Stage 4: Depth Study 2: Ancient Egypt

Duration: 5 weeks at 3 Lessons/Week

Unit Description: In this unit,

students have the opportunity to develop their understanding of key historical concepts and skills of historical inquiry through an investigation of one of the earliest civilisations- Ancient Egypt. The unit provides a study on the nature of history and historical sources (both primary and secondary) and builds upon the information gained from the overview of the Ancient world taught before the commencement of the unit.

Resources:
Computers/Laptops with internet access Interactive SmartBoard Retro Active textbook (or equivalent) Google Docs Glogster Edmodo

Focus Questions: How do we know

about the ancient past? Why and where did the earliest societies develop? What emerged as the defining characteristics of ancient societies? What have been the legacies of ancient societies?

Targeted Outcomes:
A student: HT4-2: describes major periods of historical time and sequences events, people and societies from the past HT4-3: describes and assesses the

Working Historically:
Historical skills to be integrated into this topic: read and understand historical texts sequence historical events and periods use historical terms and concepts identify the origin and purpose of primary and secondary sources locate, select and use information from a range of sources as evidence

Stage 4: Depth Study 2: Ancient Egypt

Duration: 5 weeks at 3 Lessons/Week

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 HT4-9: uses a range of historical terms and concepts when communicating an understanding of the past HT4-10: selects and uses appropriate oral, written, visual and digital forms to communicate about the past Lesson: Students Learn About: origins of Ancient Egypt in a chronological order

draw conclusions about the usefulness of sources identify and describe different perspectives of participants in a particular historical context interpret history within the context of the actions, attitudes and motives of people in the context of the past ask a range of questions about the past to inform an historical inquiry ( develop historical texts, particularly explanations and historical arguments that use evidence from a range of sources

1: Origins (Geographical Setting and Natural Influences)

ICT skills appropriate for this topic may include: identify and locate a range of relevant sources, using ICT and other methods use a range of communication forms and technologies select and use a range of communication forms (oral, graphic, written and digital) to communicate effectively about the past Students Learn to: Integrated Teaching, Learning & Evidence of Assessment: Learning/Feedback/Resource s: describe the Students are to navigate in Evidence of Learning: geographical pairs the interactive timeline. Students responses on the setting and Teacher is to ensure all Mind-map and a natural features students are in pairs or if completed timeline activity of the ancient necessary groups of three. sheet indicate evidence of society learning. As an introduction to Ancient explain how the Egypt teacher can facilitate a Feedback: Teacher is to geographical setting Mind-map on the board of what ensure all students remain and natural features students know about Ancient on task by checking influenced the Egypt. Having had an students are coping with development of the opportunity to navigate the the work and altering the society timeline all students should be activity to the needs of the

Stage 4: Depth Study 2: Ancient Egypt

Duration: 5 weeks at 3 Lessons/Week

now able to participate. As a class read the accompanying timeline. Students are to complete the Ancient Egypt Timeline activity sheet. Teacher should check to make sure the activity has been completed by the end of class.

2: Origins (Geographical Setting and Natural Influences)

the importance of the River Nile in Ancient Egypt

describe the geographical setting and natural features of the ancient society explain how the geographical setting and natural features influenced the development of the society

Students are to look at a map of their own region on Google Maps. They are to brainstorm why they think major towns and cities are often located near water? In pairs students are to make a list of all the reasons they can think of for settling near water. Individually students are to read the background information of the River Nile and the maps and answer the accompanying questions. Teacher may choose to answer these questions as a discussion forum at the end of class.

students. Providing students with a time frame to complete their work may help. Teacher should use positive reinforcement to praise students. Resources: Laptop or computer with internet access, whiteboard, markers, Ancient Egypt Timeline activity sheet. Evidence of Learning: Teacher is to view students completed work in their exercise books. If teacher chooses to have a discussion the level of each students participation in the discussion is also an indication of learning. Feedback: Teacher is to ensure all students remain on task by checking students are coping with the work and altering the activity to the needs of the students. Providing students with a time frame

Stage 4: Depth Study 2: Ancient Egypt

Duration: 5 weeks at 3 Lessons/Week

3: Research Task on Roles of Key Groups

Roles of key groups in the ancient society in this period (such as kings, emperors, priests, merchants, craftsmen, scholars, peasants, women), including the influence of law and religion (ACDSEH044, ACDSEH041)

identify key roles in Ancient Egypt made describe significant groups and their role in society Critically Analyse and interpret recommended sources to support historical teachings for the roles of these key group

