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|The Ancient to the Modern World Overview | Stage 4 | |

|Summary |Duration |

|The content provides opportunities to develop historical understanding through key concepts, including evidence, continuity and change, cause and effect,|Term 1; 4 weeks |

|perspectives, empathy, significance and contestability. |Approx. 14 Lessons |

|Unit overview |Key Questions |

|Overview content for the ancient to modern world (Byzantine, Celtic, Anglo-Saxon, Viking, Ottoman, Khmer, Mongols, Yuan and Ming dynasties, Aztec, Inca).|How did societies change from the end of the ancient period to the |

|Includes the following: |beginning of the modern age? |

|The transformation of the Roman world and the spread of Christianity and Islam. |What key beliefs and values emerged and how did they influence societies? |

|Key features of the medieval world (feudalism, trade routes, voyages of discovery, contact and conflict). |What were the causes and effects of contact between societies in this |

|The emergence of ideas about the world and the place of people in it by the end of the period |period? |

|(such as the Renaissance, the Scientific Revolution and the Enlightenment). |Which significant people, groups and ideas from this period have influenced|

| |the world today? |

|Outcomes |Informal Assessment Overview |

|History K-10 |Suggested: |

|HT4-1 - Describes the nature of history and archaeology and explains their contribution to an understanding of the past |Teacher assessment of student achievement of outcomes to occur throughout unit in the form|

|HT4-2 - Describes major periods of historical time and sequences events, people and societies from the past |of both project based and independent learning. |

|HT4-3 - Describes and assesses the motives and actions of past individuals and groups in the context of past societies |Homework tasks and/or ICT research investigation |

|HT4-4 - Describes and explains the causes and effects of events and developments of past societies over time |3D Annotated World Map |

| |Creative: Viking Shield, Roman Solider, Aztec City Tenochtitlan, Incan Headdress, Chinese |

| |Calligraphy, Ottoman Bombard Canon |

|Content |Teaching and learning and assessment |Sign / Date |Resources |QTM |6 |8 |

|The transformation of the |The transformation of the Roman world | |Fall of the Ancient World |Background Knowledge |[pic] |[pic] |

|Roman world and the spread |(WALT) Learning Objective: Outline and illustrate the size and fall of the Roman Empire. |□ |McMillan Textbook |Draw on personal and | | |

|of Christianity and Islam |(WILF) Learning Outcome: To describe the impact and extent of the Roman Empire and its subsequent | |Pages 5-7 |previous knowledge |[pic] |[pic] |

| |collapse upon the Western and Eastern Worlds. | | | | | |

| |(TIB) Success Criteria: Specific to teacher and class | |Mapping Activity: |Explicit Quality |[pic] |[pic] |

| | | |Medieval empires and |Criteria | | |

| |Starter: Over several centuries, the Roman Empire had unified the world around the Mediterranean and | |kingdoms,632-1800 CE |Expectations are made |[pic] |[pic] |

| |across much of today’s Europe. The Roman empire was transformed by becoming Christian and dividing into| |online_n|explicit | | |

| |an eastern and a western empire. | |2/History_n2/a.html | | |[pic] |

| | | | |Student Direction | | |

| |Suggested Activity 1: Outline and explore “the Roman World”: McMillan Reading and Questions; Pages 5-7 | |Creative Task: |Student choice | |[pic] |

| |Suggested Activity 2: Timeline Exercise (Numeracy) | |Make a digital timeline | | | |

| |Suggested Activity 3: Mapping Exercise (Geographical) | | |Narrative | | |

| |Suggested Activity 4: Fall of Rome; Cause and Effect | | |Enrich student | | |

| |Suggested Activity 5: Examine Bath: DNA testing and demographic investigation | |Detailed, Interactive |understanding | | |

| | | |Timeline: | | |[pic] |

| |Plenary: Plenary Cards |□ | Knowledge |[pic] |[pic] |

| | | |ope/europe_history_lg.htm |Acknowledge a range of | |[pic] |

| |The transformation of the Roman world | | |Cultural experiences |[pic] | |

| |(WALT) Learning Objective: Outline and illustrate the rise of Europe, the Mediterranean and Asia after | | | | | |

| |the fall of Rome. | | |Connectedness |[pic] | |

| |(WILF) Learning Outcome: To describe the identity and nature of Europe, the Mediterranean and Asia | | |Learning connects with | | |

