact and Conflict Hammer and the Knowledge Battle of Tours Acknowledge a (WALT) Learning Objective: To examine the impact of http://is.gd/hKeIiD range of Cultural contact and conflict during the Medieval Period experiences (WILF) Learning Outcome: To assess outcomes of issues of contact and conflict during the Medieval Period Creative Task: Problematic (TIB) Success Criteria: Specific to teacher and class Make a digital knowledge timeline of Mongol Multiple movements perspectives and Starter: Whilst Europe was dividing itself up after the fall of http://www.dipity.c solutions Rome, the Vandals took control of Corsica, Sardinia and part om of North Africa, while the Ostrogothic Kingdom covered Italy, Student Sicily, Austria, Hungary and much of the Balkan region. Large Direction Student choice areas of what are now France (then Gaul) and Germany became the Frankish Kingdom. In Spain the Visigoths would Student’s Self- later give way to a large invading Muslim force from North Regulation Africa. Student autonomy and initiative
Suggested Activity 1: The extent of the Abbasid Empire Connectedness Suggested Activity 2: The Mongol Invasion Learning connects Suggested Activity 3: Personality Study: Evaluate the with outside world impact of Genghis Khan Suggested Activity 4: Native American expansion: Incan Deep dominance of South America Understanding Suggested Activity 5: Spain in the Americas Meaningful Suggested Activity 6: Personality Study: Defend Hernán □ understanding and relationship of Cortés’s Actions ideas Suggested Activity 7: Assess the significance of Charles the Hammer and the Battle of Tours Japan Feudal Substantive System Communication Plenary: Plenary Cards McMillan engaged in Textbook sustained discussion 8. Key features of the medieval world: Pages 198-199 Feudalism Europe Feudal Knowledge Integration (WALT) Learning Objective: Examine the structure, role and System
Board of Studies, Teaching and Educational Standards NSW Rutherford Technology College Content Teaching and learning and assessment Sign / Resources QTM 6 8 Date importance of Feudalism during the medieval period. McMillan Links between (WILF) Learning Outcome: To identify and describe the Textbook KLAs Pages 69-70 structure and nature of Feudalism. Inclusivity (TIB) Success Criteria: Specific to teacher and class Feudalism Participation Human Odyssey valued Starter: The term ‘feudalism’ comes from the Latin word Textbook feodum which refers to lands granted for military service. Pages 129-134 Narrative Enrich student While the utility and accuracy of the term are now debated, it understanding has been commonly used to describe medieval systems of landholding and military service in parts of the world Deep Knowledge including Europe and Japan. It is especially applied to the Clear and concise landholding and economic arrangements in Europe from the relationships between and ninth to the twelfth centuries, and is taken to mean land among concepts grants given in return for the expectation of military service to the lord of the manor. Higher Order □ Thinking Analysing, Suggested Activity 1: How did Feudalism originate synthesising, Suggested Activity 2: The structure and nature is applying & Feudalism evaluating Suggested Activity 3: Site Study: Assess the importance of Metalanguage a Castle’s Purpose, Construction and Function Knights and Explicitly name Suggested Activity 4: Feudalism; Life and Religion Samurai and analyse NAPLAN Style knowledge Plenary: Plenary Cards Worksheet (1B) High Literacy Activity Expectations Evidence of risk 9. Key features of the medieval world: Chivalry Feudalism taking (WALT) Learning Objective: To explore the role and Explicit Quality importance of major people within the Feudalism system Criteria during the medieval period. Expectations are (WILF) Learning Outcome: To identify and explain the role of made explicit the Samurai and Knights within Feudal society Cultural (TIB) Success Criteria: Specific to teacher and class Knowledge
Board of Studies, Teaching and Educational Standards NSW Rutherford Technology College Content Teaching and learning and assessment Sign / Resources QTM 6 8 Date Acknowledge a Starter: The term ‘feudal’ also has more accurate legal range of Cultural experiences meanings, particularly in relation to landholding patterns. Essentially, it refers to social arrangements in which a Problematic privileged class of landowners had rights to land, and the knowledge land was worked by peasants. The term is also applied to Multiple Japan from the twelfth to the sixteenth centuries, when the perspectives and solutions daimyos, or lords, formed a rural warrior elite. The knights of medieval Europe are sometimes compared to the samurai in Student’s Self- Japan, though knights were defined primarily by their Regulation Student autonomy particular class status, and samurai occupied various ranks □ and were defined by their warrior traditions and duties. and initiative Connectedness Suggested Activity 1: Feudalism; Housing, Health, Arts, Learning connects Crafts and Clothing with outside Suggested Activity 2: Case Study: Compare and Contrast world English and Japanese Feudalism Age of Deep Suggested Activity 3: Feudal Warriors; Knights Discovery Understanding Suggested Activity 4: Feudal Warriors: Samurai McMillan Meaningful Textbook understanding and Suggested Activity 5: Case Study: Compare and contrast Pages 22-23 Chivalry and Bushido relationship of ideas Sea Route and Plenary: Plenary Cards Columbian Substantive Exchange Communication 10. Key features of the medieval world: Human Odyssey engaged in Textbook sustained Voyages of Discovery Pages 139-140 discussion (WALT) Learning Objective: Investigate the nature and motives for medieval voyages of discovery. Student (WILF) Learning Outcome: To identify and evaluate the Direction causes of medieval exploration. Student choice (TIB) Success Criteria: Specific to teacher and class Narrative Enrich student Starter: Globalisation is often referred to as a recent understanding
Board of Studies, Teaching and Educational Standards NSW Rutherford Technology College Content Teaching and learning and assessment Sign / Resources QTM 6 8 Date
phenomenon, but it began in the centuries between the □ ancient and modern worlds. Advances in the design and Connectedness Learning connects construction of ships, and growing curiosity about the world, with outside led to long-distance voyages. world
Suggested Activity 1: The Age of Discovery and Inclusivity Exploration: Nature, Beliefs and Mapping; McMillian Participation valued Textbook, Questions and Reading; Pages 22-23 Suggested Activity 2: The Age of Discovery and High Exploration: The Vikings Voyages of expectations Discovery Starter: Evidence of risk Suggested Activity 3: Site Study: Examine L'Anse aux PowerPoint Slide taking Meadows #2 Suggested Activity 4: The Asian perspective, development and discovery Voyages of Plenary: Plenary Cards Discovery NAPLAN Style Worksheet (1C) 11. Key features of the medieval world: Voyages of Discovery (WALT) Learning Objective: Investigate the nature and Research Task: Marco Polo motives for medieval voyages of discovery. (WILF) Learning Outcome: To identify and evaluate the effects of medieval exploration. (TIB) Success Criteria: Specific to teacher and class
Starter: Voyages of Discovery Starter: PowerPoint
Suggested Activity 5: Asian Voyages of Discovery: China Suggested Activity 6: Personality Study: Evaluate the importance of Marco Polo Suggested Activity 7: The European perspective, development and discovery Suggested Activity 8: European Voyages of Discovery:
Board of Studies, Teaching and Educational Standards NSW Rutherford Technology College Content Teaching and learning and assessment Sign / Resources QTM 6 8 Date Spain Suggested Activity 9: Personality Study: Evaluate the significance of Christopher Columbus
Plenary: Plenary Cards
The emergence 12. The emergence of ideas: The Information Background of ideas about Activity: History Knowledge Renaissance □ Webquest Draw on personal the world and (WALT) Learning Objective: Examine the origins and http://www.historyf and previous the place of outcomes of the Renaissance orkids.org/learn/m knowledge people in it by (WILF) Learning Outcome: To identify and describe the edieval/ science/ Engagement the end of the nature, origins and outcomes of the Renaissance period (such as Task connected to (TIB) Success Criteria: Specific to teacher and class student’s world the Early Modern Period and interests Renaissance, Starter: The expansion of knowledge, experience and McMillan the Scientific confidence is now known as the Renaissance. In Europe it Textbook Deep Knowledge Clear and concise Revolution and heralded the Scientific Revolution and the Enlightenment Pages 19-21 the relationships which helped create the modern world. between and Enlightenment) among concepts . Suggested Activity 1: What is a ‘ Renaissance’ Higher Order Suggested Activity 2: The Origins of the Renaissance Thinking Suggested Activity 3: Personality Study: Justify one of Analysing, Michelangelo’s works as the greatest of all. synthesising, Suggested Activity 4: The Nature of the Renaissance applying & evaluating Suggested Activity 5: Features: Art, Science, Music, Religion, Self-Awareness and Humanism Metalanguage Suggested Activity 6: Personality Study: Justify one of Explicitly name Leonardo Di Vinci’s inventions as his best. and analyse knowledge Suggested Activity 7: Cause and Effect: The Renaissance Suggested Activity 8: Ideas: Astronomy and Medicine High Suggested Activity 9: Personality Study: Justify why Galileo expectations
Board of Studies, Teaching and Educational Standards NSW Rutherford Technology College Content Teaching and learning and assessment Sign / Resources QTM 6 8 Date Galilei had the biggest impact on the Modern World. Evidence of risk taking □ Plenary: Plenary Cards Explicit Quality Criteria 13. The emergence of ideas: The Expectations are Scientific Revolution Literacy Activity made explicit The Scientific (WALT) Learning Objective: Examine the origins and Revolution Cultural significance of the Scientific Revolution. Knowledge Acknowledge a (WILF) Learning Outcome: To identify and describe the Creative Task: range of Cultural nature and origins of the Scientific Revolution. Make a digital experiences (TIB) Success Criteria: Specific to teacher and class timeline of Medical advances Problematic http://www.dipity.c knowledge Starter: In the sixteenth and seventeenth centuries, om discoveries in Europe in the fields of physics, astronomy and Multiple perspectives and epistemology created what is considered a ‘scientific solutions revolution’. Scientific ideas based on the study of nature and the universe radically altered understanding of the world, and Student overshadowed religion and philosophy. Direction Student choice
