Report Assessment 1

CONTEMPORARY TEACHER
LEADERSHIP
Assessment 1- Report
18795136
Semester 2H 2018
Assessment 1 Jennifer Seach 18795136
Contents
Executive Summary..................................................................................................... 2
Objective............................................................................................................... 2
Context................................................................................................................. 2
Goals.................................................................................................................... 2
Recommendations................................................................................................... 3
Background Information............................................................................................... 4
Comparative Table....................................................................................................... 5
Recommendations...................................................................................................... 8
Reconstructed Unit.................................................................................................... 11
Scope and Sequence............................................................................................... 11
Concept Map........................................................................................................ 12
Assessment Task and Marking Criteria.........................................................................13
Redesigned Unit Outline.......................................................................................... 15
References.............................................................................................................. 27
Appendices............................................................................................................. 32
1 Contemporary Teacher Leadership Semester 2H 2018

Executive Summary
Objective
This report outlines the evaluation and subsequent reconstruction of the Stage 4 History unit:
Ancient China, sourced from the Macquarie Fields High School, History Faculty. This unit has been
evaluated in accordance with the principles of Understanding by Design and reconstructed to ensure
the incorporation of inquiry-based learning and the development of threshold concepts.
In its original form, this unit of work is missing several essential components including the scope and
sequence, the concept map and the accompanying assessment task and marking criteria. Each of
these missing elements have been constructed using the Understanding by Design framework, to
support the reconstructed unit outline.
Context
The reconstructed Stage 4 History unit: Ancient China, incorporates evidence-based amendments
founded on relevant educational research. The original unit outline was designed for teaching and
learning within both selective and comprehensive classes, however, the reconstructed unit is
intended to support teaching and learning within a comprehensive, lower-ability classroom context.
Therefore, evidence-based changes to the unit are intended to support the development of lower
ability students’ understanding and use of essential concepts and skills.
Goals
 Identify key learning goals aligned with the Understanding by Design Framework.
 Gather appropriate evidence of students’ achievement of identified learning goals.
 Align learning experiences with identified learning goals.
 Develop students personal and social capabilities.
 Develop students’ discipline-specific literacy and numeracy skills.
 Promote students’ critical and creative thinking skills.
 Implement an inquiry-based approach to student learning.

Recommendations
 Identification and explicit teaching of threshold concepts relating to essential historical

concepts and skills.
 Development of literacy skills through regular historical source analysis, opportunities for
composition of historical accounts supported by evidence.
 Collaborative development of numeracy skills through the creation of scaled-timelines, and

creative mapping activities.
 Promotion of critical and creative thinking skills through the production of a collaborative
inquiry-based assessment task.
 Development of personal and social capabilities through a range of collaborative and

independent learning activities.
 Development of an inquiry-based assessment task to gather evidence of students’

attainment of identified learning goals.

Background Information
Situated in South Western Sydney, Macquarie Fields High School is a joint selective and
comprehensive, co-educational secondary school (DET, 2017). The student population comprises of a
total 1105 students, with 72% of students identifying as having language backgrounds other than
English, and 2% of students identifying as Indigenous (ACARA, 2018). Macquarie Fields High School
prides itself on the cultural and linguistic diversity of its students and seeks to provide both selective
and comprehensive students with opportunities to extend themselves academically and personally,
in a culture of high academic achievement (ACARA, 2018). The Index of Community Socio-
Educational Advantage (ICSEA), reveals that Macquarie Fields High School is above the National
benchmark, and this is reflected in recent student NAPLAN and HSC results, with over half of
students achieving the highest bands in Literacy and Numeracy. Furthermore, consistent academic
excellence has resulted in Macquarie Fields High School being identified as a Centre for Excellence,
the only secondary school in South Western Sydney to achieve this status (DET, 2017).
The unit outline targeted for evaluation within this report, is the Stage 4 History unit: Ancient China.
This unit was taught over a 3-week period to a comprehensive co-educational Year 7 class, as part of
professional practice 2. Within this class, students demonstrated low level literacy and numeracy
abilities, along with varying levels of existing content knowledge.

Comparative Table
Area of Strengths of the Concerns of the area of Suggested Changes to counteract Research support for the changes
consideration area of consideration concerns suggested.
consideration
The use of The content focused nature of Additional opportunities for In history, the literacy capability is
metalanguage the unit outline does not students to express historical developed through students’
Literacy throughout the unit explicitly develop students’ understanding through discussion, discussion, questioning, and analysis
supports students to literacy skills and there is no collaboration, analysis and of a range of historical texts, concepts
utilise discipline- context provided for how composition of a range of texts, to and ideas, and through the intentional
specific language to students are expected to use, develop students literacy-based composition of historical narratives to
communicate their apply or express this content skills of comprehension and demonstrate historical understanding
historical knowledge. composition. (ACARA, 2014b; Meiers,2015).
understanding.
The use of ICT The only explicit source analysis Regular source analysis activities Discipline-specific literacy skills in
facilitates students’ activities are not represented as embedded throughout the unit history, focus on the development of
engagement with a essential learning activities and outline, which require students to students’ source analysis skills
broader range of are instead extensions for early evaluate sources for reliability and including “summarization,
historical texts and finishers. This results in a unit usefulness as evidence to support contextualisation and corroboration”,
ideas as well as that is content focused, and historical accounts, will facilitate along with the ability to use evidence
independent which does not build students the strengthening of students’ to support historical accounts (Spires,
research. discipline-specific literacy skills. historical literacy skills. Kerkhoff, Graham, Thompson & Lee,
2018, p.1410).
Students develop a The single instance of the In addition to developing a The development of the numeracy
chronology of teacher-modelled creation of a chronology of the dynasties of capability in history involves the
Numeracy dynastic change timeline, does not effectively Ancient China, students should also organisation and interpretation of
which involves the develop students’ numeracy be involved in the creation of a historical periods and change, in
sequencing of capabilities as students are not scaled timeline. This scaled subject specific ways such the creation
dynasties and involved in the application of timeline can be a collaborative or of scaled timelines utilising historical
periods of conflict. mathematical skills to express whole class activity and should be concepts and terms (ACARA, 2014c;
historical understanding. accompanied by a discussion on Carter, Klenowski & Chalmers, 2015).
the use of historical dates and time
periods including BC/AD and

BCE/CE.
The original unit The original mapping activity The mapping activity can be Practical applications of discipline-
outline incorporated was teacher directed and accompanied by student use of ICT specific numeracy skills, are important
a mapping activity incorporated only select to locate a more extensive list of to encourage students to be active
that required geographical features. geographical features. Student use creators of their learning, and to
students to identify this as the basis for the creation of analyse quantitative sources and form
selected a 3-D topographical map of China. reasonable conclusions based on
geographical evidence (Carter, Klenowski &
features of Ancient Chalmers, 2015; Forgasz, Leder & Hall,
China. 2017).
The inclusion of Lack of alignment between the Greater integration of inquiry Critical thinking skills are essential to
Critical and inquiry questions included inquiry questions and questions, historical analysis and the process of historical inquiry as
Creative within the unit the learning activities, means composition, within the unit and students are required to create
Thinking outline, which are that students are not actively accompanying assignment, will reasoned and intentional historical
intended to provide engaged with the inquiry require students to engage with the narratives based on the critical
a critical thinking process and are not required to inquiry process and utilise critical evaluation of historical sources.
lens to focus content use critical thinking skills to thinking skills including Students are also required to assess
and student analyse historical sources or to questioning, interpreting, and these sources for their reliability and
learning. produce historical arguments explaining, along with evaluating usefulness as evidence to support
supported by evidence. reliability and justifying evidence. their historical arguments (ACARA,
2014a; Sanders, 2016).
There are instances The original unit outline does The recreated inquiry assessment Tasks that involve the application of
of opportunities for not provide students with task requires students to utilise knowledge and ideas for innovative
group work within opportunities to demonstrate creative thinking skills to learn and and creative purposes, along with
the unit, which has their developing historical skills organise new information, and to opportunities for peer collaboration,
the capacity to and understanding in creative, produce a guide that is creative in are fundamental to the growth of
support the innovative and collaborative an appropriate medium, through creative thinking skills. (Sanders, 2016;
development of ways to promote creative peer collaboration and Lucas, 2016; ACARA, 2014a).
students creative thinking skills. coordination.
thinking skills.

Learning activities Learning activities provide A greater range of collaborative Opportunities for peer-peer
Personal and extensively involve minimal identified opportunities activities throughout the learning communication, collaboration,
Social individual student for students to work processes, including mapping, decision making and leadership,
Capabilities work that can build collaboratively with their peers. source analysis and the assessment facilitate the development of students’
students’ personal This restricts the development task, which allow students to be social capabilities, as they work as a
capabilities including of students’ social capabilities. active co-creators of knowledge contributing member of a team
autonomy self- within the classroom, through the (ACARA, 2014d; Lee, Tsai, Chai & Koh,
management and sharing and discussion of ideas. 2014).
self-awareness.
Extensive learning There is a lack of guided student Inclusion of an individual student Self-reflection on students’ evolving
activities involving reflection on their independent reflection as part of the assessment understanding, abilities and skills,
individual student and collaborative learning skills, task to facilitate reflection on refine students’ capacity to work
work. and their developing strengths, difficulties and ability to independently and collaboratively
understanding. collaborate as a member of a team. through the reinforcement of personal
capabilities (ACARA, 2014d).
The historical skills There is a lack of clear and The explicit identification of the The principles of understanding by
and concepts explicit learning goals for the intended learning goals, at the start design involve the identification of
Understanding relating to the unit unit which results in a lack of of the unit outline, to scaffold the understanding goals as the first stage
by Design are listed within the alignment between intended creation of an assessment task and of the unit planning process to ensure
unit outline. goals for understanding, the learning experiences that are the alignment of long term goals,
collection of evidence of aligned with the principles of assessment of understanding and
understanding, and planned understanding by design. learning activities (Michael & Libarkin,
learning experiences. 2016; Wiggins, 2013)
The requirement for No assessment task to The creation of an inquiry-based Meaningful assessment should be
the use of diagnostic accompany the unit means that assessment task to gather evidence designed to collect evidence of
and assessment for there is a lack of consistency in on student understanding relating achievement of the identified learning
learning strategies, determining and gathering to identified learning goals, goals and should require students to
within the evidence of student including threshold concepts and apply this essential learning through
assessment achievement of desired skills. the processes of creation, application
overview. understanding. and transfer (McTighe, 2013;
Mangelsdorf, 2013).

Recommendations
The evaluation of the original unit outline, has been completed in accordance with recent-
educational literature. The literature used to support amendments made to the unit outline, include
research-based literature, produced within the last five years, and selected to support evidence-
based changes to the teaching and learning throughout the unit. All changes have been made with
the objective of integrating the Understanding by Design curriculum planning framework, to support
the identification and realisation of goals for understanding, along with supporting the development
of threshold concepts, meaningful assessment practices and an inquiry-based approach to student
learning.
The original unit outline was designed to be taught to both selective and comprehensive year 7
classes. While this intention remains the same, the reconstructed unit outline has been developed to
adequately support mixed and lower ability classes. In tailoring learning goals, assessment and
learning experiences for lower ability students, the objective is not to dilute the essential content,
concepts and skill knowledge that students are expected to develop (Snell & Leifstein, 2017). Instead,
the intention is to make the required learning meaningful, enduring and engaging for students whilst
maintaining alignment with identified learning goals. Moreover, Snell and Leifstein (2017) assert that
students “learn best through participation in rich and challenging classroom discourse” (p.41), and
this is reflected throughout the reconstructed unit outline, which incorporates a variety of
opportunities for students to work collaboratively with their peers, to “play an active and agentive
role in the joint construction of knowledge and negotiation of meaning” (p.43).
The Understanding by Design (UBD) framework, involves a backwards design approach to curriculum
planning, based on the theory that planning backwards from identified goals of student
understanding, improves alignment between these long-term learning goals, assessment practices
and learning experiences (Michael & Libarkin, 2016; Weatherby-Fell, 2015). Without a scope and
sequence, concept map and assessment task, the original unit outline was missing several key
components that are necessary to guide the teaching and learning of the unit. Therefore, the first
recommendation intended to align the reconstructed unit with the principles of UBD, includes the
identification of the goals for student understanding, including what students should “know,
understand and be able to do” with their understanding (Mangelsdorf, 2013, p.39). Within the
reconstructed unit, the desired learning goals have been identified as the threshold concepts that are
essential to students’ understanding of, and ability to use, historical concepts and skills to develop
their historical knowledge (Tucker, Weedman, Bruce & Edwards, 2014).
According to Tucker, Weedman, Bruce and Edwards (2014), threshold concepts are the discipline-
specific concepts and skills that are fundamental to students’ meaningful understanding within a
subject area. Therefore, in the context of the reconstructed unit, the threshold concepts identified as
the desired learning include empathetic understanding, significance, cause and effect, contestability,
continuity and change, and perspectives, along with the source analysis skill. Together, these
historical concepts and skills represent the transferable knowledge necessary for students to
meaningfully engage in the history discipline (McTighe, 2013). Through the explicit focus on these
threshold concepts within the reconstructed unit, and the inclusion of related threshold concepts to
guide classroom learning experiences, students will be supported to realise these conceptual
learning goals, and to develop enduring and transferable understanding of the practices of historical
study (Barradell, 2013; Wismath, Orr & Mackay, 2015; Mangelsdorf; 2013).
The second phase of the UBD approach to curriculum planning, involves identifying acceptable
evidence of student attainment of learning goals (Michael & Libarkin, 2016). This requires the
creation of an assessment task that is designed to assess the threshold concepts identified as
learning goals for the unit. The assessment task created as part of the reconstructed unit outline,
reflects McTighe’s (2013) assertion that evidence of student understanding can only be accurately
captured through tasks that require students to transfer and apply their knowledge to new contexts
and purposes. The collaborative, inquiry-based assessment task that has been created, requires
students to utilise their independent and collaborative working skills, to produce a creative,
evidence-based historical guide that explores the roles and daily lives of key social groups in Ancient
China. Both source analysis skills and empathetic understanding constitute two of the threshold
concepts identified as the desired learning goals for the unit (Barradell, 2013). Therefore, this task is
intended to gather evidence of students’ abilities to analyse a range of sources, for evidence to
support an historical account, which demonstrates an empathetic understanding of peoples’ lives in
the past (Mangelsdorf, 2013). Furthermore, the incorporation of individual, collaborative and
reflective components, supports the development of students’ personal and social capabilities (Lee,
Tsai, Chai & Koh, 2014).
Recommendations for the reconstructed unit also reflect an inquiry-based approach to student
learning in the classroom. In order to develop historical thinking skills, and consequently historical
understanding, it is argued by van Hover, Hicks and Dack (2016), that students must engage in the
processes of history, through inquiry-based learning. Historical inquiry requires students to utilise
their critical and creative thinking skills to evaluate sources for evidence, “critically analyse
information and form their own opinion” (Voet & De Wever, 2017, p.312; van Hover et al., 2016).