| |after the fall of Rome. | | |outside world | | |

| |(TIB) Success Criteria: Specific to teacher and class | | | | | |

| | | |Weblink for McMillan Activity|Inclusivity | | |

| |Starter: Both East and Western empires were weakened by a series of invasions. However, by the third | |2: Pages 8-10 |Participation valued | | |

| |century CE it was in decline, and finally collapsed at the end of the fifth century. The Christian | | | | |

| |church still remained and provided the cultural foundation for the emergence of European medieval | |.asp |High expectations | | |

| |society. | | |Evidence of risk taking | | |

| | | |Archaeological Game | | |[pic] |

| |Suggested Activity 1: Anglo-Saxon Kingdoms and Institutions; Human Odyssey Textbook; Information; Pages| |British Museum website |Connectedness | | |

| |100-104 | | connects with | |[pic] |

| |Suggested Activity 2: Investigate Sutton Hoo as an archaeology investigation: McMillan Reading and | |explore/young_explorers/play/|outside world | | |

| |Questions; Pages 8-10 | |great_dig.aspx |Deep Understanding |[pic] |[pic] |

| |Suggested Activity 3: Britain after the end of Roman Occupation; Human Odyssey Textbook; Information; |□ | |Meaningful understanding| | |

| |Pages 96-99 | |Roman Britain |and relationship of |[pic] |[pic] |

| |Suggested Activity 4: Creative Writing; What was it like for a Roman in England, and Rome left the | |McMillan Textbook |ideas | | |

| |Island? (Literacy) | |Pages 8-10 | |[pic] | |

| | | | |Engagement | | |

| |Plenary: Plenary Cards | |Human Odyssey Textbook |Task connected to |[pic] | |

| | | |Pages 96-99 |student’s world and | | |

| |Key features of the medieval world: Trade Routes | |Pages 100-104 |interests | | |

| |(WALT) Learning Objective: Investigate the importance, impact and extent of medieval trade routes. | | | | | |

| |(WILF) Learning Outcome: To identify and outline the network of medieval trade routes. | |Creative Writing: Journal |Student Direction | | |

| |(TIB) Success Criteria: Specific to teacher and class | |What was it like for a Roman |Student choice | | |

| | | |in England, as Rome ‘left’ | | | |

| |Starter: Trading zones such as those around the Mediterranean, the Silk Road between Europe and China, | |the Island? |Student’s | |[pic] |

| |and around the Indian Ocean – brought civilisations into contact and also allowed for the movement of | | |Self-Regulation | |[pic] |

| |people and the spread of disease, such as the terrible Black Death in the fourteenth century. The | | |Student autonomy and | | |

| |Spanish and Portuguese empires from the late fifteenth century facilitated the ‘Columbian exchange’ of | | |initiative | | |

| |people, animals, plants, food and disease between Europe and the Americas. | | | | | |

| | |□ |Trade |Deep Knowledge |[pic] | |

| |Suggested Activity 1: Identify and Explore significant trade medieval routes: McMillan Textbook, | |McMillan Textbook |Clear and concise | | |

| |Reading and Questions: Pages 13-15 | |Pages 13-15 |relationships between |[pic] | |

| |Suggested Activity 2: The cause and effects of trading: The Spread: Inventions, Religions, Beliefs, | | |and among concepts | | |

| |Art, Language, Diseases, Resources | |Trade | | | |

| |Suggested Activity 3: Evaluate the cause and effects of trading | |NAPLAN Style Worksheet (1A) |Metalanguage | | |

| |Suggested Activity 4 (Extension): Case Study: Evaluate the nature of the Medieval Slave Trade | | |Explicitly name and | | |

| | | |Literacy Activity |analyse knowledge | | |

| |Plenary: Plenary Cards | |The Silk Road | | | |

| |Key features of the medieval world: Religion | | |High Expectations | | |

| |(WALT) Learning Objective: Analyse the nature of religion during the Medieval Period. | |Trade |Evidence of risk taking | | |

| |(WILF) Learning Outcome: To examine the structure and role of religions during the Medieval Period. | |Human Odyssey Textbook | | | |

| |(TIB) Success Criteria: Specific to teacher and class | |Pages 109-110 |Explicit Quality | | |

