Tasks and Activities Previously Used
Create Timeline in Word
I have always included the creation of a timeline. This allows students to visualise when events happen and have a record of all the major dates and information needed for further assessment and understanding. In the past I have started the timeline as the beginning of the unit of work so that they can add to it as we go.
The timeline does not necessarily need to be made in Microsoft Word, if the school uses iPads then there are a number Apps that could be used instead. Creating a timeline using ICT enables students to go back to it and change or update it easily.
The use of timeslines can also be used in English classes when plotting events that happened in texts being studied.
This activity relates to AITSL standard "3.4 Select and use resources - Graduate: Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning" (AITSL, 2014, para 3). The activity can also be related to the chronology, terms and concepts history skill found on the AusVELS website (ACARA,2014).
How to create timeline in Microsoft Word
I have always included the creation of a timeline. This allows students to visualise when events happen and have a record of all the major dates and information needed for further assessment and understanding. In the past I have started the timeline as the beginning of the unit of work so that they can add to it as we go.
The timeline does not necessarily need to be made in Microsoft Word, if the school uses iPads then there are a number Apps that could be used instead. Creating a timeline using ICT enables students to go back to it and change or update it easily.
The use of timeslines can also be used in English classes when plotting events that happened in texts being studied.
This activity relates to AITSL standard "3.4 Select and use resources - Graduate: Demonstrate knowledge of a range of resources, including ICT, that engage students in their learning" (AITSL, 2014, para 3). The activity can also be related to the chronology, terms and concepts history skill found on the AusVELS website (ACARA,2014).
How to create timeline in Microsoft Word
![Picture](/uploads/2/1/5/8/21589806/11467_orig.jpg)
I used this activity in a year 8 History classroom. It was an effective way for student to learn how to research, work collaboratively, be creative and use their presentation skills.
This is an activity that can be translated to other areas of history. Instead of looking at Medieval Japan social hierarchy students could explore Medieval Britain, Ancient Egypt or Indian Caste System.
Year 8 Medieval Japan Social Group Activity
This activity relates to a number of Principles of Learning and Teaching (PoLT) created by the Department of Education and Early Childhood Development (DEECD, 2013) and can be linked to a number of AusVELS standards (ACARA, 2014).
The second PoLT requires us to promote and support students being responsible for their own learning and to help foster collaboration (DEECD, 2013, para 2). This task requires them to work collaboratively to complete the steps and to complete their own research.
The varied specific tasks in this activity allows students to pick which task they feel most comfortable and confident in completing. This relates to the third PoLT, specifically 3.2 uses a range of strategies that support the different ways of thinking and learning and 3.4 capitalises on students' experience of a technology rich world (DEECD, 2013, para 3).
This activity requires students to be creative which relates to PoLT 4. 6 uses strategies to foster imagination and creativity.
In relation to AusVELS standards (ACARA, 2014), historical skills that are addressed under the year 8 History curriculum section on the website include: "Use historical terms and concepts, Identify and locate relevant sources, using ICT and other methods, Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged [and] Use a range of communication forms (oral, graphic, written) and digital technologies" (para 6).
Steps:
1.Students get into groups of 5 or 6
2.Teacher hands out A3 size pictures to each group
3.Students need to identify who is depicted – Emperor, Shogun, Daimyo or Samurai
4.Once students have correctly identified who is depicted they need to colour the picture in, create an A4 document that has informational dot points and find the Japanese symbol for that social group and put it on an A4 sheet.
5.Once students have completed all tasks then as a class they need to put them in order and then put them up on the wall in the classroom.
This is an activity that can be translated to other areas of history. Instead of looking at Medieval Japan social hierarchy students could explore Medieval Britain, Ancient Egypt or Indian Caste System.
Year 8 Medieval Japan Social Group Activity
This activity relates to a number of Principles of Learning and Teaching (PoLT) created by the Department of Education and Early Childhood Development (DEECD, 2013) and can be linked to a number of AusVELS standards (ACARA, 2014).
The second PoLT requires us to promote and support students being responsible for their own learning and to help foster collaboration (DEECD, 2013, para 2). This task requires them to work collaboratively to complete the steps and to complete their own research.
The varied specific tasks in this activity allows students to pick which task they feel most comfortable and confident in completing. This relates to the third PoLT, specifically 3.2 uses a range of strategies that support the different ways of thinking and learning and 3.4 capitalises on students' experience of a technology rich world (DEECD, 2013, para 3).
This activity requires students to be creative which relates to PoLT 4. 6 uses strategies to foster imagination and creativity.
In relation to AusVELS standards (ACARA, 2014), historical skills that are addressed under the year 8 History curriculum section on the website include: "Use historical terms and concepts, Identify and locate relevant sources, using ICT and other methods, Develop texts, particularly descriptions and explanations that use evidence from a range of sources that are acknowledged [and] Use a range of communication forms (oral, graphic, written) and digital technologies" (para 6).
Steps:
1.Students get into groups of 5 or 6
2.Teacher hands out A3 size pictures to each group
3.Students need to identify who is depicted – Emperor, Shogun, Daimyo or Samurai
4.Once students have correctly identified who is depicted they need to colour the picture in, create an A4 document that has informational dot points and find the Japanese symbol for that social group and put it on an A4 sheet.
5.Once students have completed all tasks then as a class they need to put them in order and then put them up on the wall in the classroom.
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Creating Front Covers
Giving students the opportunity to create their own version of texts allows them to creatively show their understanding of the text. This activity can be used while studying a whole class text, if students are broken off into literature groups and at the start of the year if students have an exercise book that they can decorate. This can be done by simply giving students a piece of paper and pencils or by allowing students to use ICT to create the front covers.
Design, Creativity and Technology is one of the interdisciplinary learning areas on the AusVELS website (ACARA, 2014). This area promotes students using their creativity and technology to design and create their own work.
Giving students the opportunity to create their own version of texts allows them to creatively show their understanding of the text. This activity can be used while studying a whole class text, if students are broken off into literature groups and at the start of the year if students have an exercise book that they can decorate. This can be done by simply giving students a piece of paper and pencils or by allowing students to use ICT to create the front covers.
Design, Creativity and Technology is one of the interdisciplinary learning areas on the AusVELS website (ACARA, 2014). This area promotes students using their creativity and technology to design and create their own work.