Furthermore, when implemented through purposeful learning experiences, supported by “inquiry

questions designed to facilitate knowledge growth” (van Hover et al., 2016, p.210), inquiry-based
learning has the potential to enhance students’ understanding and ability to use threshold concepts
and skills, and realise the identified goals for understanding (Voet & De Wever, 2016). Therefore, to
promote this inquiry approach, a series of inquiry questions have been created to accompany the
revised learning experiences, and to facilitate students’ deliberate engagement with transferable
historical concepts and skills, to demonstrate a developing historical understanding (Voet & De
Wever, 2017). Moreover, the accompanying assessment task embodies the principles of inquiry-
based learning, with emphasis on student research, source analysis and evaluation, and the
production of an historical account supported by evidence, to answer an inquiry question
(Mangelsdorf, 2013).
The amendments encapsulated within the reconstructed unit outline, represent an evidence-based
approach to improving the learning outcomes of students in lower ability classroom contexts (Snell &
Leifstein, 2017). This has been achieved through the implementation of the Understanding by Design
backwards planning framework, including the identification of desired learning goals, and the
alignment of assessment and learning tasks (Marsh, Clarke & Pittaway, 2014). An inquiry-based
approach to student learning has also been utilised, along with the intentional development of
threshold concepts, to promote student engagement to create enduring and transferable
understanding of historical concepts and skills (Wismath, Orr & Mackay, 2015).

Reconstructed Unit Macquarie Fields High School
Scope and Sequence
Course: History Stage: Stage 4 Year: 7 2018
Semester 1
Term 1- 11 weeks
The Ancient World
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11
Overview: The Depth Study 1: Investigating the Ancient Past Depth Study 2: The Mediterranean World –
Ancient World: (including ancient Australia) Ancient Egypt
Movement and
migration of Outcomes: HT4-2, HT4-3, HT4-6, HT4-9, HT4-10
Outcomes: HT4-1, HT4-5, HT4-6, HT4-8, HT4-9, HT4-10
people in the
Ancient World
Assessment Task: Funerary beliefs and mummification
pamphlet- 20%
Term 2- 10 weeks
The Ancient World (Continued)
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Integrated Overview: The Ancient World: the establishment and key features of ancient societies
Depth Study 2: The Mediterranean World Depth Study 3: The Asian World – Ancient China
(continued) –
Ancient Egypt Outcomes: HT4-2, HT4-3, HT4-6, HT4-9, HT4-10
Outcomes: HT4-2, HT4-3, HT4-6, HT4-9, Assessment Task: Collaborative Inquiry Task- Daily Life and Roles in Ancient China- 20%
HT4-10
Assessment 1 Jennifer Seach Geographical 18795136
Natural
Death Setting Features
Warfare Qin Shi Huang Di
Concept Map
Funerary
Practices
Customs Societal
Physical Development Significant
Features Individuals
Significant
Values Beliefs
Confucius
Cause and
Source Effect Perspectives
Conquest Warfare Analysis Law
Significant Religion
Significance
Contacts Ancient
Continuity and China
Change Social
Trade
Structure
Empathetic
Consequences Understanding
Contestability
Government
Legacy
Expansion of Contact and
trade Emperors
Conflict Peasants
Developments
Everyday Life
Key Groups
Rise of the Spread of Merchants Priests
Empire
12 Beliefs
Contemporary Teacher Leadership Semester 2H 2018
Scholars Craftsmen Women
Assessment Task and Marking Criteria
Notice of Assessment
Year 7
Depth Study 3: The Asian World- Ancient China (Inquiry task)
Due: Term 2, Week 7 Weighting: 20%
Rationale: This term students have begun investigations into the Asian World, concentrating on
Ancient China. This task requires students to work collaboratively to undertake an inquiry task into
the role and daily life of the different social groups in Ancient China. To complete this task, students
will engage in historical inquiry and utilise historical concepts and skills, including source analysis and
empathetic understanding.
Outcomes:
 describes and assesses the motives and actions of past individuals and groups in the context of past
societies HT4-3
 uses evidence from sources to support historical narratives and explanations HT4-6
 uses a range of historical terms and concepts when communicating an understanding of the past HT4-9
 selects and uses appropriate oral, written, visual and digital forms to communicate about the past HT4-10
Inquiry question: What were the roles and daily life of the key social groups in Ancient China,
including men, women and children?
Instructions: In a team of 5, you are to investigate the different social groups of Ancient China,
including their roles and daily life within society. Each group member will be responsible for the
investigation into one social group, ensuring that all 5 social groups are incorporated, including
Emperors, Shi (Nobles, officials and scholars), Nong (Peasant farmers), Gong (Artisans and crafts
people), Shang (Merchants and traders).
Your group is to create and submit a guide to daily life in Ancient China. Your group must decide on
an appropriate and creative format for your guide, such as a booklet, PowerPoint, multimodal
presentation or poster.
For each social group, you must analyse and include historical sources as evidence to support your
historical narratives and explanations. You should include a brief description of the sources you
include by answering the following questions. Why have you selected this source? What is the origin
of this source? How reliable do you think the source is and why? What evidence about daily life in
ancient china does this source provide?
Each group member is to submit an individual critical reflection based on the inquiry task. In your
critical reflection, consider the following questions. What were some of the challenges of the inquiry
task? What were your strengths and weaknesses working as a member of a team? How has this task
developed your skills of source analysis? How has this task developed your empathetic understanding
of the roles and daily lives of social groups in Ancient China?
Marking Criteria
A student group Mark

