Title: Introduction To Ancient India

NPSFT Domain:
Professional Knowledge

LESSON PLAN
Duration: 1
Stage: Year: 7 History
Hr
4
NPSFT Standard:
Know students and how they learn.
Know the content and how to teach it.

03/10/14

Specific Teaching Target / Focus Area:

Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students
and how these may affect learning.
Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from
diverse linguistic, cultural, religious and socioeconomic backgrounds.
Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the
education of students from Aboriginal and Torres Strait Islander backgrounds.
Demonstrate knowledge and understanding of strategies for differentiating teaching to meet the specific learning needs of
students across the full range of abilities.
Demonstrate knowledge and understanding of the concepts, substance and structure of the content and teaching strategies of
the teaching area.
Organise content into an effective learning and teaching sequence.
Use curriculum, assessment and reporting knowledge to design learning sequences and lesson plans.
Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and
languages.
Implement teaching strategies for using ICT to expand curriculum-learning opportunities for students.
Rationale:
Prior Knowledge:
Introduce students to Ancient India topic, allow students to
Students have completed research and assessment task on
develop knowledge about the terms of the topic.
Ashoka.
Syllabus Strand / Sub-Strand:
Syllabus Content Descriptions / Outcomes:
The physical features of the ancient society and how
Describe the geographical setting and natural features
they influenced the civilisation that developed there
of the ancient society
(ACDSEH006, ACDSEH005)
Explain how the geographical setting and natural
Roles of key groups in the ancient society in this period
features influenced the development of the ancient
(such as kings, emperors, priests, merchants, craftsmen,
society
scholars, peasants, women), including the influence of
Outline the main features of the social structures and
law and religion (ACDSEH044, ACDSEH041)
government of the ancient society, including the role of
The significant beliefs, values and practices of the
ancient society, with a particular emphasis on at least
law and religion
ONE of the following areas: warfare, or death and
Describe the roles of key groups in the society

funerary customs (ACDSEH045, ACDSEH042)

Contacts and conflicts within and/or with other societies,
resulting in developments such as the expansion of
trade, the rise of empires and the spread of philosophies
and beliefs (ACDSEH046, ACDSEH043)
The role of a significant individual in the ancient Asian
world, for example Chandragupta Maurya, Ashoka,
Confucius or Qin Shi Huang Di (ACDSEH133,
ACDSEH132)

Describe the everyday life of men, women and children

in the society
Explain how the beliefs and values of the ancient society
are evident in practices related to ONE of the following:

Warfare
Death and funerary customs
Identify contacts and conflicts of peoples within the

ancient Asian world

Outline significant contacts with other societies, eg

trade, warfare and conquest

Explain the consequences of these contacts with other
societies, eg developments in trade, the spread of
philosophies and religious beliefs and the emergence of
empires

Explain the legacy of the chosen Asian society

Using a range of sources, including ICT, investigate the
role of a significant individual in the Asian world

Syllabus
Elaborations:
Describes
major periods
of historical
time and
sequences
events, people
and societies
from the past
HT4-2
Describes and

Time:

5 10
mins

Content:
Introduction:
Remind students of
work on Ashoka.
Discuss what they
know from
previous lessons to
gain an idea of
prior knowledge.
Body:

Strategies:

Assess the role and importance of the individual chosen

Class
Organisation:
Discussion
Students at desks
Questioning
whole lesson,
Mind-Mapping working in groups
Kagan, Round- for final task.
Robin

Assessment:

Resources:

Observe student
knowledge
throughout
lesson and take
not to improve
next lesson.

White board
Students
workbooks
Students pens
Dictionaries /
devices
Glossary list
Civilisation info

assesses the
motives and
actions of past
individuals and
groups in the
context of past
societies
HT4-3
Uses evidence
from sources
to support
historical
narratives and
explanations
HT4-6
Uses a range
of historical
terms and
concepts when
communicatin
g an
understanding
of the past
HT4-9
Selects and
uses
appropriate
oral, written,
visual and
digital forms to
communicate
about the past
HT4-10

30
mins

10
mins

10
15
mins

Give students
Glossary List and
ask them to find
the dictionary
meaning and write
them into their
books.
Students should
use 3 5 words in
sentences to
demonstrate their
understanding.
Ask for volunteers
to provide read out
a sentence each.
Discuss with class
the meaning of
civilisation, and
what people might
look for when
creating a new
civilisation.
Create mind-map
about reasons for
settlement. Class
copy mind-map
into books.
Conclusion:
Class write roundrobin to find the
factors they think
would influence
where a city may
be built.
I.e. water, food,

8 Aboriginal Ways Of
Learning

wood for fuel and

housing, good soil,
protection from
weather, easy to
access trade etc.
Intellectual Quality:
o Deep Knowledge
o Deep Understanding
o Problematic Knowledge
Integration
o Higher-Order Thinking
o Metalanguage
o Substantiative
Communication

o
o
o
o
o
o

Quality Learning
Environment:
Explicit Quality
Criteria
Engagement
High Expectations
Social Support
Students SelfRegulation
Student Direction

Significance:
o Background
Knowledge
o Cultural Knowledge
o Knowledge
o Inclusivity
o Connectedness
o Narrative

Were Outcomes
Achieved /
Developed?

Were Resources
Appropriate /
Utilised?

LESSON EVALUATION
Were Presentation /
Strategies
Appropriate?

Was Interaction /
Communication
Appropriate?

How Will Evaluation

Impact Future
Learning?

LEARNING TO TEACH Evaluation Of Specific Teaching Target For This Lesson

How Will I Adjust My Teaching As A Result Of This
Lesson:

Associate Teacher:

Specific Teaching Targets For Following Lesson:

Date: