Humanities
'Extremely well prepared and meticulously planned lessons: Well Done!' - Jenny Roberts, Mooroolbark College, 2012.
I have developed various resources that reflect key components as stated in the level 5 and 6 Standards for Humanties including:
History
Historical Knowledge and Understanding
Geography
Geographic Knowledge and Undertanding
Geospatial skills
VIT-Professional Practice 4; Teachers plan and assess for effective learning
4.4- Plan learning sequences and units which are consistent with curriculum statements, frameworks and assessment structures commonly used in schools.
Year 7 History: Ancient Egypt
I successfully compiled activities and resources on Ancient Egypt that expose students to the geography, daily and community life and government structures of Ancient Egyptian civilization and regularly compared Ancient Egyptian society to Australia, addressing aspects of the Historical Knowledge and Understanding component.
VIT-Professional Knowledge 2; Teachers know the content they teach
2.1- Have a critical understanding of the content, processes and skills of the content areas they intend to teach.
POLT- 4.1- Plans sequences to promote sustained learning that builds over time and emphasises connections between ideas.
Geography and The Nile
Students used this map to discuss how the geography and the Nile River contributed to the development of Ancient Egypt. They also discussed in groups the location of Egypt, the creation and gift of the Nile, the climate, seasons and settlement near the Nile to enfore the importance the Nile had in Ancient Egypt.
Daily Life
Students read a story about a noble family and a farmers family:
http://www.ancientegypt.co.uk/life/story/main.html
Students then completed the worksheet below to establish their knowledge on the daily life for different Egyptians depending on their status in society.
VIT- Professional Practice 6; Teachers use a range of teaching practices and
resources to engage students in effective learning
6.5- Access and use a range of teaching and learning resources and technologies to support student learning.
Soceity
Students viewed the Ancient Egyptian social structure and then applied this knowledge into their own life, by dividing Australia's own social structure in 6 tiers:
Monarchy- Queen Elizabeth
Prime Minister- Julia Gillard
Upper Class- Generate Wealth
Middle Class- Small Businesses
Working Class- Sell their labour
Lower Class- Unemployed, Welfare
Year 7 Geography
I created a project where students randomly picked a country out of a hat within the Asia/Pacific region and researched that country based on key characteristics such as its location, population, culture and environment to address geographic knowledge and understanding as stated in VELS standards. They were also required to develop the geospatial skills by creating a map that incorporated BOLTSS conventions and finally presented this information to the class.
VIT-Professional Practice 6; Teachers use a range of teaching practices and
resources to engage students in effective learning
6.3- Create opportunities for students to explore ideas and emerging understandings and to develop skills.
I created a project where students randomly picked a country out of a hat within the Asia/Pacific region and researched that country based on key characteristics such as its location, population, culture and environment to address geographic knowledge and understanding as stated in VELS standards. They were also required to develop the geospatial skills by creating a map that incorporated BOLTSS conventions and finally presented this information to the class.
VIT-Professional Practice 6; Teachers use a range of teaching practices and
resources to engage students in effective learning
6.3- Create opportunities for students to explore ideas and emerging understandings and to develop skills.
'High level of competence to background knowledge and grasp of curriculum'- Jenny Roberts, Mooroolbark College, 2012.
Year 9 & 10 History
Galliopli and The Holocaust
I developed an assignment were students were to create a Political Cartoon to visually demonstrate and express their understanding of a particular idea or concept in relation to either of these historical events.
POLT- Students are challenged and supported to develop deep levels of thinking
and application
4.6- Uses strategies to foster imagination and creativity.
Galliopli and The Holocaust
I developed an assignment were students were to create a Political Cartoon to visually demonstrate and express their understanding of a particular idea or concept in relation to either of these historical events.
POLT- Students are challenged and supported to develop deep levels of thinking
and application
4.6- Uses strategies to foster imagination and creativity.
'Presented a unit on historical cartoons and so utilised her visual arts expertise'- Stuart Maile, Parkwood Secondary College, 2011.