 Presents sophisticated descriptions and assessments of the roles and everyday lives of key social
groups in the context of Ancient China
 Comprehensively analyses and justifies reference to a range of sources as evidence to support
sophisticated historical narratives and explanations
 Communicates using a comprehensive range of historical terms and concepts to demonstrate a 17-20
sophisticated empathetic understanding of the past
 Presents a sophisticated historical guide that is critical, creative and thorough, using appropriate
mediums to communicate about the past
 Presents detailed descriptions and assessments of the roles and everyday lives of key social
groups in the context of Ancient China
 Analyses and justifies reference to multiple relevant sources as evidence to support detailed
historical narratives and explanations
 Communicates using a range of historical terms and concepts to demonstrate a thorough 13-16
empathetic understanding of the past
 Presents an effective historical guide that is critical, creative and organised, using appropriate
mediums to communicate about the past
 Presents clear descriptions and judgements of the roles and everyday lives of key social groups
in the context of Ancient China
 Identifies and explains reference to relevant sources as evidence to support historical narratives
and explanations
 Communicates using historical terms and concepts to demonstrate a clear empathetic 9-12
understanding of the past
 Presents an historical guide that is creative, coherent and clear, using appropriate mediums to
communicate about the past
 Presents basic descriptions of the roles and everyday lives of key social groups in the context of
Ancient China
 Identifies and references historical sources as evidence to support historical narratives
 Communicates using basic historical terms and concepts to demonstrate an empathetic 5-8
understanding of the past
 Presents an historical guide that is coherent, using appropriate mediums to communicate about
the past
 Presents limited descriptions of the roles and everyday lives of key social groups in the context
of Ancient China
 Recognises historical sources as evidence to support a basic historical narrative
 Communicates using limited historical terms or concepts to demonstrate empathetic
understanding of the past 1-4
 Presents a simple historical guide using appropriate mediums to communicate about the past
Individual reflection Mark
 Provides a critical reflection on the inquiry task including the development of source analysis 6-10
skills and empathetic understanding
 Reflects critically on personal strengths and weaknesses and collaborative skills
 Provides a reflection on the inquiry task including the development of source analysis skills and 4-6
empathetic understanding
 Reflects on personal strengths and weaknesses and collaborative skills
 Provides limited reflection on the inquiry task OR personal and collaborative skills 1-3

Redesigned Unit Outline
NSW Australian Curriculum History: Stage 4

Macquarie Fields High School
Professional Practice 2
Topic 3
Depth Study 3: Ancient China

Section of unit outline taught and The Asian World
being evaluated according to UBD.
Evidence-based changes made to the

unit.
Ancient China | Stage 4 | History
Duration and summary Key Inquiry questions

This is a 7 week unit which focuses on the culture and • How do we know about the ancient past?
history of Ancient China its religious and spiritual beliefs. A • Why and where did the earliest societies develop?
focus on the legacy of ancient China its people and society.
• What emerged as the defining characteristics of ancient
societies?
• What have been the legacies of ancient societies?
Goals for student understanding

Historical concepts and skills;
 Analysis and use of sources
 Continuity and change
 Cause and effect
 Perspectives
 Significance
 Contestability
 Empathetic understanding

Outcomes Assessment overview

History K-10
› HT4-1 describes the nature of history and archaeology and Diagnostic Assessment: Pretesting by classroom
explains their contribution to an understanding of the past teacher. Diagnosis of historical literacy, literacy and
numeracy needs of the learner.
› 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 Assessment for learning: Project based learning
creative activity.
› 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 Assessment of learning: Collaborative inquiry task-
Guide to roles and daily life in Ancient China- 20%
› 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
Wee Content Focus- Ancient China Registration

k

1 - Geography and physical features of Ancient China.

- Chronology of China- Dynasties and Kingdoms- Mandate of Heaven.
2
- Emperor- Qin Shi Huangdi Warring States periods.
- The Great Wall of China
3
- Social structure of China- Social Pyramid.
- Daily Life for men and women. Farmers, peasants, crafts people, women, children.
4
- Ruling the people and the land.
- Government and Legalism.
5
- Religion, Buddhism, Confucianism, Taoism, Daoism.
- Spiritual beliefs- myths and legends
6
- Site Study
- The Great Wall of China/ Forbidden city, Terracotta Warriors, Mausoleum of Emperor Qin Shi Huangdi.
7
- Contact, Trade and Warfare.
- Legacy of Ancient China.

Content Teaching, learning and assessment Adjustment and

extension
Stage 4 - Depth Study 3: The Asian World Geography and physical features of Ancient China.
Resources:
 The physical features of the ancient Extension
society and how they influenced the  PowerPoint on the geography of Ancient China.
civilisation that developed there
(ACDSEH006, ACDSEH005)
 Class set of IPads.
 Deconstructed topographical map of Ancient Use Google Earth to
Students:
China. Cardboard, scissors, glue. research the key
 describe the geographical setting Activities: Geographic features of
and natural features of the ancient China.
society
 Collaborative brainstorm of students’ existing
 explain how the geographical knowledge of Ancient China (formative
setting and natural features assessment).
influenced the development of the
 Map activity (individual). Students use Google
ancient society
Earth on the IPads to locate and label the following
Historical concept/skill- features of China and its surrounds, on a blank
map;
 Cause and effect
o Yellow River, Yangtze River, Gobi Desert,
Key Inquiry question: How did Takla Makan Desert, Great Wall of China,
geography influence the development of Yellow Sea, the Himalayas and Mount
Chinese civilization? Everest.
 Topographical map activity (in pairs). Students
construct a 3-dimentional topographical map of
China. Students identify and justify ideal locations
for settlement. Use this activity to discuss how the
geographical setting and natural features
influenced the development and isolation of
Ancient Chinese society.