| | | | |Criteria | | |

| |Starter: The Christian Byzantine Empire rose to power in the eastern Mediterranean, and spread and | | |Expectations are made | | |

| |maintained Christianity throughout Europe. From the seventh century Islam spread widely and gained much| | |explicit | |[pic] |

| |influence. It had spread from the Arabian Peninsula and by the mid-seventh century it dominated North | | | | | |

| |Africa and the Middle East. | | |Inclusivity | |[pic] |

| | | | |Participation valued | | |

| |Suggested Activity 1: Religion in Europe: Types, Origins and Key Leaders | | | | |[pic] |

| |Suggested Activity 2: Identify and Explore significant trade medieval routes: McMillan Textbook, | | |Narrative | | |

| |Reading and Questions: Pages 15-18 |□ | |Enrich student | |[pic] |

| |Suggested Activity 3: Investigate artefacts which were traded and why | | |understanding |[pic] | |

| |Suggested Activity 4: Case Study: The Roman Catholic Church | | | | | |

| |Suggested Activity 5 Case Study: Assess the significance of the Great Schism | | |Deep Understanding |[pic] | |

| |Suggested Activity 6: Religion in Asia: Types, Origins and Key Leaders | | |Meaningful understanding| | |

| |Suggested Activity 7: Buddhism, Taoism and Confucianism | | |and relationship of |[pic] | |

| |Suggested Activity 8: Personality Study: Assess the impact of Confucius | | |ideas | | |

| | | |Weblink for McMillan Activity| | | |

| |Plenary: Plenary Cards | |5: Page 18 |Substantive | | |

| | | |BBC religion website |Communication | | |

| |Key features of the medieval world: | | in sustained | | |

| |The spread of Religion | |/tools/civilisations/civlaunc|discussion | | |

| |(WALT) Learning Objective: Investigate where and how European, Arabic and Asian religions originated | |h.shtml | | | |

| |and interacted. | | |Knowledge Integration | | |

| |(WILF) Learning Outcome: To identify and explain the extent of the movement and conflict between | |Religion |Links between KLAs | | |

| |Religions. | |McMillan Textbook | | | |

| |(TIB) Success Criteria: Specific to teacher and class | |Pages 15-18 |Deep Understanding | | |

| | | | |Meaningful understanding| | |

| |Starter: In the late eleventh century Christianity and Islam clashed in a series of wars known as the | |Creative Task: |and relationship of | | |

| |Crusades. The Christian goal of occupying Muslim Jerusalem and the Holy Land ultimately failed. In the | |Make a digital timeline |ideas | | |

| |mid-fifteenth century the Islamic Ottomans finally captured Constantinople, the capital of the old | | | | | |

| |eastern Roman Empire. This victory consolidated their empire which then commanded the eastern | | |Substantive | | |

| |Mediterranean. | | |Communication | | |

| |Suggested Activity 1: What were the Crusades | | |engaged in sustained | | |

| |Suggested Activity 2: What were the outcomes of the Crusades | | |discussion | | |

| |Suggested Activity 3: Personality Study: Examine Richard the Lionheart | | | | | |

| |Suggested Activity 4: The weapons of War during the Middle Ages; Human Odyssey, Page 94, Worksheet 6 | | |Student’s | | |

| |Suggested Activity 5: Site study: Jerusalem | | |Self-Regulation | | |

| |Suggested Activity 6: Personality Study: Examine Pope Urban II | | |Student autonomy and | | |

| |Suggested Activity 7: The cause and effect of Jihads | | |initiative | | |

| |Suggested Activity 8: Personality Study: Saladin (Ṣalāḥ ad-Dīn) | | | | | |

| | | | |Metalanguage | | |

| |Plenary: Plenary Cards | | |Explicitly name and | | |

| | | | |analyse knowledge | | |

| | | | | | | |

| | | | |High Expectations | | |

| | | | |Evidence of risk taking | | |

| | | | | | | |

| | | | |Explicit Quality | | |

| | | | |Criteria | | |

| | | | |Expectations are made | | |

| | | | |explicit | | |

| | | | | | | |

| | | |Information and Video | | | |

| | | |History Channel website | | | |

| | | | | | |

| | | |/crusades | | | |

| | | | | | | |

| | | |The spread of religion | | | |

| | | | | | | |

| | | | | | | |

| | | |The Crusades | | | |

| | | |Human Odyssey Textbook | | | |

| | | |Activity 7 Page 94 | | | |

| | | | | | | |

| | | |The Crusades | | | |

| | | |Human Odyssey Textbook | | | |

| | | |Pages 111-115 | | | |

| | | | | | | |

| | | |The Crusades | | | |

| | | |McMillan Textbook | | | |

| | | |Pages 28-29 | | | |

| | | | | | | |

|Key features of the medieval|Key features of the medieval world: | |The Viking Expansion |Background Knowledge |[pic] |[pic] |

