102088 History Assessment One SID: 17724281

102088
Secondary Curriculum: History
Assessment One
SID: 17724281

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102088 History Assessment One SID: 17724281

Content

Lesson plan 1 ……………..……………..……………..………….…… 3

Lesson plan 2 ……………..……………..……………..………………. 6

Lesson plan 3 ……………..……………..……………..………………. 8

Appendixes ………………..……………..……………..……………. 10

Rationale …….……………..……………..……………..………… 18

References ….……………..……………..……………..……………

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102088 History Assessment One SID: 17724281

Stage 4 – Vikings

Lesson Plan 1
Class: Year 8
Lesson: Vikings religion
Teacher Goals (APST)
 Entry into room (3.5, 4.2-4.4)
 Class routines established (3.5, 4.2-
4.3)
 Orderly dismissal of students (4.2,
4.4)
 Purpose of lesson and links to
previous or future lessons (3.2, 3.5)
 Assessing student learning (3.6, 5.1-
5.5)
Class Goals
 Participate in class discussion
 Productively use laptops
 Research gods and goddesses
efficiently
 Work independently
 Collaborate in pairs
 Complete journal entry
Resources
 Interactive White Board (IWB)
 School laptop reservation
 PowerPoint Presentation: Norse
Religion and Mythology (Appendix
1)
 Norse religion and Mythology
worksheet (Appendix 2)
 Gods/Goddesses research task on
Google Classroom/ Google Docs
(Appendix 3)
 Model journal entry (Appendix 4)
Date: 12.6.19
Duration: 60 minutes
Teacher focus (QTF)
 IQ2 Deep Understanding
 IQ5 Metalanguage
 S2 Cultural Knowledge
Aim of Lesson
 Students will revise the geography
of Viking civilisations
 Students will describe various
aspects of the Norse mythology and
religion
 Students will Identify and describe
the major gods and goddesses
 Students will complete a teacher-
directed journal entry using the
knowledge they have learnt.
Syllabus Outcomes
HT4-1 describes the nature of history and
archaeology and explains their contribution
to an understanding of the past
HT4-3 describes and assesses the motives
and actions of past individuals and groups
in the context of past societies

Time Activities Resources

Introduction Entry in to room IWB

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102088 History Assessment One SID: 17724281

5 minutes o Ensure students are lined up orderly outside

classroom
o Clear instructions when they enter (Getting out
their equipment ready to listen to instructions
for the lesson)
o Mark attendance.
Body Introduction
o Once students are settled: explain what the
lesson will be about, the learning intention, and
the success criteria.
5 minutes Lesson description
o revising the geography of Denmark, Sweden and
Norway through a brainstorm mind-map.
o Looking at the Norse religion.
o Researching gods and goddesses for trading
card activity that will be presented, distributed
and displayed.
o Completing a diary entry on the religion with
information on at least one god or goddess.
5 minutes
Revision of previous lesson
o Mind-map of geography, including pros and
cons, climate, seasons, and land restrictions. IWB
o Students copy in their books
o Ensure class participation PowerPoint:
10 minutes Norse Religion
Norse Religion and Mythology
o Students fill out worksheet (Appendix 2) as
teacher lectures from PowerPoint presentation Worksheet: Norse
Norse Religion (Appendix 1). Religion and
Mythology
5 minutes Class discussion
o Teacher-led
o Effective questioning: is there other Pagan
religions they can think of?
Aboriginal Spirituality, Greek Mythology.

20 minutes Gods and goddesses

o Distribution of school laptops. Worksheet:
o Students go onto their Google Classroom to Research task
download a worksheet containing a research
task. They are appointed a god/goddess, and a
partner, to collaboratively gather information.
o Students use Google Docs to work
collaboratively.
10 minutes Model entry
Extension work:

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102088 History Assessment One SID: 17724281

“Compare what you know about the Viking religion to a

religion you are familiar with in a Venn Diagram”

Journal Entry
o In their exercise books, students are to write a
journal entry that discusses their day: it should
include information on the Viking religion, and
at least 2 references to a god or goddess.
o model entry provided (Appendix 4).

Conclusion 5 minutes before bell

5 minutes o Instruct students to pack up their equipment
and laptops away neatly.
o Stay seated
o Tables groups/pairs can go out one at a time
once they have demonstrated they are ready.
Homework If not completed, continue research task with partner
via. Google Docs.

