Rationale


 * Rationale - draft //(believe it or not, this is a page double spaced which is all we're allowed!)//**

The unit of work “Egypt *-*-*” has been developed to support learning in the SOSE key learning area (MCEEDYA, 1999), whose justification is further refined by the ACT’s Every Chance to Learn curriculum framework document (ACT Government, 2007). The host Essential Learning Achievements in ECTL are 22 and 23, primarily: · ** 22.EA.1 ** the purpose of democratic civil society and the origins of law and democracy, including comparison of governments in ancient societies with contemporary Australia; a nd   · **23.EA.6** the main features of some ancient and medieval societies and their relevance for contemporary societies (e.g. ancient civilisations of Greece, Egypt, Rome or China or medieval societies of England, Europe, Asia).

This unit which compares ancient Egypt and modern Australia aims to tie in a seemingly universal fascination with ancient cultures such as that found in Egypt with a foundation in how our democratic society has evolved over the centuries. Every chance to learn allows only for a final-year primary school study of this topic as these learning areas are only found in the Early Adolescence band of development, hence the positioning of this topic within a year six curriculum.

Assumptions made in the writing of this unit are that the class has studied Australian democracy earlier in the year and thus is fully cognisant of how the Australian government system operates. Research skills and some ability to identify appropriate resources will be expected. Library lessons during the period will be available for research if necessary – it is hoped some project work will be undertaken at home but, being cognisant of different lifestyles, no expectation will be placed on the students to complete tasks outside of school hours. Spelling and vocabulary relevant to the topic will be included in normal literacy lessons whilst this unit is underway. Finally, during the term, the novel //Pharaoh – the Boy who Conquered the Nile// by Jackie French is being read aloud to the class to add to background information for the unit of work.

A reflective journal will be kept by each student as part of the assessment for the unit but it is hoped that it will also hold a great deal of value as a learning tool, both for the individual’s own erudition and for the teacher’s understanding of the student’s progress.

**References**: ACT Government. (2007). //Every chance to learn – curriculum framework for ACT schools Preschool to year 10//. Canberra: ACT Department of Education and Training Ministerial Council for Education, Early Childhood Development and Youth Affairs. (1999). //The Adelaide Declaration on National Goals for Schooling in the Twenty-First Century.// Retrieved from []