EDUC2196 PRACTICUM

ARTEFACTS

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Standard 4: 4.1.1 Support student participation

Identify strategies to support inclusive student participation and engagement

in classroom activities.

Within Standard 4.1.1, student participation and engagement is the key focus. Cooperative
learning was implemented into two lessons which were focused around Ancient Chinese
Dynasties. The lesson was structured with a quick brainstorm, followed by a Jigsaw activity
on the different dynasties that composed Ancient China. The students were evenly split into
their designated groups to then work on their dynastys questions. This took the lesson to
the end, with a third of the next lesson focused on research. Every student was in a group
that they felt comfortable which allowed a smooth process for the group work to succeed.
Knowing the students social and academic abilities allowed group work to flourish and
capture their engagement. The students during and after the lesson advised that they
enjoyed the cooperative learning and asked for it to be introduced again later in the future.

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STAGE: 4 DEPTH STUDY: The Asian World TOPIC: Ancient China LESSON: 2-3

LESSON FOCUS (CONTENT): CONCEPTS SKILLS

-Students are to of started and completed half of the jigsaw activity. This activity will be Continuity and Change
completed whole within the next lesson. Cause and Effect
Perspectives
Roles of key groups in the ancient society in this period (such as kings, emperors, priests, Empathetic
merchants, craftsmen, scholars, peasants, women), including the influence of law and Understanding
religion (ACDSEH044, ACDSEH041). Significance
Contestability
Comprehension: Chronology, Terms &
Concepts
Analysis and Use of Sources
Perspectives and Interpretations
Empathetic Understanding
Research
Explanation and Communication

OUTCOMES STRATEGIES | LEARNING & TEACHING ACTIVITIES RESOURCES RATIONALE

-Describes major -Teacher starts conversation of what a dynasty is and what it entails. -Board ENGAGE:
periods of historical -Teacher to then quiz the students about whether Australia is governed under a dynasty. Then talk about -White board
time and sequences the Queen and her role. 5 mins marker
events, people and
societies from -Teacher to form 4 groups within the class. -Handout of task EXPLORE:
-Internet
the past HT4-2 -Teacher explains what and how the jigsaw information task works and distribute or advise students that
-Laptops
the worksheet is online.

-Worksheet comprises of 4 dynasties and 5 topics to research online. 40 mins

-Uses a range of
historical terms and
concepts when -Groups to nominate one expert of their dynasty to visit other groups in a sequence, to teach them about -Handout EXPLAIN:
communicating an their dynasty and vice versa. 40 mins -Information
understanding of the gathered

past HT4-9 -Class to settle and teach the teacher about what they have learnt. 5-10 mins -Handout ELABORATE:
-Information
collected

-Students to individually create a code of philosophical beliefs they would implement into their dynasty, -Workbooks or EVALUATE:
remembering to include whether they would include taxes, a social class system, monetary rewards, etc. laptops
10 mins

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 When did this dynasty Where in China did this dynasty What were the overall Record accomplishments and Fun Facts
exist and for how long? reside? Provide information such as, philosophies of the dynasty conflicts of the dynasty.
north of the Great Wall. at this time in history? How
was society impacted?

The Xia
Dynasty

The
Shang
Dynasty

The Zhou
Dynasty

The
Warring
States

Helpful Websites But are not limited to.

Xia Dynasty Warring States

http://www.ancient.eu/Xia_Dynasty/ http://www.chinahighlights.com/travelguide/china-history/warring-states-period.htm
https://www.britannica.com/event/Warring-States
Shang Dynasty
Warring States
http://www.ancient.eu/Shang_Dynasty/
http://www.chinahighlights.com/travelguide/china-history/warring-states-period.htm
Zhou Dynasty

http://www.ancient.eu/Zhou_Dynasty/

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Standard 3: 3.4.1 Select and use resources

Demonstrate knowledge of a range of resources, including ICT, that engage

students in their learning.

Within this assigned lesson, the use of ICT was prevalent. Within this Year 10 lesson, I
made sure that all types of learners were being accounted for. At the start of the lesson, I
read a survivors story from the Concentration Camps, and then introduced the Sway
Presentation. Within the presentation, I made sure to include various pictures (though not
too gruesome) and 2 different videos to watch. Throughout the lesson, students were to
then write the selected sections within the presentation, finishing with 2 videos to watch.
After the videos, a handout for the class was prepared and then read and answered
questions from that.