Teacher begins lesson by informing students on todays task. Teacher allocates students to their groups, allowing for peer teaching to unfold. (groups should be strategically allocated by taking into account the mixed ability of students, therefore, building groups with both high achievers and students who struggle in order to help each other) Teacher sends students into the learning groups outlined on the teaching page.

to complete their work may help. Teacher should use positive reinforcement to praise students. Resources: Laptop or computer with internet access, whiteboard, markers, background information of The River Nile activity sheet, exercise books. Student worksheets will demonstrate their understanding of the Groups within Ancient Egypt and their roles Feedback: Teacher to provide feedback as while supervising, moving to each group. Teacher can either checks or collect worksheets after the lesson to ensure all information is correct. Resources: laptop or tablet with access to the internet, worksheet.

Stage 4: Depth Study 2: Ancient Egypt

Duration: 5 weeks at 3 Lessons/Week

4 and 5: Society and Government

How the Ancient Society was governed and organised including the roles of law and religion

Identify key organisations and governments of ancient Egypt. Critically analyse and interpret the recommended sources provided in order to support historical teachings for the government and organisation of

Each student will be provided with worksheet, in order to complete the activity. Students in their groups will use their laptops (or tablets) to research Ancient Egypt and the key groups within society to answer the questions on worksheet. (various recommended sites are provided, access the link via webpage) Teacher should allow at least two lessons in order for students to confidently complete task with appropriate knowledge and research prior to activity. Using the video provided teacher has an option of engaging students at the start of the lesson with the video. However, a mind map is recommended to see what students have as a prior knowledge. Followed by video as students watch and take

Students will demonstrate their knowledge and understanding through their group presentations as well as the notes taken from short film in lesson one. feedback: feedback must be given to students throughout lesson four to ensure that their presentations will contain correct information. Presentation will also receive feedback, a mark

Stage 4: Depth Study 2: Ancient Egypt

Duration: 5 weeks at 3 Lessons/Week

ancient Egypt

6: Everyday Life of Men and Women

The everyday life of men, women and children in ancient society

describe the everyday life of men, women and children in the ancient society

notes. This comprehensive task will enable students to visually understand this time period, which may encourage participation of role play activity. After viewing the short film, students are required to form groups of 5 in order to build a 3 minute presentation of their choice. online resources are provided for students to find out more about topic are. online web tools are also provided to incorporate different approaches to presenting their task. lesson 4 is based on educating students. lesson 5 is allocated for students to demonstrate their knowledge through the form of a presentation. Students are to work in pairs and complete The notes and sketches about ancient Egyptian daily life activity sheet. To complete this research task

will be given students the following lesson. resources: teacher should bring resources for students such as; props for role play, textbooks for further research, access to computer and internet.

Evidence of Learning: Completion of the worksheet Feedback: Teacher is to ensure all students remain on task by

Stage 4: Depth Study 2: Ancient Egypt

Duration: 5 weeks at 3 Lessons/Week

7: Beliefs, Values and Practices

Ancient Egyptian beliefs and attitudes towards death and afterlife.

Identify the key Ancient Egyptian attitudes and belief towards

students are to navigate through the following website: http://www.mitchellteachers.org/ WorldHistory/AncientEgyptNear EastUnit/IllustratedJournalsAnci entEgyptDailyLife.html Students must also download the following information sheet: http://www.mitchellteachers.org/ WorldHistory/AncientEgyptNear EastUnit/PDFs/egyptiandailylife /IllustratedJournalsEgyptianDail yLife_StudentInfoSheets.pdf If students manage to complete this task they can complete the extension/homework task A day in the life scavenger hunt activity sheet. To complete this task Students must use the Egyptian Society and the A Day in the Life features on the Egypt's Golden Empire Web site. http://www.pbs.org/empires/egy pt/index.html Teacher begins the lesson with a youtube video "Egyptian Secrets of the After Life"- this will set the mood and engage the class into

walking around the classroom and giving assistance where needed. Providing students with a time frame to complete their work may help. Teacher should use positive reinforcement to praise students. Resources: Laptop or computer with internet access, whiteboard, markers, background information of the The notes and sketches about ancient Egyptian daily life activity sheet.

