Subject Selection - History
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The document provides information about history and social science courses offered at a high school, including Ancient History, Modern History, Aboriginal Studies, and Criminology. Ancient History covers topics like ancient civilizations, personalities, and historical periods. Modern History is a world history course that examines events from slavery to modern conflicts and why the world is as it is today. Aboriginal Studies allows students to learn about Aboriginal communities, heritage, and social justice issues. Criminology is a non-ATAR course that focuses on criminal behavior, forensics, and case studies.
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The lesson plan summarizes a history lesson that will teach grade 11 students about the rise of Nazi Germany. It will take place over a 2 hour period on a Friday morning. The teacher will start with a video and questions to assess prior knowledge. Then they will use a storytelling technique to introduce new content about Hitler's background and rise to power. Students will be split into groups to debate the positive and negative effects of Hitler's leadership. Formative assessment techniques like observation, questioning and peer review will be used. At the end, students will summarize what they learned and answer additional questions as homework. The goal is for students to understand the causes and consequences of Hitler's actions.
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The lesson plan provides an overview of a history lesson that will teach 11th grade students about the rise of Nazi Germany. It will take place on a Friday morning and focus on how Hitler gained power after the fall of the Weimer Republic. The plan outlines the context of the students, learning objectives, content that will be covered through a video and group activity, and forms of assessment including a baseline test, group work, and debate.
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The lesson plan summarizes a history lesson that will teach grade 11 students about the rise of Nazi Germany. It will take place over a 2 hour period on a Friday morning. The teacher will start with a video and questions to assess prior knowledge. Then they will use a storytelling technique to introduce new content about Hitler's experiences and rise to power. Students will be split into groups to debate the positive and negative effects of Hitler's leadership. Formative assessment techniques like observation, questioning and peer review will be used. At the end, students will summarize what they learned and answer questions about connections to World War I and II and apartheid in South Africa.
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The lesson plan summarizes a history lesson that will teach grade 11 students about the rise of Nazi Germany. It will take place over one 2-hour period on a Friday morning. The teacher will use a video and storytelling to engage students and introduce key concepts like Hitler's path to power and dictatorship. Students will then debate in groups about the positive and negative impacts of Hitler's rule. Formative assessment techniques will be used during the lesson, including observation, questioning, and peer assessment. At the end, students will summarize what they learned and answer questions about connections between World War I, World War II, and Hitler's downfall.
Mxolisi lesson plan
The lesson plan summarizes a history lesson that will teach grade 11 students about the rise of Nazi Germany. It will take place over a 2 hour period on a Friday morning. The teacher will start with a video and questions to assess prior knowledge. Then they will use a storytelling technique to introduce new content about Hitler's background and rise to power. Students will be split into groups to debate the positive and negative effects of Hitler's leadership. Formative assessment techniques like observation, questioning and peer review will be used. At the end, students will summarize what they learned and answer additional questions as homework. The goal is for students to understand the causes and consequences of Hitler's actions.
History lesson plan nazi
The lesson plan provides an overview of a history lesson that will teach 11th grade students about the rise of Nazi Germany. It will take place on a Friday morning and focus on how Hitler gained power after the fall of the Weimer Republic. The plan outlines the context of the students, learning objectives, content that will be covered through a video and group activity, and forms of assessment including a baseline test, group work, and debate.
What is history
This document provides an overview of key concepts for understanding history. It discusses definitions of history, why history is studied, and the different types of sources used to understand the past, such as primary and secondary sources. Primary sources include original documents and artifacts from the time period being studied, while secondary sources interpret and analyze primary sources. Historians use written, oral, visual, and artifact records to learn about the past. Understanding perspective and bias is also important, as history involves interpreting events from different points of view. The document emphasizes that history involves making judgments about the relative importance of past events.
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The document discusses the Drama course for high school students. It explains that Drama is a full 2 unit subject that counts towards the ATAR and is not scaled down. It involves both group work and individual work and can help build confidence. The document outlines the key components of the Drama course, including critical analysis, devising original group performances, and individual performance skills. It notes that all areas are compulsory and involve both practical and written assessments. Overall, the summary provides an overview of what Drama entails as a high school course option.
Drama
The document discusses the Drama course for high school students. It explains that Drama is a full 2 unit subject that counts towards the ATAR and is not scaled down. It involves both group work and individual work and can help build confidence. The document outlines the key components of the Drama course, including critical analysis, devising original group performances, and individual performance skills. It notes that all areas are compulsory and involve both practical and written assessments. Overall, the summary provides an overview of what Drama entails as a high school course option.
Dance
The document discusses the dance course for high school students. It covers that dance is both a practical and theoretical subject, and counts towards the ATAR. Students can choose to do dance work individually or in a group. The core components of the course include appreciation (20%), composition (20%), and performance (20%). Appreciation involves analyzing and discussing dance, composition is creating original dance works, and performance is practicing and presenting dance. The remaining 40% of the course can be selected from additional dance topics. Employers value skills developed in performing arts like communication, teamwork, and creativity.
Music
The document provides information about music courses and subjects. It discusses that music counts towards a student's ATAR and can be done as group or solo work. Students can choose more than one subject between music, dance, and drama. Employers value well-rounded students with skills like teamwork, communication, and creativity that performing arts can provide. The music course involves studying topics like different music genres and cultures. It has four compulsory areas: aural (listening), performance, musicology, and composition. Aural is 30% and involves analyzing unseen music pieces. Performance requires all students to prepare one piece worth 10%. The document explains the course components and breakdown of compulsory versus optional areas.
SLR
This document provides information about the Sport, Lifestyle & Recreation (SLR) subject offered by the PDHPE faculty. It outlines that SLR is a non-ATAR subject that can be taken as a 1 Unit or 2 Unit course, with varying time commitments each week. The document discusses potential topics covered in SLR and provides examples of career pathways and university opportunities related to studying this subject.
SLR
This document provides information about the Sport, Lifestyle & Recreation (SLR) subject offered by the PDHPE faculty. It outlines that SLR is a non-ATAR subject that can be taken as a 1 Unit or 2 Unit course, with varying time commitments each week. The document discusses potential topics covered in SLR and provides examples of career pathways and university opportunities that are relevant for students who study this subject.
Textiles and Design
This document provides information about the Textiles and Design course offered as part of Home Economics. It is a 2 unit category A course where students complete a major textiles project worth 50% and a written exam worth the other 50%. The course covers design, textile properties and performance, the Australian textiles industry, and major works focused on apparel, non-apparel, costumes, or furnishings. Students are encouraged to speak with Home Economics staff for more details on the course.
SLR
This document provides information about the Sport, Lifestyle & Recreation (SLR) subject offered by the PDHPE faculty. It outlines that SLR is a non-ATAR subject that can be taken as a 1 Unit or 2 Unit course, with varying time commitments each week. The document discusses potential topics covered in SLR and provides examples of career pathways and university opportunities related to studying this subject.
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