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Day 4 · One landscape, three componentsYear 11 Ancient History · T1 W1–2 · Day 4 lesson

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Year 11 / Ancient History / Term 1 / Weeks 01 02

Part of the full two-week lesson sequence. Check the pack guide and taught point before teaching.

Open for this lesson: Pack guide · Daily routes · Worked swaps · Fresh learner checks · Aids and text routes.

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Teacher copy: This page may include teaching prompts or answer keys. Answer keys in this public library can be viewed by anyone. Give learners a clean prompt, use checks as formative evidence, and change a case locally when prior access matters.

Learner prompts

Target: use a modern site account without treating an overview as a precise map or total survey. Prepare: Cards A/C/D, claim-boundary ladder.

  1. Launch · 2 min. State that a named World Heritage property can contain more than one component; naming them is not permission to visit them.
  2. Model · 4 min. From C, label Budj Bim (north), Kurtonitj (centre), Tyrendarra (south). From A, keep Gunditjmara connection and aquaculture in the explanation. Do not draw routes to sensitive features.
  3. Guided reading · 5 min. Contrast C's government overview with D's community access protocol. Which is useful for geography? Which for a present-day visit decision?
  4. Practice route · 7 min. Choose a Day 4 route. Make a three-component name list, not a locator map, and add one evidence sentence and one access limit.
  5. Audit · 4 min. Ask whether a UNESCO or government description could confer unrestricted entry. Return to D and remove the implication.
  6. Exit · 3 min. “What would you check before a visit?” Key: the Gunditjmara-led program and current cultural protocols.