Suggested Activity 1: What is a ‘Scientific Revolution’ Student’s Self- Suggested Activity 2: The Origins of the Scientific Regulation Revolution Student autonomy Suggested Activity 3: Personality Study: Defend why and initiative Galen’s work is the most important for the development of Connectedness the Scientific Revolution Learning connects Suggested Activity 4: The Nature of the Scientific with outside Revolution world Suggested Activity 5: The Royal Society Deep Suggested Activity 6: Case Study: Evaluate the motives □ Understanding and means in with the Inquisition was conducted. Meaningful Suggested Activity 7: Cause and Effect: The Renaissance understanding and relationship of Suggested Activity 8: Ideas: Physics, Mathematics and ideas Biology
Board of Studies, Teaching and Educational Standards NSW Rutherford Technology College Content Teaching and learning and assessment Sign / Resources QTM 6 8 Date Suggested Activity 9: Personality Study: justify the Enlightenment importance of Sir Isaac Newton’s work. NAPLAN Style Substantive Worksheet (1D) Communication engaged in Plenary: Plenary Cards Mapping sustained Exercise discussion 14. The emergence of ideas: The Plot who and where inventions Knowledge Enlightenment and discoveries Integration (WALT) Learning Objective: Evaluate the nature of the were made Links between Enlightenment. KLAs (WILF) Learning Outcome: To identify and describe the Inclusivity nature of the Enlightenment. Participation (TIB) Success Criteria: Specific to teacher and class valued Narrative Starter: In the eighteenth century, there was a great deal of Enrich student intellectual and philosophical ferment, with France at its understanding centre. The self-styled philosophes Connectedness who participated in this movement called it ‘the Learning connects Enlightenment’, because they saw science and reason as with outside light that would cast out the ‘darkness’ of ignorance, world superstition and intolerance. Inclusivity Participation Suggested Activity 1: What is an ‘Enlightenment’ valued Suggested Activity 2: The Origins of the Enlightenment Suggested Activity 3: Personality Study: Assess the importance of Benjamin Franklin in moving into the Modern World Suggested Activity 4: The Nature of the Enlightenment Suggested Activity 5: Romanticism Suggested Activity 6: Personality Study: Assess the role Jean-Jacques Rousseau played in the spread of Enlightenment Suggested Activity 7: Cause and Effect: The Enlightenment Suggested Activity 8: The French Revolution
Board of Studies, Teaching and Educational Standards NSW Rutherford Technology College Content Teaching and learning and assessment Sign / Resources QTM 6 8 Date Suggested Activity 9: Personality Study: Evaluate the outcome of Maximilien Robespierre’s actions. Does the end justify the means?
Plenary: Plenary Cards
Evidence of Learning
Assessments for Learning Assessments of Learning
Quizzes Informal in-class activities
Homework Marking of Bookwork
Worksheets Sheet Informal Summative Assessment Task
Literacy and Numeracy Focus
Closed Passages, Glossaries, Brainstorms and Mind-Maps, Visually based aids and activities, Summative plenary cards Clarifying and using particular words and communication skills needed to effectively participate Connecting words and numbers to images Individual allowances for explanations, one on one assistance and extra time Increased scaffolding and modelling for numerically based activities such as analysing data to understand and inform student decision making Selecting, sequencing and evaluating information to understand texts, context and to communicate with other people (such as
Board of Studies, Teaching and Educational Standards NSW Rutherford Technology College timelines) The implementation and evaluation of NAPLAN style worksheets
Evidence of Differentiation
Student Peer, Small group and class discussion Peer, Small group and class activities A Story Sharing opportunities (ASTI) Cultural, Land and Community links Student Direct, explicit instructions about learning activities Learning activities are modified and simplified B Extra time is given to complete and achieve learning objectives and outcomes (Asp) Assessment task modified and simplified – with parents notified
Student Paper, PowerPoints, Worksheets and Exams altered to students needs Student relocated in classroom to meet vision needs, suitability and comfort. C Used visuals: charts, pictures, colour coding (Vision)
Student Used visuals: charts, pictures, colour coding Divide long-term projects into segments and assign a completion goal for each segment D Instructions simple and structured. (ADHD)
Student Seated student near a good role model. Remained positive; give praise and positive reinforcement when the student demonstrates flexibility and/or co-operation. D Broke tasks into small manageable chunks. (ODD)
Student Present student a model/expectation. Then check student comprehension of the model. students work individually or in pairs to correct their writing D Students created a vocabulary list (Literac y)
Board of Studies, Teaching and Educational Standards NSW Rutherford Technology College Variations
http://www.britishmuseum.org/
Evaluation
Teacher’s signature: Date started:
Head Teacher’s Signature: Date completed:
Board of Studies, Teaching and Educational Standards NSW Rutherford Technology College