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TERM/WEEKS: Term 1, Week YEAR LEVEL: 8 LEARNING AREA/TOPIC: Humanities and Social
4 Sciences: History

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom:

• Students will use their own iPad for research and infographic.

WEEK/ West Australian Curriculum SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and other
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES
(Introduction, Body and Conclusion)

Week 4 History Depth Study 1: 1. Research and explain 1. Diagnostic Introduction:

Lesson 2 Investigating medieval
Europe (c. 590- c. 1500)
Continuity and change in
society in one of the
following areas: crime
and punishment; military
and defence systems;
towns, cities and
commerce
(ACDSEH051)
the purpose of medieval
castles and how they
were defended.
2. Create an infographic,
with text and pictures,
which identifies and
describes the purpose of
a medieval castle and
how the castle was
defended.
https://kahoot.it/
assessment: students will 1. Students will complete a Kahoot to review their knowledge and
understanding of the last lesson: ‘The role of knights for defence’. - Students will be quizzed,
complete a Kahoot to through a Kahoot, on their
check their knowledge of 2. Teacher will introduce the topic of the lesson by showing the understanding of knights
knights from the prior PowerPoint on the interactive whiteboard. from the prior lesson.
lesson.
Body:
2. Formative assessment: 3. Students will watch the PowerPoint on the purposes of a medieval PowerPoint
Think Pair Share. castle and how they were defended.
Teacher will ask - PowerPoint will display only dot points on these two topics, with
questions based on the little information.
QR Codes for websites:
PowerPoint and student’s https://school-eb-com-
4. Students will research, using their iPad, the purposes of a castle
own research. Students and how they were defended. (students are given two websites to use au.ipacez.nd.edu.au/levels/hi
will discuss the answer to help with their research through QR codes) gh/article/castle/273553
with the person sitting 5. Students will explain, in depth, their research in the form of a https://quest-eb-
next to them. paragraph. com.ipacez.nd.edu.au/search
- 2-4 sentences on each purpose of a castle. /medieval-castles
3. Criteria reference - 2 sentences on who benefited from these purposes. Students use QR codes for to
assessment: Criteria for - 2-3 sentences on where castles were located. direct them to two websites
student’s infographic. - 2-4 sentences on how a castle was defended from attacks. which will help guide their
- 3-5 sentences on examples of defence.
- Castle infographic: research.
location of castle, 6. Teacher will conduct a class discussion through a think, pair, share
purpose of the castle, activity to assess and analyse the students understanding of castles.
ways of defending the - Students will discuss the answer with the partner sitting next to
castle them and state their answer when the teacher asks them.
- Questions to ask include:
• What are the two purposes of a castle? QR Code for Infographic:
• List three ways of defending a castle? https://infograph.venngage.c
• Name three locations a castle may be built? om/signin
• What were the origins of castles? - This code will direct
7. Teacher will show a QR code on the interactive whiteboard to
students to where they will
direct students to the website which they will make infographics. be making their
infographics. Students will
- Students will use their iPad to scan the code. sign in with their student
8. Students will use the website to create an infographic to place their school email.
researched information visually.
- students chose an infographic template.
- students are to use both visual and written information.

Conclusion:
9. To conclude the lesson, students are to print off their finished
infographics and hand them in to the teacher to be marked.

10. Teacher will explain the summative assessment due in the fourth
lesson. Teacher will then explain how today’s lesson relates to the
assessment. (Assessment: Diagram of students own castle, explaining
what characteristics they chose for defence.)

11. To be dismissed, the teacher will ask students one thing they
found interesting, or what they have learnt from the lesson.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 1, Week YEAR LEVEL: 8 LEARNING AREA/TOPIC: Humanities and Social
4 Sciences: History

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom:

• Students will use their own iPad to use Coggle.