By incorporating visual, auditory, reading/writing and kinaesthetic materials, these students

were able to learn in one way or another.

Link to Sway: https://sway.com/1nc9IWcwumRNbBlR?ref=Link

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STAGE: 5 DEPTH STUDY: AUSTRALIANS AT TOPIC: The Holocaust LESSON: 3
WAR:
WORLD WARS I AND II

LESSON FOCUS (CONTENT): CONCEPTS SKILLS

By the end of the lesson, students will be able to describe Continuity and Change Comprehension: Chronology, Terms & Concepts
and identify the categories of people who were incarcerated Cause and Effect Analysis and Use of Sources
in concentration camps. Perspectives Perspectives and Interpretations
Empathetic Empathetic Understanding
The scope and nature of warfare (ACDSEH095, ACDSEH107). Understanding Research
-The Holocaust. Significance Explanation and Communication
Contestability

OUTCOMES STRATEGIES | LEARNING & TEACHING ACTIVITIES RESOURCES RATIONALE

-explains different -Teacher starts the lesson by reading a clipping of a survival story of the -Copy of the story. ENGAGE:
contexts, concentration camps.
perspectives and -Teacher then allows the class to guess what the topic of the lesson will be. 5
interpretations of mins
the modern world
and -Teacher reads through the slide with the class, allowing voluntary readers. -Slideshow https://sway.com/1nc9IWcwumRNbBlR?ref=Link EXPLORE:
Australia HT5-7 -Teacher allows time for students to discuss, ask questions and write down the -Projector
information into their workbooks. -Workbooks
-Teacher shows 2 short YouTube clips of the Holocaust starting at 3:26 to 5:15 https://www.youtube.com/watch?v=Ag7_VvruVNk
for the first link provided. https://www.youtube.com/watch?v=Ag7_VvruVNk https://www.youtube.com/watch?v=68a66ZSqFhA
https://www.youtube.com/watch?v=68a66ZSqFhA 30 mins

-Teacher provides handout to the class, reading through the information and -Handout EXPLAIN:
discussing the Nazi Identification Badge pictures that are on the back of the -Workbooks
handout.
-Students are to then answer the provided questions on the handout about the
Identification Badges. 15 mins

-Teacher hands out sticky notes and asks the students to write one word of -Sticky notes EVALUATE:
how they are feeling after this lesson. 5 mins

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 Nazi Identification badges

Among the first victims of persecution in Nazi Germany were political opponentsprimarily
Communists, Social Democrats, and trade unionists. Jehovah's Witnesses refused to serve in the
German army or take an oath of obedience to Adolf Hitler and Jehovah's Witnesses are
consequently were also targeted. The Nazis harassed German male members of a Christian-based
homosexuals, whose sexual orientation was considered a hindrance religious movement.
to the expansion of the German population. "Habitual" homosexuals were incarcerated in prisons;
many were later imprisoned to concentration camps following
the completion of their sentences.
Poles: a native or inhabitant of Poland,
Habitual: done constantly or a person of Polish descent.
or as a habit.
The Nazis viewed Poles and other Slavs as inferior, and attacked them for
defeat, forced labour, and sometimes death. Jewish prisoners received the most brutal treatment in
Slavs: a member of a group of
Nazi concentration camps.
peoples in central and eastern
Europe speaking Slavic
languages. From 1938, Jews in the camps were identified by a yellow star sewn
onto their prison uniforms, a mockery of the Jewish Star of
David symbol. After 1939 and with some variation from camp SS Guards: An elite organization within
to camp, the categories of prisoners were easily identified by a the Nazi party that served as Hitler's
marking system combining a coloured overturned triangle personal guard and included police
units and Special Forces, carrying out
with lettering. The badges sewn onto prisoner uniforms
mass killings.
enabled SS guards to identify the alleged grounds for
incarceration.

Questions:

1. What group of people would have been the least worrying to look after? Why?
2. What group of people would have been monitored closely? Why?
3. Think about why these people would have been categorised. How would of this
categorisation assisted the guards with their executions?

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Asocials: Group of people who failed
to conform to their social norms. This

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group included beggars, alcoholics,
prostitutes, non-conformists & anti-
war believers.