|world (feudalism, trade |Contact and Conflict |□ |McMillan Textbook |Draw on personal and | | |

|routes, voyages of |(WALT) Learning Objective: Examine the nature of contact and conflict during the Medieval Period. | |Pages 35-37 |previous knowledge |[pic] |[pic] |

|discovery, religion, contact|(WILF) Learning Outcome: Assess issues which force contact and cause conflict during the Medieval | | | | | |

|and conflict) |Period. | |Literacy Activity |Engagement |[pic] |[pic] |

| |(TIB) Success Criteria: Specific to teacher and class | |The Vikings |Task connected to | | |

| | | | |student’s world and |[pic] |[pic] |

| |Starter: The law and order that typified the Roman Empire had crumbled into chaos and violence, with | |Mapping exercise |interests | | |

| |local lords asserting regional power. Italy, | |Map the movements of the | | |[pic] |

| |Spain and other parts of Europe splintered into separate kingdoms that came under the rule of Germanic | |Vikings |Deep Knowledge | | |

| |tribes, who were themselves fleeing the | | |Clear and concise | |[pic] |

| |Huns invading from Asia. The Visigoths attacked Rome itself in 410 CE, and established a large kingdom | | |relationships between | | |

| |covering much of what is now Spain, | | |and among concepts | | |

| |Portugal and part of France. | | | | | |

| |Suggested Activity 1: The Kingdom of the Franks and Clovis | | |Higher Order Thinking | | |

| |Suggested Activity 2: The Emperor of Romans | | |Analysing, synthesising,| | |

| |Suggested Activity 3: The Viking Expansion | | |applying & evaluating | | |

| |Suggested Activity 4: Personality Study: Evaluate the impact of Charlemagne | | | | | |

| |Suggested Activity 5: The Battle of Hastings (1066 AD) | | |Metalanguage | | |

| |Suggested Activity 6: The Hundred Years’ War | | |Explicitly name and | |[pic] |

| |Suggested Activity 7: Personality Study: Chronologically list the actions of Edward III |□ | |analyse knowledge |[pic] |[pic] |

| | | | | | |[pic] |

| |Plenary: Plenary Cards | | |High Expectations |[pic] | |

| | | |Video Worksheet and |Evidence of risk taking | | |

| |Key features of the medieval world: | |Questions: | |[pic] | |

| |Contact and Conflict | |Charles the Hammer and the |Explicit Quality | | |

| |(WALT) Learning Objective: To examine the impact of contact and conflict during the Medieval Period | |Battle of Tours |Criteria | | |

| |(WILF) Learning Outcome: To assess outcomes of issues of contact and conflict during the Medieval | | |Expectations are made | | |

| |Period | | |explicit | | |

| |(TIB) Success Criteria: Specific to teacher and class | |Creative Task: | | | |

| | | |Make a digital timeline of |Cultural Knowledge | | |

| |Starter: Whilst Europe was dividing itself up after the fall of Rome, the Vandals took control of | |Mongol movements |Acknowledge a range of | | |

| |Corsica, Sardinia and part of North Africa, while the Ostrogothic Kingdom covered Italy, Sicily, | | |Cultural experiences | | |

| |Austria, Hungary and much of the Balkan region. Large areas of what are now France (then Gaul) and | | | | | |

| |Germany became the Frankish Kingdom. In Spain the Visigoths would later give way to a large invading | | |Problematic knowledge | | |

| |Muslim force from North Africa. | | |Multiple perspectives | | |

| | | | |and solutions | |[pic] |

| |Suggested Activity 1: The extent of the Abbasid Empire | | | | | |

| |Suggested Activity 2: The Mongol Invasion | | |Student Direction | |[pic] |

| |Suggested Activity 3: Personality Study: Evaluate the impact of Genghis Khan |□ | |Student choice | | |