WEEK/ West Australian Curriculum SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and other
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES
(Introduction, Body and Conclusion)

Week 4 History Depth Study 1:
Lesson 3 Investigating medieval
Europe (c. 590- c. 1500)
Continuity and change in
society in one of the
following areas: crime
and punishment; military
and defence systems;
towns, cities and
commerce
(ACDSEH051)
1. Explain the three
different types of castles
and evaluate, in pairs,
how castle designs have
changed over time.
2. Devise a mind map,
individually, outlining
the characteristics of
three different castles.
3. Plan, induvially using
a mind map, what type of
castle and characteristics
students want for their
final assessment.
Introduction: Motivation YouTube video:
1. Formative assessment:
https://www.youtube.com/w
Teacher will ask students
what they discussed in 1. Students will watch a YouTube video which outlines atch?v=RXXDThkJ3Ew&t=
pairs. medieval castles purposes and types. 45s
2. Formative assessment: Body:
Teacher will walk around
to each student and 2. Student will watch the PowerPoint which displays the three
check their mind map, different types of castles.
also asking students to
explain why they have 3. Students will be given pictures of each type of castle and
chosen a certain castle students are to discuss in pairs, how the castles have changed
and characteristics for over time and the advantages and disadvantages of each castle
their final assessment. type.
- Students should look at how the location, size, materials and
defence has changed.
3. Criteria reference 4. Teacher will then ask several students what they had Digital Mind Map:
assessment: Planning is discussed in their pairs, to examine student’s understanding. https://coggle.it/
marked as part of the Coggle allows students to
final assessment. 5. Students will then use Coggle, to create a mind map which create a digital mind map.
brainstorms the characteristics of each type of castle.
- students should write down what they had discussed with
their pairs earlier.

6. Students are then required to plan for their final assessment.

- On the same mind map used in the last activity, students will
write the type of castle and what characteristics they want to
design.
- This plan must be in terms of location, materials, size for Interactive castle siege
defence of the castle. game:
https://gridclub.com/activitie
Conclusion: s/castle-siege
This interactive game
7. Students will play an interactive castle siege game. Students outlines each military
must read the information about each defence characteristic of weapon and defence
the castle. Students then must use each military weapon to try structure of medieval castles.
and destroy the castle.

8. Teacher will explain to students that in the next lesson,

they will be completing the final assessment.
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 1, Week YEAR LEVEL: 8 LEARNING AREA/TOPIC: Humanities and Social
4 Sciences: History
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom:

• Students will use their own iPad for their assessment. Students already have prior knowledge on how to use google sketch.

WEEK/ West Australian Curriculum SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and other
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES
(Introduction, Body and Conclusion)

Week 4 History Depth Study 1: 1. Design, individually, a 1. Diagnostic Introduction: Quiz:

Lesson 4 Investigating medieval
Europe (c. 590- c. 1500)
Continuity and change in
society in one of the
following areas: crime
and punishment; military
and defence systems;
towns, cities and
commerce
(ACDSEH051)
model of a castle on
SketchUp, which
displays the castles
defence, location,
materials used and size.
2. Individually, justify
the reason behind the
model and write an
answer in paragraph
form onto a google doc.
assessment: students will https://www.socrative.com/
complete a Socrative 1. Students will be quizzed about their knowledge on Socrative is an online tool
quiz at the start of the understanding of the past two lessons. The quiz will be done which enables teachers to
lesson to check their through Socrative. assess their students. The
understanding of the past results of student’s tests will
two lessons. Body: be presented on the teacher’s
computer.
2. Summative 2. Teacher will discuss the rubric and expectations for the
assessment: Final assessment, in order for students to understand what is wanted SketchUp:
assessment (planning, from them. SketchUp is an app on the
model of castle and iPad which allows students
justification) is marked 3. Students are to use SketchUp (which is already downloaded to sketch and design castles
from a rubric. on their iPads) to model their castle. in detail.
- Students castle must demonstrate originality and creativity.
- Multiple characteristics can be taken from any castle type
already discussed in prior lessons.
- Model must show the location, size and defence of the castle
- Students must screenshot their model and mind map and
email it to the teacher. Google Docs:
Google Docs is a google app
4. Students are to write a paragraph on a google doc (teacher which students can share
will share the doc with the class) justifying what they have their work with others.
chosen to include in the model and why.
Interactive learning on
Conclusion: castles:
http://resources.hwb.wales.g
5. Students will work through an interactive learning tool, ov.uk/VTC/20050408/newhi
focusing on the developments of castles and the different stor/keystage3/castlesde/cast
types of castles. les/learningo/default.htm
This website outlines each
6. Students will check all students have submitted their work type of castle and its
by email and written the paragraph on the google doc. development, whilst asking
students to answer the
questions about the
information given.