Student oral responses to the discussion criteria demonstrate they understand the concepts

Stage 4: Depth Study 2: Ancient Egypt

Duration: 5 weeks at 3 Lessons/Week

the afterlife. Explain Ancient Egyptian views towards death and the afterlife and the importance of the completion of complex funerary procedures Describe why people of Egypt where obsessed with ongoing life after death and the measures they took to ensure their passage to the afterlife Analyse and interpret sources to support historical narratives and explanations for ancient Egyptian

learning about Ancient Egyptian Death and Funerary customs and their ideas of the Afterlife. A quote by Leo Buscaglia about the entry to the Egyptian afterlife will be displayed on the smart board and used as a base to prompt a class discussion about the Afterlife Teacher will brainstorm the class and ask the following questions-What is the Afterlife? What do different cultures and religion believe about afterlife today? What do you know and the Ancient Egyptians and their beliefs towards the Afterlife? Teacher will incorporate ICT and ask the student to log into to the educational social network Edmodo, and will be asked to post their thoughts to the class questions. Students will watch the video from www.history.com this will introduce the students to the Ancient Egyptians obsession with the Afterlife and the importance of the book of the

of Death and the Afterlife and also the importance of what the afterlife to the Ancient Egyptians. Written responses to the class discussion, on class network, Edmodo, indicate students are able to recall knowledge and have understood the key concepts that have been discussed and they can demonstrate the relationship between contemporary ideas of the afterlife to that of the Ancient Egyptians.

Stage 4: Depth Study 2: Ancient Egypt

Duration: 5 weeks at 3 Lessons/Week

values and beliefs towards death.

dead. Students will be asked to go to the link for the Australian Museum to for them to explore different sources of the Egyptian Afterlife displayed by the museum and to read the museums article The underworld and the Afterlife in Ancient Egypt. This will help them prepare for their group work for Task 2. Students will also be given a class handout with important facts about the Egyptian afterlife beliefs and will be used as a guide for Task 2. Students will be placed into groups of 4 (groups will be selected by the teacher and will be based on mixed ability) and ask to write down their representation of a "perfect" Afterlife: Students will be given a list of questions to help them create a group perception of the afterlife. Students will have 15 minutes to create and write down their

Stage 4: Depth Study 2: Ancient Egypt

Duration: 5 weeks at 3 Lessons/Week

8: Beliefs, Values and Practices

Ancient Egyptian preparation for the Afterlife with focus on Mummification

Identify key funerary process of Ancient Egypt Investigate the

interpretations and will then present to the class sharing their ideas and compare them to the Ancient Egyptians. To summarise their ideas the Teacher will use key words from different groups interpretations of the after life and will be displayed in the form of a Venn diagram on the smartboard. As an extension task students will be given ICT based homework and asked to create a poster representation of their visions of what the Egyptian underworld and afterlife may of looked like. Students will use the educational social network Glogster, they will have to find pictures on the internet, use media and add music. Student posters will be published on the classes Glogster network. Teacher will show an interactive slide show on the smartboard, presented by Egyptologist Salima Ikram, one of the

Students responses to the questions indicate they understand the key concepts about

Stage 4: Depth Study 2: Ancient Egypt

Duration: 5 weeks at 3 Lessons/Week

beliefs, values and practices of the ancient Egyptians associated with Death and funerary customs Explain how the values and beliefs of Ancient Egypt are evident in death and funerary customs. Explain why the discovery of mummies and the need to keep the remains intact are important to Historians and archaeologists. Describe the main procedures of mummification

world's foremost experts on mummification, which guides students through a classic mummification. Students will be asked to follow the slides by entering the Nova website and clicking on the transcript link. Teacher will then brainstorm the class after each section on the slide show and ask students questions about the key concepts of each clip.- Teacher will ask things such as : What can mummies tell archeologists about the way ancient Egyptians lived? Why are Egyptian mummies so well persevered?- Students will be asked to write down the questions and their answers in note form. Students will be asked to enter a link into their laptops/tablets, which will take them to the BBCs Mummy Maker game. The students will have to complete an interactive game that takes students on a journey to complete a mummification.