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102088 History Assessment One SID: 17724281

Lesson Plan 2
Class: Year 8
Lesson: Viking gods and goddesses
Teacher Goals (APST)
 Purpose of lesson and links to
previous or future lessons (3.2, 3.5)
 Assessing student learning (3.6, 5.1-
5.5)
 Effective questioning (3.5, 4.1-4.2)
 Use of resources (3.1-3.6)
 Explanations/instruction (3.5)
Class Goals
 Use their previous research and
understanding to creatively design
‘trading cards’
 Work in pairs
 Demonstrate their learning through
activity and class/group discussion
 Complete journal entry
Resources
 Trading Card Example (Appendix 5)
 Reserve school laptops
 Google Classroom
Date: 14.6.19
Duration: 60 minutes
Teacher focus (QTF)
 IQ4 Higher-order Thinking
 QE3 High Expectations
 QE5 Students’ Self-regulation
 S2 Cultural Knowledge
 S3 Knowledge Integration
Aim of Lesson
 Students will use their prior
knowledge and research to create
‘trading cards’ of the gods and
goddesses, which will be printed
and distributed.
 Students will understand the role
and importance of god/goddesses
in the Viking world.
 Students will complete a teacher-
directed journal entry using the
knowledge they have learnt.
Syllabus Outcomes
HT4-3 describes and assesses the motives
and actions of past individuals and groups
in the context of past societies
HT4-6 uses evidence from sources to
support historical narratives and
explanations

Time Activities Resources

Introduction Entry in to room
o Ensure students are lined up orderly outside
5 minutes classroom
o Clear instructions when they enter (Getting out
their equipment ready to listen to instructions
for the lesson)

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102088 History Assessment One SID: 17724281

Mark attendance.
Body Introduction
o Once students are settled: explain what the
lesson will be about, the learning intention, and
the success criteria.
Lesson description
o Using their prior research on their chosen Website:
god/goddess, students will create a trading card http://www.read
10 minutes with trading card creator website located on writethink.org/cla
Google Classroom. Example (Appendix 5) ssroom-
provided. resources/studen
o Trading cards will be collected, copied and t-
printed for every student, and displayed in interactives/tradi
classroom. ng-card-creator-
o If not finished today, will complete for 30056.html?tab=
homework with their partner and send on 4
Google Classroom before 16/6/2019.
o Completing a diary entry on the religion with
information on at least one god or goddess.

Trading card activity

o Distribute laptops School laptops
o Identify the 5 titles on trading card as: Trading card
30 minutes 1. Origin example
2. Relation
3. Talents/gifts/abilities
4. Primary source
5. Fun Fact
o Teacher monitors learning and progress: going
to each group and effective questioning.

Extension work:
“Speed-write a P.E.E.L paragraph on the god/goddess
12 minutes you have chosen, and their importance to the Vikings”

Journal entry
o Students instructed to pack away the laptops
o Students directed to write a journal detailing
their god/goddess, including why, what and
how they want to sacrifice to them.
Conclusion 3 minutes before bell
3 minutes o Instruct students to pack up their equipment.
o Stay seated
o Tables groups/pairs can go out one at a time
once they have demonstrated they are ready.
Homework Complete trading cards

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102088 History Assessment One SID: 17724281

Lesson Plan 3
Class: Year 8
Lesson: Viking religion importance
Teacher Goals (APST)
 Entry into room (3.5, 4.2-4.4)
 Links progression lesson flow (3.2)
 Purpose of lesson and links to previous
or future lessons (3.2, 3.5)
 Assessing student learning (3.6, 5.1-5.5)
 Effective questioning (3.5, 4.1-4.2)
Class Goals
 Use prior knowledge and research
 Actively participate in class discussion
 Successfully collaborate with partner
 Complete journal entry
Resources
 Printed out Trading Cards created by
students.
 ALARM scaffold (Appendix 6)
 Sources (Appendix 7)
Date: 18.6.19
Duration: 60 minutes
Teacher focus (QTF)
 IQ2 Deep Understanding
 QE2 Engagement
 QE3 High Expectations
 QLE1 Explicit Quality Criteria
 S2 Cultural Knowledge
Aim of Lesson
 Students will discuss the Norse
mythology and relate it to various
religions.
 Students will identify and describe the
roles on the gods and goddesses on
Viking society
 Students will discuss the importance of
religion for the Viking society
 Students will effectively use sources as
evidence using ALARM scaffold.
 Students will complete a teacher-
directed journal entry using the
knowledge they have learnt.
Syllabus Outcomes
HT4-3 describes and assesses the motives and
actions of past individuals and groups in the
context of past societies
HT4-5 identifies the meaning, purpose and
context of historical sources

