History
Layered Curriculum Unit
Year 9: Australia and World War I
The 3 Layered Unit
Gold Level
Silver Level
Bronze Level
 5.2 assess the impact of international events and
relationships on Australia’s history
 5.4 sequences major historical ...
 Drawn directly from the topic guidelines in
the NSW Board of Studies years 7 – 10
History syllabus
 Represent the broad...
 To explore the experiences of soldiers and
Australians on the home front during World War
I and the way World War I is c...
 Were created to correlate with the outcomes
and represent what the teacher wants the
students to learn in the unit
 Aim...
 Students aim to complete:
1 Gold Level activity
2 Silver Level activities
4 Bronze Level activities
 Students must comp...
Gold Level Activities
Write a 2 page essay or extended response describing and evaluating why
Australians lost at Gallipol...
Steps to complete the task
 Research the Gallipoli campaign
 Analyse and evaluate the research
 Write the essay discuss...
Marking Guideline – Poem or
short story
MARK CRITERIA
Excellent  Demonstrates clear, concise and relevant evidence of res...
Gold Marking Guideline continued
MARK CRITERIA
Good  Demonstrates some relevant evidence of research and content
knowledg...
Write a diary entry from the perspective of a woman on the home front during
World War I – What challenges would have they...
Silver Level Activities 3 and 4
Create a movie on MovieMaker describing the experiences of soldiers on
the Western Front. ...
Steps to complete the task
 Research the outbreak of World War I
 Create a 6 panel storyboard
 Analyse the events and b...
Marking Guideline – Diary entry
MARK CRITERA
Excellent  Has a clear structure which is characteristic of a diary entry wi...
Bronze Level Activities
Construct a 15 word dictionary of key terms associated with World War I.
Ask the teacher to test y...
Bronze Level Activities
Write 15 lines describing Australia’s relationship with Britain during
World War I, especially the...
Steps to complete the task
 Review information
 Decide which dates to include
 Construct the timeline
Possible events i...
Marking Guideline - Timeline
MARK CRITERIA
Excellent  Demonstrates a strong knowledge of important dates and
events in Wo...
 Students will record which activity they
complete and when in the Student Progress
Diary
 Allows for the recording of a...
Example – Student Progress Diary
Activity Completed Level Date
Construct a 15 word dictionary Bronze 10 Oct
Create a timel...
WEEK ONE
 Teacher revision lectures of key aspects of the
unit
 Monday to Thursday - Students complete
Bronze Level acti...
Day Teacher Students
Monday Revision talk about the
beginning of World War I and
how Australia became
involved
Creating a ...
WEEK TWO
 Teacher facilitation and monitoring of
student learning and student work on
Silver and Gold Level activities
 ...
Day Teacher Students
Monday Facilitation of student
work
Some finish their first Silver
level activity, others start
their...
WEEK ONE
 More teacher directed
 Ensures students have a solid knowledge
foundation
WEEK TWO
 More student directed
 G...
 The teacher will mark the Bronze and
Silver level activities they receive and
return the activity to the student with a
...
 Student Progress Diary
 Amending Marks Opportunity
 Teacher marking eg Gold level activities
 Observation during clas...
Thank you
By Jessica Willis
Upcoming SlideShare
Loading in …5
×

Sped presentation

414 views
344 views

Published on

Published in: News & Politics
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
414
On SlideShare
0
From Embeds
0
Number of Embeds
3
Actions
Shares
0
Downloads
3
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide

