The first two lessons in a year 9 English unit. Within this unit, students engage with a range of Australian literary texts including short stories, films and poetry, and literature for stereotypes including bogans, Indigenous Australians and bushmen etc. We also explore concepts like multiculturalism, fair go and mateship. Students explore how events, situations and people can be represented from different perspectives and draw conclusions about characters, key ideas and Australia’s identity, justifying these with selective use of textual evidence. PowerPoint 1: Unit introduction Classroom expectations, Homework expectations, Expectations around use of laptops in the classroom and an introduction to the unit. It includes questions to prompt students to brainstorm their prior knowledge. It also includes clips from advertisements including the Australia Day Lamb Ads for fun brainstorming activities. PowerPoint 2: Introduction to key terms: multicultural, patriot, assimilate, nationalism and juxtapositon. Identifying Australian stereotypes within a music video parody Defining the term Identity and teaching students how to answer quesitons using the RAF method. It includes example responses and then questions for the students to respod to.

Three resources for a year 8 history unit. 1) A PowerPoint (with videos) explaining feudalism. 2) A scan from a textbook showing a castle set up 3) a typed excerpt from a textbook explaining feudalism

This unit was designed for a year 10 English class in Australia. Within this unit students learn to analyse and evaluate how human experience is represented in new media texts and documentaries, including the use of images. Students will also develop a critical understanding of the contemporary media and analyse the differences between news media texts. This PowerPoint introduces students to what a documentary is and how they can have powerful social and political influence. The lesson goes on to outline the key features of a documentary and the two main types of documentaries (objective and subjective). It explains the difference and then includes a series of short clips for students to view and decide whether it is an objective/subjective documentary. It also includes a research activity (homework sheet) for students to investigate the works of Michael Moore.

This 32 page booklet has been designed as part of an Australian film studies unit focusing on the 2002 film The Rabbit Proof Fence. It includes activities exploring characterisation, the beliefs of the time and analysing the aesthetic features (film and language techniques) which students are to complete during and after viewing the film. While used for year 9 in this case, it could be applicable for any junior secondary grade. It could also be used during NAIDOC week. This booklet contains resources which would be useful for preparing students to write a range of genres including film reviews, feature articles, persuasive texts and analytical essays. There are questions about the events/themes/character’s perspectives and the effects of the aesthetic features. It introduces students to concepts such as textual structures, language features, visual features, film techniques and themes. It includes information about the socio cultural context of the film, articles about the women on which the film is based, key quotes from the film, scaffolded analysis activities for key scenes, an introduction to evaluative language and how it is used to describe films. The final pages include an explanation of how to structure an essay (along with planning and editing steps).

A PowerPoint to introduce the students to the unit. It begins by defining law. Following this students brainstorm Australian laws / QLD laws that they are aware of (there are some prompts on the slide to assist them to do this). This is followed by an explanation of the difference between customs, rules and laws. The two main sources of law in Australia (case law and common law) are explained. This is followed by a video about how laws are made in Australia. There are some notes to take about the three levels of government and the laws they are responsible for. This is followed by a checking for understanding activity (students must put a list of laws into the appropriate column). Next is information about who enforces the law, a definition for crime, several interesting news segments from YouTube showcasing some crimes that have occurred since 2019 which leads to a discussion of why laws exist. This is followed by a list which categorises some types of crime and a review to sum up the lesson. Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store – Aussie_Resources. Designed for use in 70 minute lessons. The end of term assessment for this unit was a multimodal presentation. I pride myself on the quality of the materials I produce, I don’t charge high prices because I don’t agree with paying £10 for a word search. If you need to check before you buy, have a look at some of the free resources in my shop for a sample of the quality and depth.

Part of a set of resources created for a year 10 English class in Australia (ACARA syllabus). The other resources are also available in my store – Aussie_Resources. A PowerPoint designed for use in a 70 minute lesson. This lesson begins by defining what a representation is and why they are so powerful. The variance in portrayals of Meghan Markle and Princess Kate are used to prompt discussion. This is followed by a series of slides about the language features that students can look for when analysing news stories. The slides include definitions and examples. Language features include: similes, metaphors, appeal to authority, appeal to emotion, connotations, emotive language, hyperbole, repetition, inclusive language, omission, groups of three, rhetorical questions, alliteration, idioms and hashtags. The lesson concludes with reading an example article about Novak Djokovic and considering whether it paints him in a positive / negative light. There are a series of questions to help students to analyse this text.

Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for English students in other states and countries with an interest in German Nationalism between 1914–1945 (World War I begins –World War II ends). Context: My school runs this program in Alternative Sequence (yr 11 and 12s in together) due to the small size of the school. This lesson was delivered as a 2 hour block during the term 4 exam block to introduce the unit for the following year and to allow year 10s and 11s who would be studying the subject together to meet each other. This resource includes: 1 x PowerPoint 1 x Handout This lesson includes information about: • Revising what we learned about the Treaty of Versailles – what the Big 3 wanted + the key terms of the treaty • Fallout of the Treaty of Versailles (issues with the reparations payments and the war guilt clause)  How to analyse and evaluate visual sources  A visual source analysis activity • Germany becoming a Republic  Goals of the Weimar Republic  Political opposition in the early stages of the Weimar Republic • The Stock Market Crash + Great Depression and how this impacted Germany • The Golden 20s  Problems which still impacted Germany in this period  The emergence of the Nazi party  The 25 points program (1920) + a groupwork task to engage with this source  The Beer Hall Putsch (1923)  Mein Kampf • Hitler’s ideologies, VABs and motives  Anti Semitism  Nationalism  Anti-democracy • Hitler’s Rise to Power The worksheet is designed to be used at key points in the lesson

Two resources: A PowerPoint and Worksheet The worksheet is designed to step students through the lesson. It includes copies of the sources on the PPT slide and questions for them to answer. It is 6 pages. The PowerPoint is designed for use in a 70 minute history lesson. It begins with a summary of Bloody Sunday before giving a more in depth explanation of the event on the subsequent slides. There are underlined notes for students to copy. There is a photograph of the march and some information about the social and political problems which led the workers to write a petition to Tsar Nicholas II. A translated version of the petition is included along with some checking for understanding questions. The next source for exploration is Father Gapon’s description of what happened as the workers approached the winter palace. Then a visual source (a painting entitled ‘Death in the Snow’ is presented (along with 4 questions). Another political cartoon from a French weekly satirical magazine is also shown. Following this information about other events which impacted Nicholas’s popularity are shown including the war with Japan. Information about political opposition to the Tsar is included. There is an explanation of the various political parties and their aims. The October Manifesto (1905) is also explained. There is additional information about the actions taken to avoid a revolution. For homework students have to create a timeline covering 1905-1916. There are instructions on the slide for this task. Designed to meet the requirements of the senior Modern History syllabus (implemented in QLD in 2019), this unit falls under the category of ‘Ideas in the Modern World.’

A PowerPoint designed to introduce students to what Russia was like under the rule of Tsar Alexander II, Tsar Alexander the III and Tsar Nicholas II. It begins by explaining the terms ‘Tsar’ and ‘Tsarism.’ This is followed by an image of the pyramid explaining the feudal system. Students are asked what they can recall about this system. This is followed by some slides explaining Russia’s social structure where students take notes about the ruling class, upper class, middle class, industrial working class, free peasants and unfree peasants. There are some checking for understanding questions to discuss and a couple of visual sources to unpack. This is followed by a visual image of the line of succession with key details about the dates of their reign and the circumstances of their death. The following slides go into each of the Tsars in more detail. When it reaches Nicholas there is a photograph of his coronation and 2 artists depictions. There is information about he Khodynka field disaster and a couple of images. After this, students are prompted to draw a graphic organiser in their books and have to take notes about the political, geographic, social and economic factors which led to the Russian Revolution. The remaining slides go through these factors. This is followed by some checking for understanding questions. Designed to meet the requirements of the senior Modern History syllabus (implemented in QLD in 2019), this unit falls under the category of ‘Ideas in the Modern World.’