mummification discussed in the interactive slideshow. Student not taking indicates that they are able to extract and record relvant information from the class discussion. Feedback- teacher moves around the classroom to make sure students are extracting relevant data from discussion. Completion of the Mummy maker game indicates that the students understand the process of mummification accurately. Answers to the teachers brainstorming activity indicate the students have knowledge of the importance of the discovery of mummies to historical research. Teacher will ask students to hand in their workbook and will mark answers this will allow the teacher to

Stage 4: Depth Study 2: Ancient Egypt

Duration: 5 weeks at 3 Lessons/Week

Students will have ten minutes to complete the task Teacher will brainstorm the class and ask why they think it is important to historians and archeologists that the remains of mummies remain intact. Students will then watch a video from ABC Splash to inform them about how new technology can be used to find out what is inside a mummy without it being unwrapped. After the Video is played teacher asks students to answer the following questions in their workbooks. What are the possible risks of unwrapping a mummy? What where the main of the mum features my that could tell us about the mummies sex and age? How do the scans let Historians know more about the death and funerary customs of the Ancient Egyptians? Students who complete this activity will be asked to explore the British museum website and

determine if students have a comprehensive understanding of why the discovery of mummies are important to historical understanding. Feedback-Teacher will go around the classroom and speak to individual students about their answers. Their answers should indicate that they have grasped the main concepts of Egyptian funerary concepts.

Stage 4: Depth Study 2: Ancient Egypt

Duration: 5 weeks at 3 Lessons/Week

9: Contact with Outside Peoples

Contacts Ancient Egyptians made with other societies, resulting in developments such the expansion of trade and peace treaties

look at the different resources they have on mummification they will be asked to read the museums article on mummification and to answer the following questions-What did they learn about mummification today? Why were people mummified in ancient Egypt? Why was it important to the people of Egyptian society, Who was mummified and why them? How did they do it? Finally the students will be given a homework assignment- they will have to make an instruction manual that gives a step by step guide for the mummification process. identify contacts Teacher begins lesson by Ancient Egypt asking students to brainstorm made with other as a class the importance of societies within trade in modern society. Who the ancient world benefits? What do you benefit? Is it better to trade with others describe or isolate yourself and shut your significant borders? (see contacts & contacts with conflict weebly Resource 1) other societies

Student oral responses demonstrate their understanding of the importance of trade and why Ancient Egypt engaged in trade Student mindmaps demonstrates their understanding of a

Stage 4: Depth Study 2: Ancient Egypt

Duration: 5 weeks at 3 Lessons/Week

through trade explain the consequences of these contacts with other societies Analyse and interpret sources to support historical narratives and explanations for making contact

Teacher leads discussion towards why Ancient societies may trade with one another. Have the reasons changed or stayed the same? Are different things benefitted? (see contacts & conflict weebly Resource 2) Teacher splits the class into groups labelling them as Egypt, Punt, Palestine, Cyprus, and Crete (groups may be based on seating arrangement, academic ability, or first letter of last names. Groups should not only have one gender or be in friendship groups) Teacher explains that each group is a significant society Ancient Egypt traded with and gives each group an A3 piece of paper Students in their groups use their laptops (or computer in computer lab) to research what Ancient Egypt traded with their specific society and the consequence of the trade (safer borders? Obtaining important resources?)

significant contact Ancient Egypt had with another society. Feedback: Teacher to provide oral feedback while moving to each group Teacher checks each poster after the lesson to ensure all information is correct Teacher reviews the extension tasks uploaded on Google Docs Resources: laptop or computer with internet access, A3 sheet of paper, pens/pencils/textas, http://www.ancientegypt.co .uk/trade/index.html for extension task

Stage 4: Depth Study 2: Ancient Egypt

Duration: 5 weeks at 3 Lessons/Week

Students create a mindmap on A3 piece of paper detailing reasons why Ancient Egypt traded with their specific society, what was traded between the two parties, any significant consequences (an enemy pacified? Did trade eventually lead to conflict over disagreements?) (see contacts & conflict weebly Resource 3) Students must find two different sources to include on their mindmap to support their points (a quote about trade from an historian, an image of a traded commodity, etc) (see contacts & conflict weebly Resource 4) During the lesson the Teacher moves to each group briefly discussing what they have found and what it may mean, hints or assistance if required, motivating distracted groups to stay on task, and checking progress/accuracy of information and praising good work and subtly guiding incorrect groups in the right