Sped presentation

  1. 1. History Layered Curriculum Unit Year 9: Australia and World War I
  2. 2. The 3 Layered Unit Gold Level Silver Level Bronze Level
  3. 3.  5.2 assess the impact of international events and relationships on Australia’s history  5.4 sequences major historical events to show an understanding of continuity, change and causation  5.7 explains different contexts, perspectives and interpretations of the past  5.10 selects and uses appropriate oral, written and other forms, including ICT, to communicate effectively about the past for different audiences Main Outcomes of the Unit
  4. 4.  Drawn directly from the topic guidelines in the NSW Board of Studies years 7 – 10 History syllabus  Represent the broad variety of activities and areas of the topic that are covered  Ensures the unit allows breadth of knowledge and understanding of the topic  Some may relate more strongly to an activity than others but the aim is for all to be applicable Outcomes and Activities
  5. 5.  To explore the experiences of soldiers and Australians on the home front during World War I and the way World War I is commemorated  To evaluate and select appropriate historical material in the development of an argument or piece of work  To engage in historical research  To express understanding, comprehension, analysis and evaluation in the activities completed Objectives of the Unit
  6. 6.  Were created to correlate with the outcomes and represent what the teacher wants the students to learn in the unit  Aimed to be broad and allow a variety of types of activities and areas of the topic to be explored by the students  Silver and Gold levels: relate more to the objectives of historical research and selecting or evaluating historical material  Bronze level: relates more to exploring the content of the topic and demonstrating understanding Objectives and Activities
  7. 7.  Students aim to complete: 1 Gold Level activity 2 Silver Level activities 4 Bronze Level activities  Students must complete a Progress Diary as they complete the activities  Students have 2 weeks to complete the activities Guidelines of the Unit
  8. 8. Gold Level Activities Write a 2 page essay or extended response describing and evaluating why Australians lost at Gallipoli – consider strategies used, results of key battles and strengths/weaknesses of the Turks and Anzacs. Suggest ways that things could have been done differently to improve the progression of the war for the Anzacs at Gallipoli Research the packages sent by the Australian Comfort Fund to soldiers at Gallipoli and evaluate the types of items included – would they have made the journey? Were they useful to soldiers? Make an example of the package they sent as well as the package you would have sent. Provide a rationale explaining your amendments Research poems and stories that depict the experiences of Australians fighting on the Western Front and construct your own poem or story. Consider strategies used, results of key battles and personal experiences that you find during your research. Include the poems and stories that inspire you, as well as a rationale explaining reasons for the construction of your text
  9. 9. Steps to complete the task  Research the Gallipoli campaign  Analyse and evaluate the research  Write the essay discussing the areas research and your evaluation Possible topics  Trench warfare  The landing at Anzac Cove  Battles of Lone Pine and the Nek  Living conditions  Attempts to break ‘no man’s land’ Gold level activity - Essay
  10. 10. Marking Guideline – Poem or short story MARK CRITERIA Excellent  Demonstrates clear, concise and relevant evidence of research and content knowledge  Accurately represents all of the aspects detailed in the activity description in the poem or short story  Accurately follows the characteristics of a poem or short story  Presents a detailed and clear rationale with explicit, knowledgeable and articulate reasons for choices made in the construction of the text Substantial  Demonstrates relevant evidence of research and content knowledge  Represents most of the aspects detailed in the activity description with a substantial amount of accuracy  Follows the characteristics of a poem or short story with minor errors  Presents a clear rationale with mostly explicit and knowledge reasons for choices made in the construction of the text
  11. 11. Gold Marking Guideline continued MARK CRITERIA Good  Demonstrates some relevant evidence of research and content knowledge  Represents some aspects detailed in the activity description with varying amounts of accuracy  Follows the characteristics of a poem or short story with substantial errors which interrupt the flow of the text  Presents a rationale with some explicit or knowledge reasons for choices made in the construction of the text Needs Improvemen t  Demonstrates little relevant evidence of research and content knowledge  Represents few aspects detailed in the activity description with substantial errors in accuracy  Has little evidence of the characteristics of a poem or short story with substantial errors which interrupt the flow of the text  Presents a rationale with little or no reasons for choices made in the construction of the text
  12. 12. Write a diary entry from the perspective of a woman on the home front during World War I – What challenges would have they faced? How did the war affect the lives of women? Research the lives of women during World War I to make your diary entry authentic Create a 6 panel storyboard demonstrating the outbreak of World War I. Also write an extended response analysing the events as well as providing your opinion of how responses could have been different to avoid the outbreak of World War I Silver Level Activities 1 and 2
  13. 13. Silver Level Activities 3 and 4 Create a movie on MovieMaker describing the experiences of soldiers on the Western Front. Include how strategies evoked by generals etc effected the experiences of soldiers in Gallipoli and on the Western Front. Show your movie to a friend and ask them to mark it for you before submitting to the teacher Research ways the Anzac legend is presented in the media and compare with the events at Gallipoli – what similarities are there and what has the media chosen to highlight in the creation of the Anzac legend? Write a 1 – 2 page review of the Anzac legend discussing what you have noticed and include examples of the media representations that you found
  14. 14. Steps to complete the task  Research the outbreak of World War I  Create a 6 panel storyboard  Analyse the events and brainstorm  Write the extended response Possible panels  European powers becoming allies and rivals  Assassination of Archduke Franz Ferdinand  Declarations of war  Australia becomes involved Silver Level activity - Storyboard
  15. 15. Marking Guideline – Diary entry MARK CRITERA Excellent  Has a clear structure which is characteristic of a diary entry with the appropriate date  Clear sense of character and character voice appropriate to women on the home front in World War I  Accurately depicts the challenges and affect of war on the life of the character  Clear and detailed evidence of research and content knowledge about women on the home front during World War I Good  Clear structure with some characteristics of a diary entry missing  Substantial sense of character and character voice that is appropriate  Presents some challenges and the affect of the war on the life of the character  Substantial evidence of research and content knowledge about women on the home front during World War I Needs Improvemen t  Little or unclear structure with little or no characteristics of a diary entry  Some sense of character and character voice  Presents little or few challenges and the affect of the war on the life of the character  Little evidence and research and content knowledge about women on the home front during World War I
  16. 16. Bronze Level Activities Construct a 15 word dictionary of key terms associated with World War I. Ask the teacher to test you on your words Have a conversation with the teacher and tell them where Australians fought and the major causes for World War I Follow the virtual tour (ABC Gallipoli website) and answer the related questions about the landing at Anzac Cove Make your own recruitment poster to encourage men to enlist to fight in World War I or a conscription poster to encourage people to vote for a particular side
  17. 17. Bronze Level Activities Write 15 lines describing Australia’s relationship with Britain during World War I, especially the outbreak of the war Construct a table demonstrating the ways Australians commemorate the Anzacs and what symbols are evoked eg visiting Anzac Cove and playing the Last Post on the Bugle Create a timeline of key dates in World War I. Include the outbreak and conclusion of the war, the Western Front battles and the Gallipoli campaign battles
  18. 18. Steps to complete the task  Review information  Decide which dates to include  Construct the timeline Possible events included  Assassination of Franz Ferdinand – 28 June 1914  Declaration of War– 4 August 1914  Gallipoli landing– 25 April 1915  End of Gallipoli Campaign- 19 December 1915  End of World War I – 11 November 1918 Bronze Level activity - Timeline
  19. 19. Marking Guideline - Timeline MARK CRITERIA Excellent  Demonstrates a strong knowledge of important dates and events in World War I with no omissions  Accurately addresses all areas specified by the activity description  Accurately follows the correct form and style of timeline that is both clear and concise Good  Demonstrates substantial knowledge of important dates and events in World War I with some omissions  Addresses most of the areas specified by the activity description  Presents a timeline that is both clear and concise Needs Improvemen t  Demonstrates some knowledge of important dates and events in World War I with several omissions  Addresses some of the areas specified by the activity description  Presents a timeline that is sometimes clear and concise
  20. 20.  Students will record which activity they complete and when in the Student Progress Diary  Allows for the recording of activities to ensure students meet the guidelines  Allows for student accountability and ownership over the activities they complete in the unit  Allows the teacher to monitor the progression and pace of the student Student Progress Diary
  21. 21. Example – Student Progress Diary Activity Completed Level Date Construct a 15 word dictionary Bronze 10 Oct Create a timeline Bronze 11 Oct Create a 6 panel storyboard Silver 15 Oct Create a movie on Moviemaker Silver
  22. 22. WEEK ONE  Teacher revision lectures of key aspects of the unit  Monday to Thursday - Students complete Bronze Level activities daily, according to the requirements specified  Friday – Students begin work on their first Silver Level activity Running the Unit – Week One
  23. 23. Day Teacher Students Monday Revision talk about the beginning of World War I and how Australia became involved Creating a 15 word dictionary OR writing about Australia’s relationship with Britain Tuesday Revision talk about the Gallipoli campaign and the Western Front Complete a virtual tour of Anzac Cove OR choose a Bronze Level activity Wednesday Revision talk about the experiences of women and the conscription debate Create a recruitment or conscription poster OR choose a Bronze Level activity Thursday Revision talk about the commemoration of World War I and the Anzac Legend Construct a table about the commemoration OR choose a Bronze Level activity Friday Facilitation of student work. Encourage students to begin their first Silver level activity Begin work on their first Silver Level activity
  24. 24. WEEK TWO  Teacher facilitation and monitoring of student learning and student work on Silver and Gold Level activities  Monday to Wednesday – Students work on their Silver Level activities  Thursday and Friday – Students work on their Silver or Gold level activities, depending on the student Running the Unit – Week Two
  25. 25. Day Teacher Students Monday Facilitation of student work Some finish their first Silver level activity, others start their first Silver level activity Tuesday Facilitation of student work Working on either their first or second Silver level activity Wednesday Facilitation of student work. Encourage students to start working on their Gold level activity Either finishing or working on their second Silver level activity Thursday Facilitation of student work Some work on their Gold Level activity, others finish their Silver level activity Friday Facilitation of student work Some finish their Gold level activity and others make an attempt at a Gold level activity
  26. 26. WEEK ONE  More teacher directed  Ensures students have a solid knowledge foundation WEEK TWO  More student directed  Gives space for exploring individual interests and modes of expression at their own pace  Time for students to make amendments to their activities and improve their mark Reasons - Running the Unit
  27. 27.  The teacher will mark the Bronze and Silver level activities they receive and return the activity to the student with a mark  On the last day of the unit, the student will have the chance to make changes to the activity to try and improve their mark  The original mark and the amended mark will be averaged to give an overall mark for the activity Amending Marks Opportunity (AMO)
  28. 28.  Student Progress Diary  Amending Marks Opportunity  Teacher marking eg Gold level activities  Observation during class time when working on the activities  Conversations between teacher and student  Peer marking or small tests, specific to the activity chosen by the student Assessing the Unit
  29. 29. Thank you By Jessica Willis

×