A lesson designed to teach students content that they need to know for their upcoming Hospitality exam. This lesson begins with a list of definitions students have to copy (a settling activity). These definitions are: bacteria, potentially hazardous foods, cross-contamination, food-contact surface and food poisoning. There is an informative poster about cross contamination used to generate class discussion and establish prior knowledge. The remainder of the lesson has slides about • Hazards that can contaminate food • How bacteria can enter a hospitality premises • Types of food poisoning • Symptoms of food poisoning • 5 causes of food poisoning • Evaluating hazards in kitchens (an exam skill) There are lots of visual prompts within the slides. Notes students are expected to copy have been underlined. Slides 19-21 are activities designed to help students apply what they have learned (similar format to exam questions). Resources designed for use in an 11 Hospitality Practices class in Australia (2019 curriculum). Unit 1: Introduction to Hospitality, Topic 1: Beverage operations and services. My school has 70-minute lessons. The assessment at the end of this unit was an examination (short response).

4 mocktail recipes to be made during a practical lesson of Hospitality studies (one for each of the 4 mixing techniques). A PowerPoint designed for use in a theory lesson which goes through a range of beverages and their preparation steps. It begins by explaining what mocktails are. It goes through some of the carbonated beverages and soft drinks commonly used in mocktails. There are images of a range of kitchen utensils commonly used when making mocktails. This is followed by an explanation of the 4 techniques used to make mocktails (build in a glass, shake n strain, stir in a jug and blend.) Example mocktails for each preparation type are provided. this is followed by information about different glassware including lowball glass (tumblers), martini glass, hurricane glass and margarita glass. The lesson then moves onto other beverages common to cafes and restaurants. It begins with common fruit juices, handcrafted sodas, frappes, iced teas. This is followed by a range of milk-based beverages including: smoothies, milkshakes, flavoured milks, hot chocolates, iced coffees. This is followed by a run down of the various types of teas organised under categories: black, green, oolong, Ceylon, herbal, floral and fruity. This is followed by information about non-espresso coffee types: instant, plunger, percolator, filter, pods and Turkish. Also included is a PPT (at the base of the original PPT) about how to write procedural texts. It includes the three elements of a procedural text, an example for how to make pancakes, some tips for writing a procedural text and some activities for writing procedural texts for beverages they are learning about (coffees). There is also a 13 minute ClickView video with 9 viewing questions for if time permits. Resources designed for use in an 11 Hospitality Practices class in Australia (2019 curriculum). Unit 1: Introduction to Hospitality, Topic 1: Beverage operations and services. My school has 70-minute lessons. The assessment at the end of this unit was an examination (short response).

Two resources: A PowerPoint and Worksheet. The worksheet is designed to step students through the lesson. It includes copies of the sources on the PPT slide and questions for them to answer. It also includes space for them to copy the notes that have been underlined in the PPT presentation. The PPT begins with a viewing activity from YouTube (Simple History’s summary of the Russian Revolution.) This is followed by information about the short- and long-term causes of the Russian Revolution. (Linking back to what students have learned about WW1). Students are reminded of the term ideology and are given information about ‘revolutionary ideologies’ and strategies used by revolutionary leaders. There is information about obstacles to the revolution which students need to copy some of onto their worksheets. There are some warnings that the Tsar received about the revolutionary situation which students must read and summarise the key ideas (implicit/explicit meanings) on their worksheet. Following this a summary of each day of the February revolution is provided. Students have to write catchy headlines to summarise each day. Finally there is a visual source for students to practice analysing for homework. Designed to meet the requirements of the senior Modern History syllabus (implemented in QLD in 2019), this unit falls under the category of ‘Ideas in the Modern World.’

A PowerPoint used to teach students about the Great Leap Forward. It includes notes from textbooks and online sources, viewing activities (propaganda posters, images and videos from YouTube) & different historian’s interpretations of this plan. The homework task is for students to research the ‘Four Pests Campaign’ and create a poster to display on our learning wall. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The end of term assessment for this unit was an Independent Source Investigation. The content would also be useful more broadly for students in other states and countries with an interest in the China (1931-1976). The other resources are also available in my store – Aussie_Resources.

Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). This lesson includes: 1 x list of source types for warm up evaluation activity (can be laminated with a magnet on the back for sorting activity) 1 x PowerPoint 1 x Source Booklet with sources about Hitler Youth 1 x Independent Work Booklet with various activities designed to help students practice the evaluation skill Context: My school runs this program in Alternative Sequence (yr 11 and 12s in together) due to the small size of the school. The lesson begins with some teaching that both grades can do together before the year 12s are assigned some independent work and the year 11s are given some more focused teaching. Then the year 11’s do independent work while the year 12s share their answers and receive feedback. The sequence of the lesson: The lesson begins with a warm up activity where students have to place types of sources on a grid in terms of how reliable and useful they typically are. Next students have to brainstorm some synonyms and antonyms for ‘reliable’ and ‘useful.’ Following this, year 12s are given a booklet which has evaluation activities (starting at simple activities and building up to those styled like the short response questions in the Term 4 exam). They begin completing these while the year 11’s get a more teacher centred lesson. In this portion of the lesson we begin with defining ‘evaluate’ before zooming in on the evaluation criteria we use in modern history – reliability and usefulness. There is information about what reliability is and that there are levels of reliability. There are tips for how to write a judgement of reliability and some things to look for when determining reliability. There is a list of reasons why a source may be deemed unreliable. There is an example reliability statement which has been colour coded to show how the writer has included various features of evidence in their evaluation. Following this, the gradual release method is used to engage with the first few sources in the booklet. (I explain the first activity, we engage with Source 1 and then complete the question together – with me modelling my thinking process via think alouds. Students then do Source 2 as a pair and Source 3 on their own). This is followed by explicit teaching on how to determine the usefulness of a source. There is also information about the importance of corroboration (including a video from the History Skills website). This is followed by some sentence starters which can be used when corroborating. This is followed by completing activities from the booklet (first as a we do, then students do one in a pair, then they do one on their own). Following this, the year 11’s continue doing the booklet independently while I go through the answers with the year 12s.

Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for English students in other states and countries with an interest in German Nationalism between 1914–1945 (World War I begins –World War II ends). This lesson includes: 1 x Worksheet – match the definitions 1 x PowerPoint 1 x Source Booklet – containing 8 sources (a mixture of types) for analysis 1 x Handout containing a graphic organiser for analysing sources 1 x Handout explaining CAMPORUM acronym with tips for what to look for when analysing sources The lesson begins with a matching the definitions warm up (historical concepts and other relevant historical terms). This is followed by a definition of ‘analyse’ and a 9 step process for analysing. A run down of the 7 features of evidence we look for when ‘analysing’ in history (based on those in the QLD syllabus). Students are then introduced to an acronym which will help them to remember what each of these are (CAMPORUM). Students are shown the A standard criteria for analysing and the are unpacked. The year 12 students then begin independently analysing sources in the source booklet and filling in the handout (CAMPORUM tables). The year 11’s then receive focused teaching about the difference between primary and secondary sources, things to keep in mind when discussing the source origins in a written analysis, how the origins of the source may impact its reliability and tips for evaluating the reliability of different source types. There is some information about historical context and why it is crucial to understand the creator’s motive when engaging with a source. This is followed by an explanation of what the sources will look like in the exam (i.e. a context statement, an excerpt from a source and an APA reference). Following this, the gradual release method is used to engage with the first few sources in the booklet. (I have done the first one on the slides to show how to complete the table, we do the second one together, they do the third one in pairs and they do the fourth one independently). The types of sources in the booklet: An extract from Mein Kampf, an extract from a textbook, an extract from the Alpha History website, an extract from The United States Holocaust Memorial Museum website, an infographic, a poem, an artwork and a history magazine. They were chosen to deliver content at the same time as teaching the analysis skill. Context: My school runs this program in Alternative Sequence (yr 11 and 12s in together) due to the small size of the school. The lesson begins with some teaching that both grades can do together before the year 12s are assigned some independent work and the year 11s are given some more focused teaching. Then the year 11’s do independent work while the year 12s share their answers and receive feedback.