| |Suggested Activity 4: Native American expansion: Incan dominance of South America | | | |[pic] |[pic] |

| |Suggested Activity 5: Spain in the Americas | | |Student’s | | |

| |Suggested Activity 6: Personality Study: Defend Hernán Cortés’s Actions | | |Self-Regulation |[pic] |[pic] |

| |Suggested Activity 7: Assess the significance of Charles the Hammer and the Battle of Tours | | |Student autonomy and | |[pic] |

| | | | |initiative |[pic] | |

| |Plenary: Plenary Cards | | | | | |

| | | |Japan Feudal System |Connectedness |[pic] | |

| |Key features of the medieval world: Feudalism | |McMillan Textbook |Learning connects with | | |

| |(WALT) Learning Objective: Examine the structure, role and importance of Feudalism during the medieval | |Pages 198-199 |outside world |[pic] | |

| |period. | | | | | |

| |(WILF) Learning Outcome: To identify and describe the structure and nature of Feudalism. | |Europe Feudal System |Deep Understanding | | |

| |(TIB) Success Criteria: Specific to teacher and class | |McMillan Textbook |Meaningful understanding| | |

| | | |Pages 69-70 |and relationship of | |[pic] |

| |Starter: The term ‘feudalism’ comes from the Latin word feodum which refers to lands granted for | | |ideas | | |

| |military service. While the utility and accuracy of the term are now debated, it has been commonly used| |Feudalism | | |[pic] |

| |to describe medieval systems of landholding and military service in parts of the world including Europe| |Human Odyssey Textbook |Substantive | | |

| |and Japan. It is especially applied to the landholding and economic arrangements in Europe from the |□ |Pages 129-134 |Communication | |[pic] |

| |ninth to the twelfth centuries, and is taken to mean land grants given in return for the expectation of| | |engaged in sustained | | |

| |military service to the lord of the manor. | | |discussion |[pic] |[pic] |

| | | | | | | |

| |Suggested Activity 1: How did Feudalism originate | | |Knowledge Integration |[pic] | |

| |Suggested Activity 2: The structure and nature is Feudalism | | |Links between KLAs | | |

| |Suggested Activity 3: Site Study: Assess the importance of a Castle’s Purpose, Construction and | | | |[pic] | |

| |Function | | |Inclusivity | | |

| |Suggested Activity 4: Feudalism; Life and Religion | | |Participation valued | | |

| | | | | | | |

| |Plenary: Plenary Cards | | |Narrative | | |

| | | |Knights and Samurai |Enrich student | | |

| |Key features of the medieval world: Feudalism | |NAPLAN Style Worksheet (1B) |understanding | | |

| |(WALT) Learning Objective: To explore the role and importance of major people within the Feudalism | | | | | |

| |system during the medieval period. | |Literacy Activity |Deep Knowledge | | |

| |(WILF) Learning Outcome: To identify and explain the role of the Samurai and Knights within Feudal | |Chivalry |Clear and concise | | |

| |society | | |relationships between | | |

| |(TIB) Success Criteria: Specific to teacher and class | | |and among concepts | |[pic] |

| | | | | | | |

| |Starter: The term ‘feudal’ also has more accurate legal meanings, particularly in relation to | | |Higher Order Thinking | |[pic] |

| |landholding patterns. Essentially, it refers to social arrangements in which a privileged class of |□ | |Analysing, synthesising,| | |

| |landowners had rights to land, and the land was worked by peasants. The term is also applied to Japan | | |applying & evaluating | |[pic] |

| |from the twelfth to the sixteenth centuries, when the daimyos, or lords, formed a rural warrior elite. | | | |[pic] | |

| |The knights of medieval Europe are sometimes compared to the samurai in Japan, though knights were | | |Metalanguage | |[pic] |

| |defined primarily by their particular class status, and samurai occupied various ranks and were defined| | |Explicitly name and |[pic] | |

| |by their warrior traditions and duties. | | |analyse knowledge | |[pic] |

| | | | | |[pic] | |

| |Suggested Activity 1: Feudalism; Housing, Health, Arts, Crafts and Clothing | | |High Expectations | |[pic] |