Time Activities Resources

Introduction Entry in to room
o Ensure students are lined up orderly outside
5 minutes classroom
o Clear instructions when they enter (Getting out
their equipment ready to listen to instructions
for the lesson)
Mark attendance.
Body Introduction
o Once students are settled: explain what the
lesson will be about, the learning intention, and
the success criteria.
Lesson description

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102088 History Assessment One SID: 17724281

10 minutes o Students will identify the major gods and

goddesses and their roles.
o We will discuss the importance of religion to the
Vikings through what we have learned so far
(discussion lead by teacher).
o In table group, fill out ALARM scaffold on
primary and secondary sources.
o Join another group and present the source.
(Information swap)
o Journal Entry

Class discussion/going through each trading card:

o Each team will present their god/goddess
15 minutes o Provide information about each Trading card
print-outs
Class discussion:
o Relate gods/goddesses to other religions
o Relate to monotheism: Christianity, Islam and
praying to sacrifices.
5 minutes o Question on importance of sacrificing. Example:
if Vikings wanted good health, who would they
sacrifice to?

Source analysis:
o Each table given primary source (Appendix 7)
10 minutes o Fill out ALARM scaffold (Appendix 6) Sources
o Model on board one source
ALARM scaffold

Information swap:
o Teach instructs group to join another and share
10 minutes their analysis of the source, group will write
information on a new ALARM scaffold while
being informed.
o Teacher goes around ensuring students are on-
task, and monitoring behaviour.
Conclusion 5 minutes before bell
5 minutes o Instruct students to pack up.
o Stay seated
Homework:
o Teacher explains homework
o Journal entry, same as last entry however using
a different god/goddess.

o Tables groups/pairs can go out one at a time

once they have demonstrated they are ready

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102088 History Assessment One SID: 17724281

Appendix 1
PowerPoint Presentation: Norse Religion and Mythology

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102088 History Assessment One SID: 17724281

Appendix 2
Worksheet: Norse Religion and Mythology

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Appendix 3
Research worksheet: Viking gods and goddesses

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Appendix 4
Model entry

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Appendix 5
Example for trading card

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Appendix 6
ALARM scaffold

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Appendix 7
Sources

A page from the Codex Regius of the Silver Thor’s hammer amulet, possible
Poetic Edda worn for protection while at sea.

A stone cross from the Isle of Man showing

Odin (with raven) fighting the Fenris wolf at
the time of Ragnarok

Silver 'St Peter' penny from York. The final 'I'

of 'PETRI' takes the form of Thor's hammer

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102088 History Assessment One SID: 17724281

Rationale

The lesson plans provided pertain to the Stage 4 Syllabus, Depth Study 4: The Western and

Islamic World – The Vikings. They demonstrate an adherence to the key elements and

outcomes of the syllabus as they address the influence and role that the Norse religion on

the Viking society (NESA, 2012). In preparing the lessons, a diversity of learners had been

considered where differentiation was implemented through various teaching and learning

activities. In addition, formative assessments through dialogue, effective questioning and

observation are demonstrated throughout the lessons, providing evidence about students’

levels of understanding leading to more reflective teacher practices.

The main topic of choice for the sequence of lesson is the Viking religion and

mythology, and its effect on the Viking society. It looks at outcomes of the syllabus that

pertain to the nature of history and understanding the past, the motives of the Vikings and

their society, and analysing the meaning, purpose and context of sources (NESA, 2012.

History K-10 Syllabus: HT4-1, HT4-3, HT4-5, HT4-6). The chosen topic had been used for to

demonstrate students’ ability to gain a meaningful understanding of the religion by

comparing it to more commonly known religions of today, such as Christianity and Islam.

Additionally, students are able to compare and contrast the Viking religion to their

knowledge and understanding about Aboriginal Spirituality. Creating engagement through

curriculum is addressed in relating the content to the students’ prior knowledge (Gobby &

Walker, 2017). The constructivist way of learning enables students to reflect and construct

their own knowledge by testing ideas based on their understanding of comparative

information (Gobby & Walker, 2017).