A PowerPoint used to teach students about the Hundred Flowers Campaign. It includes notes from textbooks and online sources, viewing activities (propaganda posters, images and videos from YouTube) & different historian’s interpretations of this event. The homework task is for students to research the Anti-Rightist campaign and create a poster to display on our learning wall. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The end of term assessment for this unit was an Independent Source Investigation. The content would also be useful more broadly for students in other states and countries with an interest in the China (1931-1976). The other resources are also available in my store – Aussie_Resources.

A unit introduction PowerPoint for a unit entitled Literary Representations of Australia. Within this unit, students learn about Australian identity and then consider how this is represented in the novel Deadly Unna? By Phillip Gwynne. The PPT includes an assessment overview, a discussion of what it means to be Australian and how our Australian identity is constructed and defined. Students completed a brainstorming activity based on texts they viewed in the last few weeks of the previous term. A thought-provoking poem entitle ‘How Australian are You’ is included to prompt discussion of the many ways of being Australian and some of the stereotypes which exist about us. This is followed by a think-pair-share activity. Following this, students are introduced to the term representations. They are then shown the first two verses of the Australian national anthem to explore (with 4 questions). This is followed by a paragraph writing task to consolidate what they have learned. If time permits, students are introduced to some critical literacy terms: marginalised and silenced. Students are also talked through the elements of their novel study booklet. Resources designed for 10 English in Queensland, Australia. It is part of a novel study unit which culminates in a 90-minute examination (500 to 800-word essay). Students had 1 week notice of the question and could bring 100 words of notes in with them. Within this unit students explored how an author’s use of language features, images and vocabulary contributed to the representation of themes in the novel. They also gained a deeper understanding of key literary techniques, including (but not limited to) characterisation, plot, and setting.

The lesson begins with an explanation of what themes are, and an image of common themes in literature. Following this there are slides explaining the following themes: Masculinity (and toxic masculinity) Racism The importance of family Mateship Duty and Sacrifice Examples from the novel are provided. This is followed by a practice question + some planning activities around this question. Resources designed for 10 English in Queensland, Australia. It is part of a novel study unit which culminates in a 90-minute examination (500 to 800-word essay). Students had 1 week notice of the question and could bring 100 words of notes in with them. Within this unit students explored how an author’s use of language features, images and vocabulary contributed to the representation of themes in the novel. They also gained a deeper understanding of key literary techniques, including (but not limited to) characterisation, plot, and setting.

A PowerPoint designed to explain the rules of articulate and a slide which displays an articulate style board with Modern History categories (People, Geography, Historical concepts/skills, Events, Random, Groups) A series of cards designed for units taught in Senior Modern History Frontier Wars Russian Revolution Vietnam Independence Movement Waves of Feminism World War Two (the Holocaust) Communist China (Mao) The Cold War Australian experiences in the Vietnam War Scramble for Africa Apartheid in South Africa

A PowerPoint which focuses on Act 3 (Scenes 2-5). To be taught after a lesson acting out the first scene (fight scene). The lesson includes a summary of each scene with key quotes and questions. Additionally, it features important historical context information that students need to know to understand the play. There is a link to an Australian performance of Juliet’s famous soliloquy (Act 3, Scene 2). This is followed by a close look at the lines of this soliloquy. Viewing Act 3, Scene 5 from the 2013 film. Important things to note from Act 3. An updated PowerPoint which features all of Act 3 (Scenes 1-5). This lesson is designed to run over a couple of lessons. It includes more quotes from the play, checking for understanding questions (some to answer in books and some to discuss as a class) & some brain breaks (viewing activities + one game of scattergories). This lesson is designed to fit into a unit where students must complete an exam where they respond to an essay which argues that Friar Laurence is solely to blame for the deaths of Romeo and Juliet. Through studying each scene in depth, students should begin to see that a range of other characters could be referenced in their counter argument. A handout - revision activity - a list of jumbled up events from this act which students have to reorganise into chronological order. Part of a set of resources created for a year 10 English class in Australia (ACARA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons (with extra activities as a back up if the class is advanced).