extension
Chronology of China- Dynasties and Kingdoms-

Mandate of Heaven.
Extension
Resources:
Timeline practice
Historical concept/skill-
 Oxford Insight Y 7 p. 229
 Chinese Dynasties
 Source analysis  Faculty Folder for Resources timeline activity Old
 Continuity and change Activities: Worlds, New Worlds,
5.1 Complete:
 Students develop a chronology which shows  Knowledge and
dynastic change, and explain what events led to Understanding
conflict and change in ancient China. p.132
Inquiry Question: What was the
impact of one Dynasty, on the  Scaled timeline activity. Whole class collaboration
development of Ancient Chinese to create a scaled timeline incorporating the
dynasties of Ancient China, periods of conflict, Extension
society?
dates and appropriate historical time frames.
‘Shang Dynasty Source
 Students select one Dynasty to investigate Analysis’ worksheet.
independently using ICT. Students are given an
 Source analysis. Students locate and analyse explanation of
historical sources relating to their chosen Dynasty. open/closed questions,
 Students create a brief historical narrative perspectives. In pairs,
outlining significant rulers, events and social students are given a
changes related to their chosen dynasty, including laminated source card.
analysed sources as evidence. They use their source to
construct answers to
questions on the


extension
worksheet, before
coming together for
 The role of a significant individual in the Emperor- Qin Shi Huangdi Warring States discussion.
ancient Asian world, for example periods.
Chandragupta Maurya, Ashoka,
Confucius or Qin Shi Huang Di Resources:
 Oxford Insight History p.251-53
 BBC YouTube: The Immortal Emperor. Qin Shi
Students: Huang. https://www.youtube.com/watch?
v=_6zcd68h-hs
 using a range of sources, including
ICT, investigate the role of a Activities:
significant individual in the ancient
Asian world  Students are divided into groups to investigate
one contribution of Qin Shi Huangdi to Ancient
 assess the role and importance of
China. Each group contributes their research to
the
create a collaborative class biography of Qin Shi
individual chosen Huangdi. Suggested investigation topics include Extension
the Qin reforms, burning books and burying
scholars, the Great Wall of China, the death of Qin Complete Virtual Site
Historical concept/skill- Shi Huangdi and the Terracotta army. Study on the Great Wall
of China
 Source analysis  Students participate in a classroom debate on the
legacy of Qin Shi Huangdi. Students utilise the
 Significance
sources analysed as part of their research as
 Perspectives evidence to support their perspective on whether
the legacy of Qin Shi Huangdi in Ancient China
was positive or negative.
Inquiry Question: Who was Emperor
Qin Shi Huangdi and what was his


extension
significance?
Extension
 Roles of key groups in the ancient
society in this period (such as kings, Read ‘A Diligent Wife
emperors, priests, merchants, Social structure of China- Social Pyramid. and Fine Mother’ and
craftsmen, scholars, peasants, women), Resources: complete student
including the influence of law and activity (China
 Oxford Insight History p 240-45
religion (ACDSEH044, ACDSEH041) Understanding its Past,
 See Faculty Resource Folder for Power Points.
90-5).
Activities:
Students:  ‘Ancient China Social Classes’. Examine the five
groups and create a social structure pyramid (on
 outline the main features of the board).
social structures and government
of the ancient society, including Extension
the role of law and religion Daily Life for men and women. Farmers,
peasants, crafts people, women, children. Read ‘The Story of Little
Tiger’ and complete
Resources: student activity (China
Historical concept/skill- Understanding its Past,
 Oxford Insight Digital p.244 108-13).
 Source analysis Activities:
 The true story of Mulan. To be read to the class
and compared to the Disney interpretation. Class
Inquiry Question: What were the discussion relating to the purpose of the story, its
roles and daily life of the key social morals and meanings and what the story reveals


extension
groups in Ancient China, including about the daily life of different groups in Ancient
men, women and children? China.
 Students commence collaborative inquiry
assessment task on the roles and daily lives of the
key social groups in Ancient China. Students have
two in-class lessons dedicated to working on the
task, with the remainder to be completed at home.
Key Inquiry question: What were the

Religion, Buddhism, Confucianism, Taoism, Extension
major beliefs in Chinese society? Daoism. ‘Footbinding’ worksheet
 describe the roles of key groups in and student activity
Spiritual beliefs- myths and legends
the society (China Understanding
 describe the everyday life of men, its Past, 119-22).
women and children in the society Resources:
 Oxford Insight History p.239
 The significant beliefs, values and
 Buddhism Taoism and Confucianism in China:
practices of the ancient society, with a
https://www.youtube.com/watch?v=-
particular emphasis on at least ONE of
gZY4i4Kg3s
the following areas: warfare, or death
Activities:
and funerary customs (ACDSEH045,
ACDSEH042)
 ‘The Confucian World’ teacher info. (China
Students: Understanding its Past, 7-10)
 Explore the following:
 explain how the beliefs and values
of the ancient society are evident  Confucianism,
in practices related to ONE of the
following:  Taoism,


extension
 warfare  Daoism.
 death and funerary customs  Spiritual beliefs- myths and legends.

Ruling the people and the land & Government

and Legalism.
Resources:
Oxford Insight History p.241
Activities:
 The emperor and the Imperial Family - reading

and answer source based questions.
 Use ICT to explore the following concepts and
roles: Legalism, Civil Scholars, Eunuchs and
Officials.
Site Study
The Great Wall of China/ Forbidden city,

Terracotta Warriors, Mausoleum of Emperor
Qin Shi Huangdi.
Site Study
Virtual Site Study. Use ICT to explore one of the


extension
following from ancient China
 Key Inquiry questions: What contact did
the Chinese have with other  Great Wall of China.
civilizations?
 Forbidden city.
 Contacts and conflicts within and/or
with other societies, resulting in  Terracotta Warriors.
developments such as the expansion of  Mausoleum of Emperor Qin Shi Huangdi.
trade, the rise of empires and the
spread of philosophies and beliefs
Contact, Trade and Warfare.

