Being a teacher was always a childhood dream which I achieved at an early age. My career has led me to teach some amazing students and to specialise in the Special Education area. My passion is ensuring that all students, no matter their ability, are able to access a great education.
Being a teacher was always a childhood dream which I achieved at an early age. My career has led me to teach some amazing students and to specialise in the Special Education area. My passion is ensuring that all students, no matter their ability, are able to access a great education.
Through this resource students will be investigating a number of different areas in Ancient Greece. Students will complete activities based around key groups in Ancient Greece - contacts and conflicts, daily rituals, beliefs, systems of governments and significant people in Ancient Greece. Students will choose one activity from each of the four areas. Some activities have specified ways that the activity will be presented, while others are open for the students to decide. Within each area there are activities that cater for those students who need modification and those who need extension.
The activities are designed for students between the ages of 10 -14.
Students investigate a fruit or vegetable that can be used in a main course. They also need to investigate information that can be used in an advertising campaign about the fruit or vegetable.
Students answer set questions to investigate the civilisation - Ancient Sumer. This was used as a modified tasks for 12 - 13-year-olds, but could be used for younger students.
Students read information on Ancient Sumer. Through the reading, students are directed to develop their own meaning of given words. They then complete a cloze exercise using these words to show their understanding of the word.
A timeline is given for the beginning of the world up till Primates leave the trees. Students cut out each time frame and events and match them to the pictures given.
Students read a passage on Mungo man and Mungo lady. Students then create their own meaning for given words and complete a cloze exercise using the words.
Students then answer questions that are either literal, inferential or analytical.
Students attend an excursion at Melbourne docklands and complete a treasure hunt finding art exhibitions. Once they find the exhibitions students answer set questions.
Students read a passage about Ancient India trade. Once they have read the passage, students answer set questions that are literal, inferential and analytical.
As an introductory lesson to studying History, students analyse a "murder" that had been committed on the school grounds over the school holidays. Students after reading and discussing all the "facts", need to ascertain who killed Harold?
The original sheet had school leaders as the suspects, which the students enjoyed immensely. Students asked to interview the suspects and the school leaders were open to coming in to give an alias. Before interrogating the school leaders, students generated a list of questions to ask, which were then adjusted according to information that the students heard.
After hearing the information and reevaluating the evidence, students were then asked to reassess their original assumption - stating why they had changed their point of view. This was then related to how historians have to change their point of view on an event or period of time according to new evidence that is discovered.
