Teacher advice
Year 7 History syllabus (WA curriculum, 2014).
The knowledge and understanding that students develop by completing this project will contribute towards their achievement of "Depth study 2: Significant beliefs, values and practices of ancient society, with a particular emphasis on one of the following areas: everyday life, warfare, or death and funerary customs" (ACDSEH039).
Key concepts: "Students develop their historical understanding through key concepts, including: evidence,
continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts are investigated within the historical context of how we know about the ancient past, and why and where the earliest societies developed" (WA curriculum, 2014, para. 5).
Students skills: "Students develop increasing independence in critical thinking and skill application, which includes questioning, researching, analysing, evaluating, communicating and reflecting. They apply these skills to investigate events, developments, issues and phenomena, both historical and contemporary" (WA curriculum, 2014, para. 2).
Prior Knowledge: Prior to commencing this project students have studied:
The knowledge and understanding that students develop by completing this project will contribute towards their achievement of "Depth study 2: Significant beliefs, values and practices of ancient society, with a particular emphasis on one of the following areas: everyday life, warfare, or death and funerary customs" (ACDSEH039).
Key concepts: "Students develop their historical understanding through key concepts, including: evidence,
continuity and change, cause and effect, perspectives, empathy, significance and contestability. These concepts are investigated within the historical context of how we know about the ancient past, and why and where the earliest societies developed" (WA curriculum, 2014, para. 5).
Students skills: "Students develop increasing independence in critical thinking and skill application, which includes questioning, researching, analysing, evaluating, communicating and reflecting. They apply these skills to investigate events, developments, issues and phenomena, both historical and contemporary" (WA curriculum, 2014, para. 2).
Prior Knowledge: Prior to commencing this project students have studied:
- An overview of the Ancient world (ACOKFH001, ACOKFH002, ACOKFH003)
- Depth Study 1: Investigating the ancient past - The importance of conserving the remains of the ancient past, including the heritage of Aboriginal and Torres Strait Islander peoples (ACDSEH148)
- Depth Study 2: Investigating one ancient society - The Mediterranean world: .
Learning sequence
Duration: 7 learning periods (approx. 50 minutes each) over 2 weeks.
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Resources
Whiteboard objects & videos:
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Teaching and assessment informationAchievement standard
"At Standard, students construct a range of questions and use a variety of methods to select, collect and organise information and/or data from appropriate sources. They develop criteria to determine the usefulness of primary and/or secondary sources for a purpose. When interpreting sources, students identify their origin and purpose, and distinguish between fact and opinion. They interpret information and/or data to identify points of view/perspectives, relationships and/or trends, and to sequence events and developments. Students apply subject-specific skills to translate information and/or data from one format to another, in both familiar and unfamiliar situations. They draw simple evidence-based conclusions in a range of contexts. Students represent information and/or data in appropriate formats to suit audience and purpose. They develop texts using appropriate subject-specific terminology and concepts. Students use evidence to support findings and acknowledge sources of information" (WA curriculum, 2014, para. 1).
More info... Judging standards | HaSS ways of teaching | HASS ways of assessing
"At Standard, students construct a range of questions and use a variety of methods to select, collect and organise information and/or data from appropriate sources. They develop criteria to determine the usefulness of primary and/or secondary sources for a purpose. When interpreting sources, students identify their origin and purpose, and distinguish between fact and opinion. They interpret information and/or data to identify points of view/perspectives, relationships and/or trends, and to sequence events and developments. Students apply subject-specific skills to translate information and/or data from one format to another, in both familiar and unfamiliar situations. They draw simple evidence-based conclusions in a range of contexts. Students represent information and/or data in appropriate formats to suit audience and purpose. They develop texts using appropriate subject-specific terminology and concepts. Students use evidence to support findings and acknowledge sources of information" (WA curriculum, 2014, para. 1).
More info... Judging standards | HaSS ways of teaching | HASS ways of assessing