Resources:
Students:
 identify contacts and conflicts of Oxford Insight p.257-259

peoples within the ancient Asian
world
 outline significant contacts with Activities:
other societies, eg trade, warfare
and conquest
 Read and make a summary of the following:
 explain the consequences of these
contacts with other societies, eg  China’s Contact with the Ancient World
developments in trade, the spread  The Silk Road and Trade and Contact.
of philosophies and religious beliefs
and the emergence of empires  How the Silk Road influenced China and other
societies
 Make a Venn Diagram of the Exchange of Ideas
Explain the legacy of the chosen Asian society between China and the West.


extension
Legacy of Ancient China.
Oxford Insight p.274
Use ICT and group work activities to examine China’s

Cultural Legacy including:
Inventions and discoveries, paper, writing, magnetic

compass. Medicine, gun powder, Seismograph. Food,
religion, writing. Art and Architecture.
Teacher Registration Teacher Evaluation

Teacher NAME :
Class:
Date:
Teacher Signature:
Head Teacher Signature:


References
Australian Curriculum, Assessment and Reporting Authority. (2014a). Critical and creative thinking.
Retrieved August 20, 2018 from https://www.australiancurriculum.edu.au/f-10-
curriculum/general-capabilities/critical-and-creative-thinking/
Australian Curriculum, Assessment and Reporting Authority. (2014b). Literacy. Retrieved August 20,
2018 from https://www.australiancurriculum.edu.au/f-10-curriculum/general-
capabilities/literacy/
Australian Curriculum, Assessment and Reporting Authority. (2014c). Numeracy. Retrieved August
20, 2018 from https://www.australiancurriculum.edu.au/f-10-curriculum/general-
capabilities/numeracy/
Australian Curriculum, Assessment and Reporting Authority. (2014d). Personal and social capabilities.
Retrieved August 20, 2018 from https://www.australiancurriculum.edu.au/f-10-
curriculum/general-capabilities/personal-and-social-capability/
Australian Curriculum, Assessment and Reporting Authority. (2018). My school. Retrieved August 18,
2018 from https://www.myschool.edu.au/school/41603
Barradell, S. (2013). The identification of threshold concepts: A review of theoretical complexities
and methodological challenges. Higher Education: The International Journal of Higher
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Carter, M. G., Klenowski, V., & Chalmers, C. (2015). Challenges in embedding numeracy throughout
the curriculum in three Queensland secondary schools. Australian Educational
Researcher, 42(5), 595-611. Retrieved August 24, 2018. doi: 10.1007/s13384-015-0188-x

Department of Education. (2017). Macquarie Fields High School. Retrieved August 18, 2018 from
http://www.macfields-h.schools.nsw.edu.au/
Forgasz, H. J., Leder, G., & Hall, J. (2017). Numeracy across the curriculum in Australian schools:
Teacher education students’ and practicing teachers’ views and understandings of numeracy.
Numeracy, 10(2), 1-20. Retrieved August 26, 2018. doi: 10.5038/1936-4660.10.2.2
Lee, K., Tsai, P., Chai, S. C., & Koh, H. J. (2014). Students' perceptions of self-directed learning and
collaborative learning with and without technology. Journal of Computer Assisted
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com.ezproxy.uws.edu.au/docview/1651850885?accountid=36155
Lucas, B. (2016). A five-dimensional model of creativity and its assessment in schools. Applied
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10.1080/08957347.2016.1209206
Mangelsdorf, Nicole. (2013). Understanding by design. TLN Journal, 20(1), 38-39. Retrieved August
15, 2018 from https://search-informit-com-
au.ezproxy.uws.edu.au/documentSummary;dn=302937402730691;res=IELHSS
Marsh, C. J., Clarke, M., & Pittaway, S. (2014). Marsh’s becoming a teacher (pp. 101-128). Frenchs
Forest, Australia: Pearson Australia.
McTighe, J. (2013, 17 July). What is understanding by design? [video file]. Retrieved August 16, 2018
from https://www.youtube.com/watch?
v=d8F1SnWaIfE&index=4&list=PLfAIpkqIQeb89tnBX_los7emkMJ_c7eGm
Meiers, M. (2015). A developing story: The literacy demands of the curriculum. Practical Literacy,
20(3), 57. Retrieved August 26, 2018 from https://search-informit-com-
au.ezproxy.uws.edu.au/fullText;dn=210293;res=AEIPT

Michael, N. A., & Libarkin, J. C. (2016). Understanding by design: Mentored implementation of
backward design methodology at the university level. Bioscene, 42(2), 44-52. Retrieved
August 15, 2018 from https://search-proquest-
Sanders, S. (2016). Critical and creative thinkers in mathematics classrooms. Journal of Student
Engagement: Education Matters, 6(1), 19-27. Retrieved August 24, 2018 from
http://ro.uow.edu.au/jseem/vol6/iss1/4
Snell, J., & Lefstein, A. (2017). “Low ability,” participation, and identity in dialogic pedagogy.
American Education Research Journal, 55(1), 40-78. Retrieved September 1, 2018. doi:
10.3102/0002831217730010
Spires, H. A., Kerkhoff, S. N., Graham, A. C. K., Thompson, I., & Lee, J. K. (2018). Operationalizing and
validating disciplinary literacy in secondary education. Reading and Writing, 31(6), 1401-
1434. Retrieved August 20, 2018. doi: 10.1007/s11145-018-9839-4
Tucker, V. M., Weedman, J., Bruce, C. S., & Edwards, S. L. (2014). Learning portals: Analyzing
threshold concept theory for LIS education. Journal of Education for Library and Information
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Voet, M., & De Wever, B. (2016). History teachers’ conceptions of inquiry-based learning, beliefs
about the nature of history, and their relation to the classroom context. Teaching and
Teacher Education, 55, 57-67. Retrieved August 24, 2018. doi: 10.1016/j.tate.2015.12.008

Voet, M., & De Wever, B. (2017). History teachers’ knowledge of inquiry methods. An Analysis of
Cognitive Processes Used During a Historical Inquiry, 60(3), 312-329. Retrieved August 20,
2018. Doi: 10.1177/0022487117697637
Weatherby-Fell, N. L. (2015). Planning for pedagogy: A toolkit for the beginning teacher. In N. L.
Weatherby-Fell (Ed.), Learning to teach in the secondary school (pp. 105-131). Port
Melbourne, Australia: Cambridge University Press.
Wiggins, G. (2013, February 20). Understanding by design [video file]. Retrieved August 16, 2018
from https://www.youtube.com/watch?
v=4isSHf3SBuQ&list=PLfAIpkqIQeb89tnBX_los7emkMJ_c7eGm&index=3&t=3s
Wismath, S., Orr, D., & MacKay, B. (2015). Threshold concepts in the development of problem-solving
skills. Teaching & Learning Inquiry, 3(1), 63-73. Retrieved August 24, 2018 from
https://search-proquest-com.ezproxy.uws.edu.au/docview/1941338012?accountid=36155

