Khmer Empire Unit Plan Year 8 History

Standard 2.1 Content and Teaching Strategies of the teaching Area

Standard 2.3 Curriculum, Assessment and Reporting

Standard 2.1
Solid understanding and
application of the
content knowledge
required to teach the
Khmer Empire in depth.
This unit plan was
supported by individual
lesson plans for each
lesson taught with
elaborations.
Each lesson plan used a
range of strategies and
resources including ICT,
individual and group
work to support
teaching of the
curriculum and student
enagagement.
Standard 2.3
This Unit Plan was aligned to meet ACARA curriculum content
descriptors and achievement standards. Formative and
summative assessment tasks within this unit depth study were
based on the achievement standards. The achievement
standards indicate the quality of learning that students should
typically demonstrate by a particular point in their schooling.
The standards provide a framework of growth and development
in the learning area.

Excerpt from Lesson plan year 10 Geography 14/10/14
Standard 2.2 Content Selection and Organisation
Standard 2.6 Information and Communication Technologies
Time Introduction (Set): Teaching Approaches
5m





Roll Call.
Introduce new term and new direction:

Global Issues, proposed action and creating change.
Critical thinkers for the knowledge economy.
Standard 2.2


eg DOL strategies, grouping
strategies
Watching and discussing videos on current
world issues and touching on how
ordinary people can create change in the
world. Expanding on the 'Think Tank' idea
and leading into the assignment with
some enthusiasm to make a difference.

Time Main Content: Teaching Approaches
10m



10m



10m



10m
Investigation into whats going on in the world today.
- Twitter: Whats Trending
Try to find something of substance or highlight the
seeming superficiality of our world?
Then link to ..
- Statistics On Child Poverty Video
- See Think Wonder

Step 1: Being an Agent of Change is seeing something
that you think is wrong.
Step 2: is thinking you can make a difference.
Step 3: Is Taking action!

- Class discussion What do you think are some of the
Worlds current major issues? I.e. War, Poverty, Child
Labour, Violence Against Women, Curable Disease,
Ebola, Nuclear Weapons, Climate Change
Mini Webquest: Every student to pick one to research
a statistic. Bring back to the group write on board and
create a mind map of our greatest issues.

The Girl Effect.
GIRLS CAN PLAY A CRUCIAL ROLE IN SOLVING THE
MOST PERSISTENT DEVELOPMENT PROBLEMS WE FACE
IN THE WORLD TODAY.
When we include girls in education, health and
economic investment we have a better chance of
preventing issues such as child marriage, teen







https://www.youtube.com/watch?v=
3XbxdlSVq_E Child poverty video
Standard 2.6





TfEL: 3.3 explore the construction of
knowledge







http://www.girleffect.org/
Get the students to log onto girl
effect. Have a surf around and
facilitate class discussion about what it
is.
Standard 2.6





pregnancy, HIV/AIDS and breaking the inter-
generational cycle of poverty. But girls can't do it
alone; they need the world to listen to them and
invest in their potential.
Power of Social Networks

CO2 Advert What is happening.
Link to Australias Earth Hour
28
th
March 2015
Worst thing you can do is to think that one person
cant make a difference!

Introduce that the students are now going to be
agents for change.
Reinforce the knowledge they have gained through
their previous assignments and that now they are
going to form a Think Tank. A body of Experts.
They are now going to be agents of Change!
Introduce the Assignment.
- To know how to solve something you need
to know what causes it. Research your
issue.
- What are the sub-issues (visualise on board)
Cause and effect.
- How does one impact lead to another.
Start working on the assignment.
Reference together HDI and Gallup.

Referring back to previous assignments and reference
lists that dont apply to conventions.





https://www.youtube.com/watch?v=T
R0UvlJ9Ve4 Social networks
Standard 2.6


https://www.youtube.com/watch?v=
QD2WTK94c1U CO2 Advert
Standard 2.6









TfEL:
2.4 challenge students to achieve high
standards with appropriate support.

3.1 teach students how to learn












Excerpt from Teacher Mentor Feedback with TfEL Objectives 25/8/14
Standard 2.6 ICT
Objectives TfEL Lesson Activity Mentor Teacher Feedback
4.4 communicate learning in
multiple modes
the teacher ensures that the
curriculum incorporates rich and
varied modes of making and
communicating meaning

Student schedule spoken/ visual
PowerPoint Visual, Oral
YouTube Visual/ ICT
Student Directed Brainstorm
Written



- YouTube video used with purpose
questionnaire allowed students to
consolidate the information gained
- Quiz after documentary was good
- Variety of strategies and resources kept
the students engaged
3.1 teach students how to learn
the teacher develops student
understanding of learning and
expands their strategies for thinking,
learning and working collaboratively

Sources Analysis How to gain
historical knowledge through text
and sources.
Questionnaire
- Questionnaire given and collected
- Books to be collected next lesson to get
an overall understanding of how students
are traveling so far















Standard 2.6: ICT
Standard 3.3: Include a
range of teaching strategies.
Standard 3.4: Select and use
Resources.
Standard 2.5 Literacy and Numeracy Strategies
ETL421 Unit of Study Assignment 1: Curriculum through Numeracy
The World by Numbers
Year 10 Geographical Issues Analysis and Numeracy Task

Task 1: Group Activity:
In small groups you are to collect data on 10 selected wellbeing indicators for Australia using the CIA
World Factbook. This data will be represented as a table for analysis and be discussed as a class; with
explanations and inferences made about Australias level of wellbeing. The explanations of Australias
wellbeing will be recorded in a 250 word summary.
The Selected Indicators are:
Task 2: Individual Activity
Next individually you will collect data for the same indicators for your assigned Asian country.
This data will then need to be represented in a table and a 250 word summary written about
your countrys level of wellbeing.
Task 3: Compare and Evaluate
Now you will need to compare the data you have located and recorded for your two
countries. You will be required to write a 350 500 word analysis, which evaluates the
reasons for spatial variations between your two countries on these selected indicators. You
are to use your prior knowledge of Australia as well as your prior knowledge of your country
from your last assignment.
- You will need to represent your data in two graphs or diagrams that shows the
differences in wellbeing between your two countries.
- You will then be required to share your findings with the class in a 3- 5 minute oral
presentation, explaining the differences between your countries and the reasons for
these differences. Based on your research you will conclude which country has the
highest rate of wellbeing.
- Area
- Population
- Population Growth Rate
- Infant Mortality Rate
- Total Fertility Rate
- Literacy
- Child Labour Rate
- GDP Per Capita
- Imports and Exports
- Household Income and External Debt
How to get an A!
Use the curriculum objectives and rubric on the reverse side of this sheet to see
if you have met all the objectives. If you have time grade yourself against the
rubric; where could you improve?
Curriculum Links
Locate
Collect, select, record and organise relevant data and geographical
information
Represent
Evaluate sources and represent multi-variable data in a range of
appropriate forms, for example, scatter plots, tables, field sketches and
annotated diagrams with and without the use of digital and spatial
technologies
Organise
Evaluate multi-variable data and other geographical data to make
generalisations and inferences, propose explanations for patterns, trends,
relationships, anomalies, and predict outcomes
Synthesise
Apply geographical concepts to synthesise information from various
sources and draw conclusions based on the analysis of data and
information
Evaluate
Evaluate the reasons for spatial variations between countries in selected
indicators of human wellbeing