| |Suggested Activity 2: Case Study: Compare and Contrast English and Japanese Feudalism | | |Evidence of risk taking |[pic] | |

| |Suggested Activity 3: Feudal Warriors; Knights | | | | | |

| |Suggested Activity 4: Feudal Warriors: Samurai | | |Explicit Quality | | |

| |Suggested Activity 5: Case Study: Compare and contrast Chivalry and Bushido | | |Criteria | | |

| | | |Age of Discovery |Expectations are made | | |

| |Plenary: Plenary Cards | |McMillan Textbook |explicit | |[pic] |

| | | |Pages 22-23 | | |[pic] |

| |Key features of the medieval world: | | |Cultural Knowledge | |[pic] |

| |Voyages of Discovery |□ |Sea Route and Columbian |Acknowledge a range of | | |

| |(WALT) Learning Objective: Investigate the nature and motives for medieval voyages of discovery. | |Exchange |Cultural experiences | | |

| |(WILF) Learning Outcome: To identify and evaluate the causes of medieval exploration. | |Human Odyssey Textbook | | | |

| |(TIB) Success Criteria: Specific to teacher and class | |Pages 139-140 |Problematic knowledge | | |

| | | | |Multiple perspectives |[pic] | |

| |Starter: Globalisation is often referred to as a recent phenomenon, but it began in the centuries | | |and solutions | | |

| |between the ancient and modern worlds. Advances in the design and construction of ships, and growing | | | |[pic] | |

| |curiosity about the world, led to long-distance voyages. | | |Student’s | | |

| | | | |Self-Regulation |[pic] | |

| |Suggested Activity 1: The Age of Discovery and Exploration: Nature, Beliefs and Mapping; McMillian | | |Student autonomy and | | |

| |Textbook, Questions and Reading; Pages 22-23 | | |initiative | | |

| |Suggested Activity 2: The Age of Discovery and Exploration: The Vikings | | | | | |

| |Suggested Activity 3: Site Study: Examine L'Anse aux Meadows | | |Connectedness | | |

| |Suggested Activity 4: The Asian perspective, development and discovery | | |Learning connects with | | |

| | | |Voyages of Discovery Starter:|outside world | | |

| |Plenary: Plenary Cards | |PowerPoint Slide #2 | | | |

| | | | |Deep Understanding | | |

| |Key features of the medieval world: | |Voyages of Discovery |Meaningful understanding| | |

| |Voyages of Discovery | |NAPLAN Style Worksheet (1C) |and relationship of | | |

| |(WALT) Learning Objective: Investigate the nature and motives for medieval voyages of discovery. | | |ideas | | |

| |(WILF) Learning Outcome: To identify and evaluate the effects of medieval exploration. | |Research Task: | | | |

| |(TIB) Success Criteria: Specific to teacher and class | |Marco Polo |Substantive | | |

| | | | |Communication | | |

| |Starter: Voyages of Discovery Starter: PowerPoint | | |engaged in sustained | | |

| | | | |discussion | | |

| |Suggested Activity 5: Asian Voyages of Discovery: China | | | | | |

| |Suggested Activity 6: Personality Study: Evaluate the importance of Marco Polo | | |Student Direction | | |

| |Suggested Activity 7: The European perspective, development and discovery | | |Student choice | | |

| |Suggested Activity 8: European Voyages of Discovery: Spain | | | | | |

| |Suggested Activity 9: Personality Study: Evaluate the significance of Christopher Columbus | | |Narrative | | |

| | | | |Enrich student | | |

| |Plenary: Plenary Cards | | |understanding | | |

| | | | | | | |

| | | | |Connectedness | | |

| | | | |Learning connects with | | |

| | | | |outside world | | |

| | | | | | | |

| | | | |Inclusivity | | |

| | | | |Participation valued | | |

| | | | | | | |

| | | | |High expectations | | |

| | | | |Evidence of risk taking | | |

|The emergence of ideas about|The emergence of ideas: The Renaissance | |Information Activity: History|Background Knowledge |[pic] |[pic] |

|the world and the place of |(WALT) Learning Objective: Examine the origins and outcomes of the Renaissance |□ |Webquest |Draw on personal and | | |

|people in it by the end of |(WILF) Learning Outcome: To identify and describe the nature, origins and outcomes of the Renaissance | | knowledge |[pic] |[pic] |