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102088 History Assessment One SID: 17724281

The teaching and learning strategies implemented in the lesson plans provided are

varied to accommodate a diversity of learners. There are many learning styles included in a

single classroom; providing lessons that differentiate between them will lead to meeting the

learning needs of all students (De Jesus, 2012). However, assessing student learning is

necessary before beginning planning lessons (De Jesus, 2012). Assessing for learning, or

formative assessments, mostly occur in the classroom and provide evidence about students’

level of understanding (Ruiz-Primo, 2011). There are many ways to informally assess student

learning to inform teaching practices; in the lesson plans provided, effective questionings in

class discussions, teacher interactions and observation are demonstrated. The use of

creating a dialogue with students enhances a comfortable and socially situated form of

assessment, where teachers can make sense of student responses, actions, comments and

behaviours in moments of contingency (Ruiz-Primo, 2011). The spontaneous assessing of

student learning creates a reflective teaching practice where discrete and immediate goals

are contextualised and can be observed in regard to long-term goals (Ruiz-Primo, 2011). The

lessons contain teacher-led discussions and effective questioning, demonstrating dialogic

assessment on the content of revision of the previous lesson, and higher-order thinking

about religion to provoke cognitive development.

Differentiation and various teaching and learning strategies can assist with dealing

with diverse learners (De Jesus, 2012). However, creating a routine and having clear

expectations are helpful in maintaining a positive learning environment in the classroom,

especially when dealing with students of behaviour and learning difficulties. As

demonstrated in the lesson plans, the entry and dismissal of the class is consistent. The

lesson and future activities are explained prior making them predictable, this is

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102088 History Assessment One SID: 17724281

demonstrated through the lesson plans introductory class discussion and informing students

of the purpose and direction the activities will lead. In particular, the collaborative research

task is described in a way that gives students insight into the future activities and purpose,

which is that they will create and present ‘trading cards’, that will be distributed amongst

the class and displayed in the classroom.

Various styles of learning are demonstrated through the activities in the lesson

sequence, enhancing student engagement with the tasks and targeting multiple

intelligences. The use of technology through PowerPoint presentations, laptop use for the

research task, and the creation of the trading cards can target multiple learners through

their interactivity. Additionally, specific collaborative learning where the teacher chooses

the pairs enhances student learning through understanding how each student learns and

how well they can learn together. Research tasks target students’ critical thinking and

engagement in a time where history is becoming more digitalised, it enhances their

problem-solving as they find solutions to questions and accumulate more information on a

specific topic. Technology in the classroom can engage learners, however, the accessibility

of technology can vary between schools. The homework tasks required in the lesson plans

are purely for students that had not finished their work during class time, they are able to

access the school’s library to complete the task.

Student learning capabilities are addresses in the learning plan through the use of

scaffolding and modelling tasks. Providing this information gives the provision of support

that enables students to complete the tasks independently with success (Gobby & Walker,

2017). Students that would have trouble with the journal entry tasks are provided with a

model entry, provoking their creativity and giving a direction for the task. Additionally, the

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ALARM scaffold with further explanation of what is required of their research in the

brackets, gives more direction and purpose to their task learning. Students that excel

academically are provided with extension work that furthers their critical thinking and

knowledge of the topic, where they are required to think critically about the content and

relate it to familiar knowledge that may pertain to their lives. In the second lesson, the

extension work relates to writing a response to a specific question on the importance of the

god or goddess they researched to the Vikings, where they are required to further research

and think critically about the society during the time. There is no extension work provided in

the final lesson due to the class activities requiring all participation and collaboration

between groups, with specific teacher direction and instruction, students will be able to be

on the same level of learning as appointed.

The choices in teaching and learning strategies implemented in the lesson sequences

on The Vikings connect to the outcomes required in in the History K-10 syllabus. The

activities vary to engage and accommodate a diversity of learners, through differentiation

and multiple types of learning activities, such as the use of technology, visual tasks, creative

activities, extension tasks and scaffolding. Formative assessment is demonstrated through

class discussions and effective questioning relating to the content and evoking participation

and critical thinking, as well as teacher observation and involvement in student

collaborative tasks.

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References

De Jesus, O. (2012). Differentiated Instruction: Can Differentiated Instruction Provide Success

for All Learners? National Teacher Education Journal, 5(3), 3-11.

Gobby, B., Walker, R. (2017). Powers of Curriculum: sociological perspectives on education.

Oxford University Press.

NESA. (2012). History K-10 Syllabus. Found at:

https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-

areas/hsie/history-k-10

Primo-Ruiz, A.M. (2011). Informal formative assessment: The role of instructional dialogues

in assessing students’ learning. Studies in Educational Evaluation, 15-24.

doi:10.1016/j.stueduc.2011.04.003

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