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It connects learning outcomes to Victorian curriculum links across Years 7–10 Geography and History, and includes ethical capability and critical creative thinking prompts. The guide then presents a five-gallery journey—Construction, Passenger, Iceberg, Seabed, and related wayfinding—each with highlighted artefacts, reflective questions, and QR-linked lesson plans for deeper inquiry.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teacher-responsibilities-victorian-curriculum-links-gallery-guide-map-titanic-the-artefact-exhibition/662446/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teacher-responsibilities-victorian-curriculum-links-gallery-guide-map-titanic-the-artefact-exhibition/662446.png","ImageObject",300,407,{"name":92,"@type":93},"8796093062539","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-28",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What are the top teacher responsibilities during the museum visit?","Question",{"text":112,"@type":113},"Stay with your assigned group, monitor students to keep them focused, and ensure they respect museum staff and other visitors. Maintain quiet voices and supervise areas including the retail space and toilets.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which curriculum areas are linked for Years 7–8 and Years 9–10?",{"text":117,"@type":113},"Years 7–8 focus on Geography knowledge, data and information skills, and ethical capability. Years 9–10 include Historical concepts and skills, historical knowledge of the modern world, plus ethical capability and critical creative thinking prompts.",{"name":119,"@type":110,"acceptedAnswer":120},"How is the visit organized across the galleries and what do students do at each?",{"text":121,"@type":113},"The Titanic journey includes five galleries, each with an artefact highlight and QR links to lesson plans. Students respond to reflective questions tied to what they observe, and use a notebook or clipboard for note-taking.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},662446,1793217960,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":129,"read_time":46},8796093062539,"TEACHER RESPONSIBILITIES  \n• Top priority: Stay with your assigned group of students throughout your visit. Monitor your students and keep them focused.  \n• Stress the importance of respecting the museum staff and fellow visitors.  \n• Keep voices low.  \n Do not gather around and/or block entrances or exits to the galleries.  \n Do not lean against walls.  \n Walk, do not run.  \n• Students should not lean on the glass cases or walls to write notes.  \nStudents should use a notebook or clipboard for notetaking.  \n• Please supervise your students in the retail area and in the toilets.  \nVICTORIAN CURRICULUM LINKS  \nYEARS 7 AND 8 GEOGRAPHY  \nGeographical knowledge: Place and liveability  \nFactors that influence the decisions people make about where to live and their perceptions of the liveability of places (VCGGK111)  \nGeographical Concepts and Skills: data and information  \nCollect and record relevant geographical data and information from  \nuseful primary and secondary sources, using ethical protocols (VCGGC102)  \nETHICAL CAPABILITY Decision Making and Actions  \nExplore the extent of ethical obligation and the implications for thinking about consequences and duties in decision-making and action (VCECD017)  \nDiscuss the role of context and experience in ethical decision-making and actions (VCECD018)  \nCRITICAL CREATIVE THINKING  \nMeta-cognition  \nConsider how to approach and use questions that have different elements, including factual, temporal and conceptual elements (VCCCTQ032)  \nVICTORIAN CURRICULUM LINKS  \nYEAR 9 AND 10 Historical Concepts and Skills  \nAnalyse and evaluate the broad patterns of change over the period 1750–present (VCHHC122)  \nAnalyse the different perspectives of people in the past and evaluate how these perspectives are influenced by significant events, ideas, location, beliefs and values (VCHHC124)  \nEvaluate the historical significance of an event, idea, individual or place (VCHHC128)  \nHistorical Knowledge: the making of the modern world  \nCauses of population movements and settlement patterns during this period and the significant changes to the way of life of groups of people (VCHHK130)  \nEthical Capability  \nExplore a range of ethical problems and examine the extent to which different positions are related to commonly held ethical concepts and principles, considering the influence of cultural norms, religion, world views and philosophical thought (VCECU020)  \nDiscuss issues raised by thinking about consequences and duties, in approaches to  \ndecision-making and action, and arguments for and against these approaches (VCECD022)  \nGALLERY GUIDE MAP  \n\n| \u003Cbr>\u003Cbr>\u003Cbr>5\u003Cbr>MEMORIAL GALLERY\u003Cbr>SHOP\u003Cbr>\u003Cbr>\u003Cbr>1\u003Cbr>CONSTRUCTION GALLERY\u003Cbr>BOARDING RAMP\u003Cbr>| | \u003Cbr>4\u003Cbr>SEABED GALLERY | |  |\n| --- | --- | --- | --- | --- |\n|  |  |  |  | |\n|  | \u003Cbr>\u003Cbr>VERANDAH CAFE\u003Cbr>BOILER ROOM\u003Cbr>PASSENGER\u003Cbr>GALLERY\u003Cbr>THIRD CLASS CABIN\u003Cbr>\u003Cbr>2 |  |  |  |\n\n~~ ~~ EXIT  \nENTRY  \nYour Titanic journey today consists of five galleries. Each gallery has an artefact to highlight with your class and links via QR code to a lesson plan from within the Titanic Teacher’s Guide.  \nTITANIC THE ARTEFACT EXHIBITION  \nSTUDENT WORKSHEET  \nNAME    \n CONSTRUCTION GALLERY  \nLearn about the conception and design of the Olympic Class liners, including RMS Olympic, Titanic, and Britannic. Understand Titanic’s construction at Harland & Wolff Shipyard in Belfast, Ireland (present-day Northern Ireland).  \n Artefact stop: Rivets (There were 3 million of these used on Titanic  \nto hold its steel plates together.)  \nReflective Questions:  \n• What were some of the key aspects of the Olympic Class liners’ conception and design, and how did these aspects reflect the technological values of the early 20th century?  \n• What did you notice about the black and white photographs of people working on the Titanic? What does it say about the beliefs and values of the time? What does it show in terms of significant changes to the way of life from then to now?  \n PASS","cbCaitlHnqq2UDiF","https://ap.wps.com/l/cbCaitlHnqq2UDiF","pdf",1653196,"English","# Teacher Responsibilities\n## Victorian Curriculum Links\n## Years 7 and 8: Geography\n## Year 9 and 10: History\n## Critical Creative Thinking & Ethical Capability\n## Gallery Guide Map\n# Titanic The Artefact Exhibition\n## Student Worksheet\n## Construction Gallery\n## Passenger Gallery\n## Iceberg Gallery\n## Seabed Gallery","[{\"question\":\"What are the top teacher responsibilities during the museum visit?\",\"answer\":\"Stay with your assigned group, monitor students to keep them focused, and ensure they respect museum staff and other visitors. Maintain quiet voices and supervise areas including the retail space and toilets.\"},{\"question\":\"Which curriculum areas are linked for Years 7–8 and Years 9–10?\",\"answer\":\"Years 7–8 focus on Geography knowledge, data and information skills, and ethical capability. Years 9–10 include Historical concepts and skills, historical knowledge of the modern world, plus ethical capability and critical creative thinking prompts.\"},{\"question\":\"How is the visit organized across the galleries and what do students do at each?\",\"answer\":\"The Titanic journey includes five galleries, each with an artefact highlight and QR links to lesson plans. Students respond to reflective questions tied to what they observe, and use a notebook or clipboard for note-taking.\"}]","Teacher Responsibilities - Victorian Curriculum Links - Gallery Guide Map - Titanic The Artefact Exhibition | PDF"]