Appendices
NSW Australian Curriculum History: Stage 4
Macquarie Fields High School
Professional Practice 2
The scope and sequence,

assessment task and marking
criteria, to accompany this unit
outline were not provided.
Therefore, the scope and sequence,
assessment task and marking criteria
have been created utilising the
principles of Understanding by
Design.
Topic 3
Depth Study 3: Ancient China

The Asian World
Ancient China | Stage 4 | History
Duration and summary Historical skills

This is a 7 week unit which focuses on the culture and  Comprehension: chronology, terms and concepts
history of Ancient China its religious and spiritual beliefs. A  Analysis and use of sources
focus on the legacy of ancient China its people and society.  Perspectives and interpretations
 Research
 Explanation and communication
Key Inquiry questions Historical concepts

Continuity and change
• How do we know about the ancient past?
Cause and effect
• Why and where did the earliest societies develop? Perspectives
Significance
• What emerged as the defining characteristics of ancient Contestability
societies? Empathetic understanding
• What have been the legacies of ancient societies?

Outcomes Assessment overview

History K-10
› HT4-1 describes the nature of history and archaeology and Diagnostic Assessment: Pretesting by classroom
explains their contribution to an understanding of the past teacher. Diagnosis of historical literacy, literacy and
numeracy needs of the learner.
› 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 Assessment for learning: Project based learning
creative activity.
› 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 Assessment of learning: Formative Assessment (Teacher
Decision)
› 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
Wee Content Focus- Ancient China Registration

k

1
- Geography, Yellow River, Yangtze River, Gobi Desert, Mountains Ranges
- Chronology of China- Dynasties and Kingdoms- Mandate of Heaven.
2
- Emperor- Qin Shi Huangdi Warring States periods.
- The Great Wall of China
3
- Social structure of China- Social Pyramid.
- Daily Life for men and women. Farmers, peasants, crafts people, women, children.
4
- Ruling the people and the land.
- Government and Legalism.
5
- Religion, Buddhism, Confucianism, Taoism, Daoism.
- Spiritual beliefs- myths and legends
6
- Site Study
- The Great Wall of China/ Forbidden city, Terracotta Warriors, Mausoleum of Emperor Qin Shi Huangdi.
7
- Contact, Trade and Warfare.
- Legacy of Ancient China.


extension
Stage 4 - Depth Study 3: The Asian World Geography, Yellow River, Yangtze River, Gobi
 The physical features of the ancient Desert, Mountains Ranges Extension
society and how they influenced the
civilisation that developed there Use Google Earth to
(ACDSEH006, ACDSEH005) Resources: research the key
Students: Geographic features of
 Oxford Insight Y 7 p. 230-33
China.
 describe the geographical setting  See Faculty Drive for Resources.
and natural features of the ancient
 Watch documentary ‘Things Europe Never
society
Invented’.
 explain how the geographical
setting and natural features
influenced the development of the
ancient society
Activities:
 Map activity (in pairs). On a map of China, identify

Key Inquiry question: How did ideal locations for settlement. Use this activity to
geography influence the discuss how the geographical setting and natural
development of Chinese civilization? features influenced the development of ancient
Chinese society.
 Colour code map of China and locate and identify
the following:
Yellow River, Yangtze River, Gobi Desert, Mountains

Ranges, China Sea.
Chronology of China- Dynasties and Kingdoms-


extension
Mandate of Heaven.
Resources:
 Oxford Insight Y 7 p. 229

 Faculty Folder for Resources
Extension
Activities:
Timeline practice
 Brainstorm – student’s prior knowledge of China /
ancient China  Chinese Dynasties
 Students develop a chronology which shows timeline activity Old
dynastic change, and explain what events led to Worlds, New Worlds,
conflict and change in ancient China. 5.1 Complete:
 Timeline activity. Using laminated picture cards, 

Knowledge and
as a group, students try to sequence a set of Understanding
pictures from ancient China. This activity also p.132
gives students an overview of the topic. Using Extension
dates for each picture, teacher models the
drawing of a timeline, which students copy into ‘Shang Dynasty Source
their books. Analysis’ worksheet.

 Make notes on the chronology of the Chinese Students are given an
 Dynasties. Shang Dynasty to the Zhou Dynasty explanation of
 (The warring states), to the Qin Dynasty and the open/closed questions,
Han Dynasty. perspectives. In pairs,

students are given a
 laminated source card.
Emperor- Qin Shi Huangdi Warring States
 The role of a significant individual in the periods. They use their source to
ancient Asian world, for example construct answers to


extension
questions on the
Chandragupta Maurya, Ashoka,
Confucius or Qin Shi Huang Di worksheet, before
Resources: coming together for
 Oxford Insight History p.251-53 discussion.
Students:  BBC YouTube: The Immortal Emperor. Qin Shi

Huang. https://www.youtube.com/watch?
 using a range of sources, including v=_6zcd68h-hs Extension
ICT, investigate the role of a Activities:
significant individual in the ancient Complete Virtual Site
Asian world Study
 Use group work and ICT to explore the following
 assess the role and importance of areas:
the On the Great Wall of
 Qin reforms China
individual chosen
 Burning books and burying scholars
 The death of Qin Shi Huangdi
 The Terracotta Army
 Complete a Plus- Minus- Interning task on Emperor

Qin
 Write a Bio of Qin Shi Huangdi.

Key Inquiry question: How was The Great Wall of China
Chinese society organised?
 The Great Wall of China history and origin.
 Why was the Wall built?


extension
 How was the Wall constructed?

 Roles of key groups in the ancient
society in this period (such as kings,  Legacy of the Great Wall of China.
emperors, priests, merchants,
craftsmen, scholars, peasants, women),
including the influence of law and
religion (ACDSEH044, ACDSEH041) Social structure of China- Social Pyramid.
Resources:
Students:  Oxford Insight History p 240-45
 See Faculty Resource Folder for Power Points.
 outline the main features of the
social structures and government Extension
of the ancient society, including
Activities:
the role of law and religion Read ‘A Diligent Wife
 ‘Ancient China Social Classes’ .Examine the four
and Fine Mother’ and
groups and create a social structure pyramid (on
board). complete student
activity (China
 Role play – in groups, write a brief script and
Understanding its Past,
perform a role play which demonstrates
knowledge and understanding of the roles of key 90-5).
groups.
Daily Life for men and women. Farmers,
peasants, crafts people, women, children.
Resources: Extension
 Oxford Insight Digital p.244 Read ‘The Story of Little
Tiger’ and complete


extension
Activities: student activity (China
Understanding its Past,
 Examine the roles of parents and children and 108-13).
women and the Key concepts of – authority,
power, relationships, marriage, sex roles, cultural
variation, patriarchal relationships.
 Marriage in Ancient China
Key Inquiry question: What were the

Religion, Buddhism, Confucianism, Taoism,
major beliefs in Chinese society? Daoism. Extension
 describe the roles of key groups in ‘Footbinding’ worksheet

the society Spiritual beliefs- myths and legends
and student activity
 describe the everyday life of men, (China Understanding
women and children in the society
its Past, 119-22).
Resources:
 The significant beliefs, values and
practices of the ancient society, with a  Oxford Insight History p.239
particular emphasis on at least ONE of  Buddhism Taoism and Confucianism in China:
the following areas: warfare, or death https://www.youtube.com/watch?v=-
and funerary customs (ACDSEH045, gZY4i4Kg3s
ACDSEH042)
Students: Activities:
 explain how the beliefs and values  ‘The Confucian World’ teacher info. (China
of the ancient society are evident Understanding its Past, 7-10)
in practices related to ONE of the  Explore the following:
following:


extension
 warfare  Confucianism,
 death and funerary customs  Taoism,

 Daoism.
 Spiritual beliefs- myths and legends.
 Ruling the people and the land & Government

 and Legalism.
Resources:

 Oxford Insight History p.241
 Activities:

 The emperor and the Imperial Family - reading
 and answer source based questions.
  Use ICT to explore the following concepts and
 roles: Legalism, Civil Scholars, Eunuchs and
Officials.

Site Study

 The Great Wall of China/ Forbidden city,
Terracotta Warriors, Mausoleum of Emperor


extension
Qin Shi Huangdi.

 Key Inquiry questions: What contact did Site Study
the Chinese have with other
civilizations? Virtual Site Study. Use ICT to explore one of the
following from ancient China
 Contacts and conflicts within and/or
with other societies, resulting in  Great Wall of China.
developments such as the expansion of
 Forbidden city.
trade, the rise of empires and the
spread of philosophies and beliefs  Terracotta Warriors.
 Mausoleum of Emperor Qin Shi Huangdi.

Contact, Trade and Warfare.
Students:
Resources:
 identify contacts and conflicts of
peoples within the ancient Asian Oxford Insight p.257-259
world
 outline significant contacts with
other societies, eg trade, warfare
and conquest Activities:
 explain the consequences of these
contacts with other societies, eg  Read and make a summary of the following:
developments in trade, the spread  China’s Contact with the Ancient World
of philosophies and religious beliefs
and the emergence of empires  The Silk Road and Trade and Contact.
 How the Silk Road influenced China and other
explain the legacy of the chosen Asian society societies
 Make a Venn Diagram of the Exchange of Ideas


extension
between China and the West.
Legacy of Ancient China.
Oxford Insight p.274
Use ICT and group work activities to examine China’s

Cultural Legacy including:
Inventions and discoveries, paper, writing, magnetic

compass. Medicine, gun powder, Seismograph. Food,
religion, writing. Art and Architecture.
Teacher Registration Teacher Evaluation

Teacher NAME :
Class:
Date:
Teacher Signature:

Head Teacher Signature:

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CONTEMPORARY TEACHER

1 Contemporary Teacher Leadership Semester 2H 2018

 Gather appropriate evidence of students’ achievement of identified learning goals.

 Align learning experiences with identified learning goals.

 Develop students personal and social capabilities.

 Develop students’ discipline-specific literacy and numeracy skills.

 Promote students’ critical and creative thinking skills.

 Implement an inquiry-based approach to student learning.

2 Contemporary Teacher Leadership Semester 2H 2018

 Identification and explicit teaching of threshold concepts relating to essential historical

 Collaborative development of numeracy skills through the creation of scaled-timelines, and

 Development of personal and social capabilities through a range of collaborative and

 Development of an inquiry-based assessment task to gather evidence of students’

3 Contemporary Teacher Leadership Semester 2H 2018

4 Contemporary Teacher Leadership Semester 2H 2018

periods including BC/AD and

6 Contemporary Teacher Leadership Semester 2H 2018

7 Contemporary Teacher Leadership Semester 2H 2018

9 Contemporary Teacher Leadership Semester 2H 2018

Furthermore, when implemented through purposeful learning experiences, supported by “inquiry

10 Contemporary Teacher Leadership Semester 2H 2018

Depth Study 3: The Asian World- Ancient China (Inquiry task)

Due: Term 2, Week 7 Weighting: 20%

A student group Mark

14 Contemporary Teacher Leadership Semester 2H 2018

NSW Australian Curriculum History: Stage 4

Depth Study 3: Ancient China

Evidence-based changes made to the

Ancient China | Stage 4 | History

Duration and summary Key Inquiry questions

Goals for student understanding

16 Contemporary Teacher Leadership Semester 2H 2018

Outcomes Assessment overview

› HT4-3 describes and assesses the motives and actions of past

› HT4-8 locates, selects and organises information from sources

Wee Content Focus- Ancient China Registration

17 Contemporary Teacher Leadership Semester 2H 2018

1 - Geography and physical features of Ancient China.

18 Contemporary Teacher Leadership Semester 2H 2018

Content Teaching, learning and assessment Adjustment and

19 Contemporary Teacher Leadership Semester 2H 2018

Content Teaching, learning and assessment Adjustment and

Chronology of China- Dynasties and Kingdoms-

20 Contemporary Teacher Leadership Semester 2H 2018

Content Teaching, learning and assessment Adjustment and

21 Contemporary Teacher Leadership Semester 2H 2018

Content Teaching, learning and assessment Adjustment and

22 Contemporary Teacher Leadership Semester 2H 2018

Content Teaching, learning and assessment Adjustment and

Key Inquiry question: What were the

23 Contemporary Teacher Leadership Semester 2H 2018

Content Teaching, learning and assessment Adjustment and

Ruling the people and the land & Government

Oxford Insight History p.241

 The emperor and the Imperial Family - reading

The Great Wall of China/ Forbidden city,

Virtual Site Study. Use ICT to explore one of the

24 Contemporary Teacher Leadership Semester 2H 2018

Content Teaching, learning and assessment Adjustment and

 identify contacts and conflicts of Oxford Insight p.257-259

25 Contemporary Teacher Leadership Semester 2H 2018

Content Teaching, learning and assessment Adjustment and

Oxford Insight p.274