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DIFFERENTIATED UNIT OF WORK
HISTORY, STAGE 4 (YEAR 7)
Sophie Small
&
Raj Richardson

TOPIC 4 : SOCIETIES AND
CIVILISATIONS OF THE PAST
Syllabus Inquiry Questions:
What can we learn about societies and civilisations of the
past?
What have been the legacies of past societies and
civilisations?

Syllabus Outcomes (Related to Topic)
4.1 describes and explains the nature of history, the main features of past
societies and periods and their legacy
4.4 identifies major periods of historical time and sequences people and
events within specific periods of time
4.5 identifies the meaning, purpose and context of historical sources
4.6 draws conclusions about the usefulness of sources as evidence in an
inquiry
4.7 identifies different contexts, perspectives and interpretations of the
past
4.8 locates, selects and organises relevant information from a number of
sources, including ICT, to conduct basic historical research
4.9 uses historical terms and concepts in appropriate contexts
4.10 selects and uses appropriate oral, written and other forms, including
ICT, to communicate effectively about the past

Syllabus Objectives for Stage 4:
Students will develop:
• a knowledge and understanding of the nature of history, past societies
and periods and
their legacy
• the skills to undertake the process of historical inquiry
• the skills to communicate their understanding of history.
Values and attitudes
Students will value and appreciate:
• history as a study of human experience
• the opportunity to develop a lifelong interest and enthusiasm for history
• the nature of history as reflecting differing perspectives and viewpoints
• the opportunity to contribute to a just society through informed citizenship
• the contribution of past and present peoples to our shared heritage.

Societies and Civilisations
of the Past: ANCIENT
EGYPT

WHY CHOOSE EGYPT?
 This unit has been specially designed to foster a love
of the study of History in Stage 4 students.
 NSW students will have encountered Ancient
Egyptian history briefly in Primary School which
makes it a perfect starting point for beginner
Historians!
 A differentiated Unit of Work is particularly important
in Stage 4 to ensure all students are accessing
meaning at their own pace and through their
preferred learning style

 This differentiated Unit is suitable for students of all ability
levels and includes adequate pre-testing to ensure all
students are afforded the best possible learning experience
 Students of a wide variety of learning styles have been
catered for, including kinesthetic, aural, visual, collaborative
and independent learners
 Most importantly, the unit provides students with learning
which is FUN and INTERESTING! We want students to
develop a love of History which will remain with them
through their schooling years and beyond! Building a strong
historical foundation is important for all students’
understanding of High School History!
Most Importantly….

At this point, please refer to your printed copy
of the outline. We will now be taking a detailed
look at the Unit Outline.

Activities in
each lesson are
allocated points
according to
difficulty level and
type of
knowledge
required. This
system ensure all
students engage
with the content
in a way which is
accessible and
promotes deep
knowledge
Each lesson has
been allocated to
specific Syllabus
Outcomes to
ensure the Unit
covers all the
requirements as
well as promoting
choice,
independence
and self efficacy

Web Quests
such as these
are everywhere
on the internet,
and are a
fantastic way to
engage
students of all
learning
abilities. The
ones shown
have been tried
and tested, but
why not make
your own! Or
better yet, have
your students
create Web

The Glossary of terms is
extremely important in any
unit, especially a
differentiated layered unit
such as this one where
the student has lots of
independence. You could
create your own, use the
one included in this unit,
or have the students make
their own glossary of all
the terms they will need
for the topic.

First Assessment Task – Outline

This Assignment consists
of three layered choices,
according to Nunley’s
layered curriculum. This
allows students to choose
their own assessment,
increasing their level of
ownership of their learning
and improving their self
efficacy through tasks
which cater to their
learning styles.

Creative options such as
illustrating, creating an
outfit and creating an
‘artefact’ allow students
who may have difficulty
accessing meaning
through more traditional
formats show that their
have acquired the
knowledge required and
can interpret it to create
new meaning.
Sustained writing tasks
and creative response
tasks, such as a
Newspaper article and
a series of letters allow
talented students to
further engage with the
task, creatively
interpreting and making
inferences from

Virtual site visits such
as these give students
the opportunity to see
“first hand” what they
are learning about (as
well as fulfilling the
compulsory Syllabus
excursion component
for the unit).

This lesson
includes three
task choices, one
per layer. We will
be looking at the
choice for Layer
A.

GOOD LUCK!
Now it’s time to implement this unit in your own
classroom. We hope it has been a clear and
helpful outline. Remember that the key is guided
choice. Catering for a variety of students means
a more supportive learning environment and a
more comprehensive education. Differentiation
is key!
Please see Kathie Nunley’s Website on Layered
Curriculum, www.help4teachers.com, for more
information on how to create differentiated units
as well as a wealth of material for teachers.

GOOD LUCK
Thank you for watching and best of luck in your
teaching endeavours!
Sophie Small
&
Raj Richardson

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