|the period (such as the |(TIB) Success Criteria: Specific to teacher and class | |/learn/medieval/ | | | |

|Renaissance, the Scientific | | |science/ |Engagement |[pic] |[pic] |

|Revolution and the |Starter: The expansion of knowledge, experience and confidence is now known as the Renaissance. In | | |Task connected to | | |

|Enlightenment). |Europe it heralded the Scientific Revolution and the Enlightenment which helped create the modern | |Early Modern Period |student’s world and |[pic] |[pic] |

| |world.  | |McMillan Textbook |interests | | |

| | | |Pages 19-21 | | |[pic] |

| |Suggested Activity 1: What is a ‘ Renaissance’ | | |Deep Knowledge | | |

| |Suggested Activity 2: The Origins of the Renaissance | | |Clear and concise | |[pic] |

| |Suggested Activity 3: Personality Study: Justify one of Michelangelo’s works as the greatest of all. | | |relationships between | | |

| |Suggested Activity 4: The Nature of the Renaissance | | |and among concepts | | |

| |Suggested Activity 5: Features: Art, Science, Music, Religion, Self-Awareness and Humanism | | | | | |

| |Suggested Activity 6: Personality Study: Justify one of Leonardo Di Vinci’s inventions as his best. | | |Higher Order Thinking | | |

| |Suggested Activity 7: Cause and Effect: The Renaissance | | |Analysing, synthesising,| | |

| |Suggested Activity 8: Ideas: Astronomy and Medicine | | |applying & evaluating | | |

| |Suggested Activity 9: Personality Study: Justify why Galileo Galilei had the biggest impact on the | | | | | |

| |Modern World. | | |Metalanguage | |[pic] |

| | |□ | |Explicitly name and |[pic] |[pic] |

| |Plenary: Plenary Cards | | |analyse knowledge | |[pic] |

| | | | | |[pic] | |

| |The emergence of ideas: The Scientific Revolution | | |High expectations | | |

| |(WALT) Learning Objective: Examine the origins and significance of the Scientific Revolution. | | |Evidence of risk taking |[pic] | |

| |(WILF) Learning Outcome: To identify and describe the nature and origins of the Scientific Revolution. | | | | | |

| |(TIB) Success Criteria: Specific to teacher and class | | |Explicit Quality | | |

| | | | |Criteria | | |

| |Starter: In the sixteenth and seventeenth centuries, discoveries in Europe in the fields of physics, | | |Expectations are made | | |

| |astronomy and epistemology created what is considered a ‘scientific revolution’. Scientific ideas based| | |explicit | | |

| |on the study of nature and the universe radically altered understanding of the world, and overshadowed | | | | | |

| |religion and philosophy. | | |Cultural Knowledge | | |

| | | | |Acknowledge a range of | | |

| |Suggested Activity 1: What is a ‘Scientific Revolution’ | | |Cultural experiences | | |

| |Suggested Activity 2: The Origins of the Scientific Revolution | |Literacy Activity | | | |

| |Suggested Activity 3: Personality Study: Defend why Galen’s work is the most important for the | |The Scientific Revolution |Problematic knowledge | | |

| |development of the Scientific Revolution | | |Multiple perspectives | | |

| |Suggested Activity 4: The Nature of the Scientific Revolution | |Creative Task: |and solutions | | |

| |Suggested Activity 5: The Royal Society | |Make a digital timeline of | | |[pic] |

| |Suggested Activity 6: Case Study: Evaluate the motives and means in with the Inquisition was conducted.|□ |Medical advances |Student Direction | | |

| |Suggested Activity 7: Cause and Effect: The Renaissance | | |Student choice |[pic] |[pic] |

| |Suggested Activity 8: Ideas: Physics, Mathematics and Biology | | | | | |

| |Suggested Activity 9: Personality Study: justify the importance of Sir Isaac Newton’s work. | | |Student’s |[pic] |[pic] |

| | | | |Self-Regulation | | |

| |Plenary: Plenary Cards | | |Student autonomy and |[pic] |[pic] |

| | | | |initiative | | |

| |The emergence of ideas: The Enlightenment | | | |[pic] | |

| |(WALT) Learning Objective: Evaluate the nature of the Enlightenment. | | |Connectedness | | |

| |(WILF) Learning Outcome: To identify and describe the nature of the Enlightenment. | | |Learning connects with | | |

| |(TIB) Success Criteria: Specific to teacher and class | | |outside world | | |

| | | | | | | |

| |Starter: In the eighteenth century, there was a great deal of intellectual and philosophical ferment, | | |Deep Understanding | | |

| |with France at its centre. The self-styled philosophes | | |Meaningful understanding| | |

| |who participated in this movement called it ‘the Enlightenment’, because they saw science and reason as| | |and relationship of | | |

| |light that would cast out the ‘darkness’ of ignorance, superstition and intolerance. | | |ideas | | |

| | | | | | | |

| |Suggested Activity 1: What is an ‘Enlightenment’ | | |Substantive | | |

| |Suggested Activity 2: The Origins of the Enlightenment | | |Communication | | |

| |Suggested Activity 3: Personality Study: Assess the importance of Benjamin Franklin in moving into the | | |engaged in sustained | | |

| |Modern World | | |discussion | | |

| |Suggested Activity 4: The Nature of the Enlightenment | | | | | |

| |Suggested Activity 5: Romanticism | | |Knowledge Integration | | |

| |Suggested Activity 6: Personality Study: Assess the role Jean-Jacques Rousseau played in the spread of | | |Links between KLAs | | |

| |Enlightenment | | | | | |

| |Suggested Activity 7: Cause and Effect: The Enlightenment | | |Inclusivity | | |

| |Suggested Activity 8: The French Revolution | |Enlightenment |Participation valued | | |

| |Suggested Activity 9: Personality Study: Evaluate the outcome of Maximilien Robespierre’s actions. Does| |NAPLAN Style Worksheet (1D) |Narrative | | |

| |the end justify the means? | | |Enrich student | | |

| | | |Mapping Exercise |understanding | | |

| |Plenary: Plenary Cards | |Plot who and where inventions| | | |

| | | |and discoveries were made |Connectedness | | |

| | | | |Learning connects with | | |

| | | | |outside world | | |

| | | | | | | |

| | | | |Inclusivity | | |

| | | | |Participation valued | | |

|Evidence of Learning |

|Assessments for Learning |Assessments of Learning |

|Quizzes |Informal in-class activities |

|Homework |Marking of Bookwork |

|Worksheets Sheet |Informal Summative Assessment Task |

|Literacy and Numeracy Focus |

|Closed Passages, Glossaries, Brainstorms and Mind-Maps, Visually based aids and activities, Summative plenary cards |

|Clarifying and using particular words and communication skills needed to effectively participate |

|Connecting words and numbers to images |

|Individual allowances for explanations, one on one assistance and extra time |

|Increased scaffolding and modelling for numerically based activities such as analysing data to understand and inform student decision making |

|Selecting, sequencing and evaluating information to understand texts, context and to communicate with other people (such as timelines) |

|The implementation and evaluation of NAPLAN style worksheets |

|Evidence of Differentiation |

|Student A |Peer, Small group and class discussion |

|(ASTI) |Peer, Small group and class activities |

| |Story Sharing opportunities |

| |Cultural, Land and Community links |

|Student B |Direct, explicit instructions about learning activities |

|(Asp) |Learning activities are modified and simplified |

| |Extra time is given to complete and achieve learning objectives and outcomes |

| |Assessment task modified and simplified – with parents notified |

|Student C |Paper, PowerPoints, Worksheets and Exams altered to students needs |

|(Vision) |Student relocated in classroom to meet vision needs, suitability and comfort. |

| |Used visuals: charts, pictures, colour coding |

|Student D |Used visuals: charts, pictures, colour coding |

|(ADHD) |Divide long-term projects into segments and assign a completion goal for each segment |

| |Instructions simple and structured. |

|Student D |Seated student near a good role model. |

|(ODD) |Remained positive; give praise and positive reinforcement when the student demonstrates flexibility and/or co-operation. |

| |Broke tasks into small manageable chunks. |

|Student D |Present student a model/expectation. Then check student comprehension of the model. |

|(Literacy) |students work individually or in pairs to correct their writing |

| |Students created a vocabulary list |

|Variations |

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|Evaluation |

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| |

| |

|Teacher’s signature: Date started: |

| |

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|Head Teacher’s Signature: Date completed: |

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