None, Background graphics on,
scale 100%. Page 1 is the classroom lesson plan. Page 2 is the prompt log and the marking rubric —
that page is the one that turns a set of nice files into assessable coursework.
| Time | What | You do | They do |
|---|---|---|---|
| 0 – 4 | Hook | Say nothing. Play the 90-second film. Let the last frame sit for three seconds, then ask one question: "That last shot was taken this year. What survived?" | Watch. Answer out loud. Someone will say "the buildings". Push until someone says the language. |
| 4 – 14 | The spine | Deck slides 3 to 6. Parameswara, the name, Cheng Ho, Islam. Two minutes a slide, no more. | Copy the four dated events into their books: 1400, 1409, 1411, 1445. |
| 14 – 22 | How it worked | Deck slides 7 to 11. The four great officers, the entrepot, the trade goods, the map. | In pairs: name one thing sold in Melaka that came from more than 3,000 km away. |
| 22 – 28 | Golden age & fall | Deck slides 12 to 14. Mansur Syah, Hukum Kanun, then 1511. Slow down on the last one. | One question on the board: "Was 1511 caused by the Portuguese, or by Melaka?" Two minutes of argument. |
| 28 – 32 | The song | Play "Empat Belas Kosong Kosong" once through. Play the chorus a second time and shout the two dates with them. | Shout back. By the second chorus most of the room is doing it. |
| 32 – 38 | Phones up | Slide 16, the QR. Give them the sort game first, then the ten-question quiz. Read out the top three scores. | Scan, play, compete. The page keeps their score locally so they can retry at home. |
| 38 – 40 | Close | One line: "The page stays on your phone. The poster stays on the wall. Neither of them is going anywhere before the exam." | Add the page to their home screen. Homework is on the page. |
| Level | Outcome |
|---|---|
| Remember | State that Melaka was founded around 1400 by Parameswara and fell to the Portuguese in 1511. |
| Understand | Explain why the Strait made Melaka rich: sheltered from the monsoon, deep water, the meeting point of the China and India trades. |
| Apply | Name the Pembesar Empat Lipatan and say what each one did. |
| Analyse | Argue a position on whether 1511 was caused more by Portuguese strength or by division among Melaka's own nobles. |
Every generated asset in the pack is logged here before it is marked. A submission without a complete log is returned unmarked, regardless of quality. This is the copyright and disclosure practice taught in session T1, and the participant must be able to demonstrate it in their own school.
| Asset file | Tool & model | Prompt summary | Date | Edited after? |
|---|---|---|---|---|
| Criterion | Weight | Distinction | Pass | Evidences |
|---|---|---|---|---|
| Instructional design | 25% | The pack is built around a stated learning outcome. Every asset earns its place and the sequence has a clear pedagogical logic. | Assets relate to the topic and a learning outcome is stated, but the sequence is loose. | CLO1 |
| Learning objects | 25% | Images and layouts are consistent, legible at classroom distance, and visually coherent as one set. Prompting is controlled, not lucky. | Assets are usable but inconsistent in style or quality between items. | CLO2 |
| Emerging technologies | 25% | Video and audio are used where they add something static media cannot. Output is clean, correctly timed and deliverable to students. | Video or audio is present and functional but under-used or rough in finish. | CLO3 |
| Ethics & accuracy | 15% | Complete prompt log. All content checked against the syllabus. AI use disclosed to students. Licensing decision stated and justified. | Log complete and no factual errors, but disclosure or licensing is handled thinly. | CLO1 |
| Reflection | 10% | Names what failed and what was done about it. Makes a defensible judgement about where AI should not be used in their teaching. | Describes the process accurately but stays descriptive rather than evaluative. | CLO1 |