Stage 4: Depth Study 2: Ancient Egypt

Duration: 5 weeks at 3 Lessons/Week

10: Conflict with Outside Peoples

Conflicts between Ancient Egypt and other societies, resulting in developments such as the conquest of other lands and peace treaties

describe significant contacts with other societies through warfare and conquest explain the consequences of these contacts with other

direction Teacher once again quickly moves to each group towards the end of the lesson to ensure all students are on track and are beginning to wrap things up For students who finish early, an extension task of exploring http://www.ancientegypt.co.uk/tr ade/index.html and answering the corresponding questions about trade (see contacts & conflict weebly Resource 5) Teacher collects mindmaps at end of lesson to photocopy and distribute to each student at the beginning of next lesson. Mindmaps are then displayed on the walls of the classroom Teacher links back to last lesson about trade but explains that there were also many societies Ancient Egypt had conflict with Teacher hands out a map of Egypt and its surrounding area and a cloze passage Students watch Planet Egypt Episode 2: Pharaohs at War

Feedback: discussion and quiz at the end of the lesson indicates whether students can describe significant contacts and reasons for conflict, the consequences of contact and conflict, whether the video is a reliable and useful source

Stage 4: Depth Study 2: Ancient Egypt

Duration: 5 weeks at 3 Lessons/Week

societies Analyse and interpret sources to support historical narratives and explanations for invasions and conflicts

documentary and while watching the video students mark on their map the locations of Egypts enemies (Nubia, Syria, Hyksos, Mitanni, Rome, etc) and complete the cloze passage (see contacts & conflict weebly Resources 6, 8, 9 and 10) Teacher instructs students to pack away their worksheets and equipment and for the final five minutes on the lesson quizzes students on information that should have been obtained from the video (why did Egypt go to war with Nubia? Why did Mitanni want to go to war with Egypt? Were the campaigns against Syria a success? What was the consequence of the Romans conquering Egypt? What weapons were used? Do students think the video favoured one side over the other- such as only focusing on the Egyptian point of view and reasons for war? Is the video useful and reliable to someone

At beginning of next lesson Teacher can go through cloze passage with class to ensure all students have correct answers Resources: SmartBoard with Projector, cloze passage, pens/pencils, map of Egypt and surrounding area, YouTube video https://www.youtube.com/ watch?v=89oQTVyeJdY

Stage 4: Depth Study 2: Ancient Egypt

Duration: 5 weeks at 3 Lessons/Week

11: Legacy of Ancient Egypt (Under Contacts and Conflict point)

The legacy of Ancient Egypt

Explain the legacy of Ancient Egypt through the use of oral, visual and digital forms of communication

studying conflicts Ancient Egypt had with other societies?) (see contacts & conflict weebly Resource 7) Teacher hands out Egyptian source analysis worksheet for students to complete for homework and to get a grasp on how to analyse historical sources (see contacts & conflict weebly Resource 11) Teacher allows students to split into pairs or groups of 3 or 4 (no group should have more than 4 members to ensure each student can equally contribute) Using their laptops (if students do not have access to laptops, teacher may have to obtain Retro Active textbooks- or another history textbook- from the book room or library for students to use) students research the legacy of Ancient Egypt and write what they find in their workbook (dot points will suffice) (see contacts & conflict weebly Resource 12) In their groups, students must

Feedback: following each presentation Teacher can provide oral or written feedback Presentations allow teacher to determine whether students have a comprehensive understanding of the legacy of Ancient Egypt Resources: SmartBoard with Projector for students to present with (if necessary), textbook (if necessary), pens/pencils, laptop with internet access, A3 paper (if necessary)

Stage 4: Depth Study 2: Ancient Egypt

Duration: 5 weeks at 3 Lessons/Week

12: Significant Individual Hatshepsut

The role of a significant Individual in Ancient Egypt: Queen Pharaoh Hatshepsut

Identify the main achievements by Queen Hatshepsut during her reign Analyse and interpret sources to support historical narratives to investigate the role of Hatshepsut. Critically assess the role of and significance of Hatshepsuts

choose a form of communication to convey to the class the legacy of Ancient Egypt. For example, students may create a: PowerPoint presentation, roleplay, poster, interview, advertisement, speech, etc to covey this information Students take turns presenting their groups understanding of the legacy of Ancient Egypt Teacher led research based class using ICT to facilitate student historical inquiry to assess the role of Hatshepsut in Ancient Egyptian society. Class will begin with a brain storming activity. Teacher will prompt student thinking and ask questions such as what do you think are the qualities of a great leader? Teacher will ask student to give specific words that relate to leadership. Teacher will write the students answer on the Smartboard in the form of a word cloud using

Brainstorming activity indicates that students understand the importance of leadership to society. Feedback- Teacher taking key words from student answers is positive reinforcement that they understand the relevance of the subject that is being researched. Student note taking indicates their ability to extract relevant information from what is being researched. Feedback-Teacher will

Stage 4: Depth Study 2: Ancient Egypt

Duration: 5 weeks at 3 Lessons/Week

reign in Ancient Egypt and the importance of her legacy to Historians and archaeologists. Draw conclusions about the usefulness of sources

the interactive sitewww.wordle.net Teacher will make a print out of the word cloud and hand to class. Teacher will show a short YouTube video about Queen Hatshepsut and then hand out a printed timeline of the main dates of significant events in Hatshepsuts life. Afterwards teacher will show students a range of primary sources- photographs on the National Geographic website and will step by step assess the relevance of each source.Students will be asked to take notes Teacher will then show a YouTube video about Hatshepsuts funerary temple to form historical inquiry about the importance this temple has for historians to the understanding of Hatshepsuts reign in Egypt. Students will be asked to do a interactive quiz from the national Geographic website

walk up and down class and make sure students are taking relevant notes. Students completion of the quiz demonstrate their understanding to the key concepts of Queen Hatshepsuts reign. Students completion of the homework questions show that they have understood the key concepts that have been researched by the class. Feedback- written correction and comments from the teacher. Laptops/ tablets/ Smartboard/ internet access/ notepads/ student handouts of timeline/ printer.

Stage 4: Depth Study 2: Ancient Egypt

Duration: 5 weeks at 3 Lessons/Week

13 and 14: Assessment/ Activity Lesson

Use a range of sources, including digital sources, investigate the role of a significant individual in the ancient Mediterranean world locate, select and use information from a range of sources as evidence. Understand and develop texts that use evidence from a range of sources Interpret history

about Hatshepsut. Students will be given a homework assignment to help them form bases for their research assignment in the following classes. Teacher will give out a printed handout of the assessment task to Students Teacher will go through the main points of the assessment and explain to the class the required outcomes. Research for presentation using a range of ICT resources for students to work in pairs to investigate and present about one of the significant parts of Hatshepsuts reign. Work in pairs in class and use teacher scaffold to investigate their allocated question for presentation.

Students ability to select relevant internet resources about their topic show they have understood the key concepts of the task and demonstrates their knowledge and understanding of Hatshepsuts role and significance in Ancient Egyptian society. Feedback- teacher will go around and talk to each group individually and give oral feedback and suggest possible resources that the students can use if they are finding difficulty finding relevant sources. ResourcesComputers/laptops/ tablets essential/ Internet Access

Stage 4: Depth Study 2: Ancient Egypt

Duration: 5 weeks at 3 Lessons/Week

15: Assessment/ Activity Lesson/ Wrap Up

The impact and significance made by Hatshepsut in Ancient Egypt.

within the context of the actions, attitudes and motives of a significant individual in the context of the past Explain the impact and significance of Hatshepsut in Ancient Egyptian Society.

Students present to class the research they have conducted in the previous classes with the assistance of web 2 technology. Class discussion after every presentation- students ask those who have just presented questions about their topic.

Student presentations show their knowledge of the live of Hatshepsut. Demonstrates their ability to explain Hatshepsuts significance to Egyptian society. Indicates they can effectively use a range of sources including ICT to assess the relevance and significance of Hatshepsut to Ancient Egyptian society. Feedback- Teacher will give written and oral feedback commenting on the students presentations that relates to the assessment criteria. Resources- Smartboard

Stage 4: Depth Study 2: Ancient Egypt

Duration: 5 weeks at 3 Lessons/Week

so students can present/ fro students who chose to role play for their presentation a costume, however this is not a necessity.

REGISTRATION/EVALUATION
Were all student learn abouts completed? YES/NO Variations: Were all student learn tos completed? YES/NO Variations: Were all teaching and learning activities completed? YES/NO Variations: Were all feedback opportunities undertaken? YES/NO Variations:

CLASS: SIGNATURE:

TEACHER: DATE: