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. Assessment scaffolding resources A list of key terms, language features and text structures that students can use to assist them with their planning A writing booklet which includes a suggested structure for the speech along with sentence starters to prompt student responses A PowerPoint template which has been pre-filled with appropriate headings for the assessment A handout outlining how to reference the following text types in APA formatting: websites, newspaper articles, magazine articles, televised news segments

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. 3 resources: The task sheet and criteria for a year 10 multimodal task requiring students to analyse and evaluate 2 news media texts. A second task sheet with criteria for a student who is being assessed at a grade 6 level (due to being on an Individualised Education Program). A cover sheet to be placed on the front of the work of the student being assessed at below grade level with possible modifications listed on it. This makes it easy to highlight the appropriate ones and then include this as evidence of differentiation for parents / the school. Students will learn to create a multimodal presentation to articulate complex ideas (i.e. an evaluation of news media). They will learn to use persuasive vocabulary and language features, as well as evidence, to justify their opinions. They will also learn to use visual features to persuade in their presentation (i.e. effective PowerPoint images, titles, etc.). Lastly, they will learn how to effectively use non-verbal persuasive techniques to present their speech/presentation.

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 unit teaches students to be media literate and prepares them to do a speech where they analyse 1 x print news item and 1 x audio visual news item. This lesson is dedicated to unpacking the assessment task and includes snippets from the task sheet. This is followed by information about how to structure their speech (a breakdown of the 4 body paragraphs). The C standard criteria is then displayed with a second column which explains this criteria in kid friendly terms. This is followed by information about the plan of attack for how to begin the task (starting with selecting a topic from a list of options decided by the teacher). There is information about the planning booklet which students will complete over a week before beginning to write their draft. There is also an example speech (B standard) which can be read to give students an idea of what their final product will look like. There is also information about PowerPoint do’s and don’ts and the PETAL paragraph structure that we will be using instead of TEEL for this assessment as it is specifically tailored to analysing tasks. The resources in this lesson can be broken down and used over a few lessons e.g. you could take body 1 and use this as a model in the lesson where they write body 1.

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 unit teaches students to be media literate and prepares them to do a speech where they analyse 1 x print news item and 1 x audio visual news item. This lesson is about the features of television news. It begins with information about common sections in televised news including finance, the weather and sports. The importance of currency and getting the most interesting/important stories is emphasised. The structure of a news program is explained (info about the length of a news break and the likely the order of stories, before zooming in on the structure of a particular story (e.g. a 25-word lead + events in chronological order). There is a YouTube clip about Prince Harry to exemplify this. Students must pick out the 5W’s and 1H + determine who is shown positively / negatively. Important visuals are explained e.g. footage of dramatic events, use of computer-generated graphics, generic footage e.g. of scientists working in the lab, pictures/maps/icons etc. This is followed by some terms for students to write down: intertitles, interviews, voice overs, tight writing, camera angles, establishing shots, music, sound effects, logos and editing. Students need to know about these as any number of them could be in the news segment that they end up choosing to analyse for their assessment.

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 unit teaches students to be media literate and prepares them to do a speech where they analyse 1 x print news item and 1 x audio visual news item. This lesson focuses on the visual features and text structures of print-based news media texts. It begins with the requirements of news stories and some activities e.g. make a headline from a prompt, read a headline and make it more emotive. This is followed by information about how print based news media is structured (an intro to the inverted pyramid structure). A discussion of layout and reading paths follows. There are images of news stories with the features annotated (e.g. headline, byline, lead, images, captions, pull quotes, columns). Important terms like pull quote, foregrounding, bolded text, text enhancement etc. are explained and examples are provided. There is also an explanation of things to discuss when analysing pictures including colour and the mood evoked by it. There are also some checking for understanding activities which can be done as a class discussion / a written activity depending on the preference of the teacher.

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 unit teaches students to be media literate and prepares them to do a speech where they analyse 1 x print news item and 1 x audio visual news item. The lesson begins with explicitly explaining the cognitive verb analyse and the process of analysing. There is an outline of some things that students will need to address when analysing in their upcoming assessment. This is followed by an exploration of some visual features which students can look out for in print and online news stories e.g. illustrations, colour, font choices, layout of text and graphics, positioning (within the newspaper/magazine), body language and facial expressions within photographs and shot sizes. After this there is a front cover of a magazine for students to view and identify the features in. the next slides include the remainder of the magazine story for students to analyse.

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.

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. The lesson begins with a brainstorming activity where students reflect on the news they have seen recently and make a list of people, issues and events. This is a good prompt for a discussion about topical stories. This is followed by a survey of what category of news e.g. sports, entertainment news, political news etc. It also talks about the frequency of accessing the news and the ways that they engage with the news. Once students are settled introduce the major focus of the lesson: How do journalists / media companies shape our beliefs about / attitudes towards different people? The lesson introduces a key term ‘target audience’ and how this determines what specific news organisations report. Pose the question: Is the news a trustworthy source of information? Introduce terms for students to add to glossary: bias, empowerment, disempowerment Learn some ways that bias is omission, exaggeration, selective statistics, evaluative language and biased language choices Look at some famous people who have been shown positively and negatively in the media (images juxtaposed side by side). Great for discussion Look at an article (about Britney Spears) and how it creates a certain representation of a her through language choices, who is quoted, the balance between facts and opinions, whose views are silenced (omitted) After discussing what they have learned, the lesson ends with a definition of ‘hard news’ and ‘soft news’ and a list of news stories for them to classify into these two categories.

An example IA1 task for the ‘Women’s movements since 1893’ which is studied as part of Unit 2 of 11 Modern History in Queensland, Australia. The examination is an 800-1000 word essay in response to historical sources (2 hrs + 15 minutes planning time). Included in this resource are: 12 relevant sources which showcase a range of perspectives on second wave feminism, have a mix of primary and secondary sources and include some visual sources, a song, extracts from textbooks, newspapers etc. The reference details and appropriate context statements for these sources. A booklet of lined paper for students to write their response on An exemplar response which received top marks (the student redacted some words using a black highlighter during the exam as they knew they were over the word count). This essay has been annotated by the marker which colours representing the various criteria (analysing, evaluating) or important features (e.g. putting forward historical argument, linking back to that argument etc.) Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). Designed as part of a unit entitled Women’s movements since 1893 which has the scope to span from when Women’s suffrage in New Zealand became law to the present. Our school decided to focus on the Second Wave of Feminism for our assessment (while briefly touching on the other waves of feminism).The other resources are also available in my store - Aussie_Resources. The end of term assessment for this unit was an essay under exam conditions.

A practice exam designed to give students the opportunity to practice meeting the key criteria and writing an essay under time constraints. The examination is an 800-1000 word essay in response to historical sources (2 hrs + 15 minutes planning time). Included in this resource are: A task sheet for the practice exam which includes scaffolding and a reflection for students to complete at the end. 12 sources which I chose along with their reference details and appropriate context statements. A booklet of lined paper for students to write their response on A peer review checklist to be used in a subsequent lesson Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). Designed as part of a unit entitled Women’s movements since 1893 which has the scope to span from when Women’s suffrage in New Zealand became law to the present. Our school decided to focus on the Second Wave of Feminism for our assessment (while briefly touching on the other waves of feminism). In Unit 2, students form their own knowledge and understanding about movements that have emerged in the Modern World. Our class focused on the removal of discrimination and exploitation based on sexism. Through our depth study we investigated the Women’s Rights Movement focussing on the changes in goals, strategies and challenges across the ‘waves’ of feminism between the late nineteenth century and today. The other resources are also available in my store - Aussie_Resources. The end of term assessment for this unit was an essay under exam conditions.

A PowerPoint used in a year 11 Modern History classroom focusing on the issues faced by women during the fourth wave of feminism. It begins by acknowledging some of the progress that has been made to the social, political, economic and cultural landscape for women. This is followed by an examination of some of the things that have gone unchanged including entrenched negative attitudes to women (examples are provided). Some issues faced by women are addressed including striking the balance between traditional mothering and home-maker roles and the demands of full-time work (which was addressed in journalist Virginia Haussegger’s pivotal opinion piece ‘‘The sins of our feminist mothers’’ (2002). After this an overview of a range of issues confronting women in contemporary society is provided. This includes viewing some infographics from the United Nations (2015) outlining some of the problems women in modern society face: violence, poverty and lack of representation in politics. This is followed by some information about discrimination that female politicians in Australia (Julia Gillard and Sarah Hanson-Young) have faced. There is also an issue of a lack of representation of women and their achievements in the media. This is followed by inforamtion about sexual harrasssment and the #metoo social media campaign / movement. This is followed by information about women having been excluded from ‘history’ or relegated to the sidelines (and the attempts to rectify this). The issues of representation of women on the internet (i.e. on sites like Wikipedia) and in films are briefly addressed. This is followed by information about the high rates of women being bullied online. The issue of Aboriginal women often feeling excluded from the mainstream feminist movement is addressed briefly. The final term to be explained is ‘double burden.’ This is followed by some checking for understanding questions which can be responded to verbally or in written form. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). Designed as part of a unit entitled Women’s movements since 1893 which has the scope to span from when Women’s suffrage in New Zealand became law to the present. Our school decided to focus on the Second Wave of Feminism for our assessment (while briefly touching on the other waves of feminism).The other resources are also available in my store - Aussie_Resources. The end of term assessment for this unit was an essay under exam conditions.

A PowerPoint used in a year 11 Modern History classroom focusing on the 3rd wave feminist movement (with a focus on the movement which existed in Australia although it does address the ideologies of the movement which began overseas). It begins with an outline of the learning intentions and success criteria for the lesson. There are some context setting notes for students to copy (defining third wave feminism etc.) This is followed by a brief viewing activity (‘A bite-sized guide to Third Wave Feminism.’) Some important key terms (intersectionality and marginalised groups) are defined. Following this reasons for the rise of the third wave of feminism in the 1990s are outlined. The unpopularity against feminism in this era is mentioned along with the reasons for this backlash. There is a quote from Anne Summers which referenced the roll back of programs which safeguarded women’s equality which started to occur in Australian politics in the 90s. The reasons why women turned their backs on feminism are listed (e.g. fearing appearing unfeminine / anti-men or ending up alone). Some key figures in this wave of feminism are introduced including Naomi Wolf (USA). Some types of feminism in this era are explained including Lipstick feminism and international feminism. The Toronto ‘Slut Walk’ is given as an example of a campaign that was used. Some advances made in Australia in the 1990s are listed including the first female premiers of Western Australia and Victoria. The lesson concludes with some questions to check for student understanding. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). Designed as part of a unit entitled Women’s movements since 1893 which has the scope to span from when Women’s suffrage in New Zealand became law to the present. Our school decided to focus on the Second Wave of Feminism for our assessment (while briefly touching on the other waves of feminism).The other resources are also available in my store - Aussie_Resources. The end of term assessment for this unit was an essay under exam conditions.

A PowerPoint used in a year 11 Modern History classroom. It begins with a viewing activity ‘A bite sized guide to the history of modern Western feminism.’ Following this there are slides talking about how gender stereotypes began to shift due to the work of the Women’s Liberation Movement. I get students to copy the underlined text and call on various students to read aloud other portions. Students are introduced to ‘consciousness raising’ a method used by 2nd wave feminists. Following this there is a quote from Zelda D’Aprano (a feminist from Melbourne) about the inspiration for using consciousness raising and what types of things they discussed. An extract from the Rivka Pile papers (University of Melbourne) is also included to demonstrate the significance of this strategy. Following this students are introduced to some gender theory including that gender is a social construct and the term ‘gender role’ is defined. This is followed by an exploration of visual sources (pictures from a children’s book from 1970) which reinforced traditional gender role stereotypes. This is followed by a list of issues that were being addressed by feminists by the 1970s including domestic violence, abortion law reform and availiability of childcare services (including day care and preschool). The introduction of women into Australian politics is discussed with reference to The Women’s Electoral Lobby and the ‘femocrats’ appointed to public service during Gough Whitlam’s time as PM. This is followed by information about the significant achievements which took place in the 1980s. The remaining few slides are about viewpoints about 2nd wave feminism. The lesson ends with a paragraph writing task which can be completed for homework if time gets away from you. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). Designed as part of a unit entitled Women’s movements since 1893 which has the scope to span from when Women’s suffrage in New Zealand became law to the present. Our school decided to focus on the Second Wave of Feminism for our assessment (while briefly touching on the other waves of feminism).The other resources are also available in my store - Aussie_Resources. The end of term assessment for this unit was an essay under exam conditions.

Three resources: A Powerpoint which teaches students how to analyse a specific type of source - songs. These primary sources provide a good insight into the values, attitudes and beliefs of a time period. The period we focused on was the second wave of feminism. The lesson provided an intro to what popular culture is, some questions to ask when analysing a song as well as a framework to use for writing about the source (COMA). Following this, a Jigsaw strategy is used so students become an expert about one of the 5 songs before moving to another group to inform them about that song. This is followed by a paragraph writing activity. Also included in this PPT is essay writing tips which can be used in a subsequent lesson if the Jigsaw strategy takes longer (depends on the number of students you have). A Handout for the students to complete during the Jigsaw strategy. It contains graphic organisers to support their analysis of the feminist anthem that has been assigned to them. Some information about each of the songs which are used in the Jigsaw activity. You need a few printed copies of the info for each song to be distributed to the students who are becoming an expert on that specific song. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). Designed as part of a unit entitled Women’s movements since 1893 which has the scope to span from when Women’s suffrage in New Zealand became law to the present. Our school decided to focus on the Second Wave of Feminism for our assessment (while briefly touching on the other waves of feminism).The other resources are also available in my store - Aussie_Resources. The end of term assessment for this unit was an essay under exam conditions.

A PowerPoint which can run for a few lessons which is about the Second Wave of Feminism. It begins with an explanation of feminist theory taken from a Sociology textbook. This is followed by information about the origins of the feminist movement in the 1960s (USA). The perspectives of Marxist feminists vs Radical feminists are explored. Some context of what was happening in the 1960s was provided (e.g. Civil Rights movement, Peace movement, Music revolution, Sexual revolution etc.) A source of feminist ideologies (Betty Friedan’s ‘The feminine mystique’) and its impact on women’s thinking is explored. This is followed by information about how Australian women’s movements were influenced and shaped by international developments. The goals of these women were explored. The methods used by the women’s liberation movement in the 60s and 70s are listed. Australia’s Bar Room Suffragettes (from Brisbane) are provided as an example. This is followed by an explanation of women’s quest for equal pay. The Women’s Action Committee (WAC) - a group of feminists from Melbourne - are introduced along with their specific goals. Information about a key goal (abortion law reform) is provided. This is followed by information about some key feminists: Germaine Greer, Anne Summers & Zelda D’Aprano. The slideshow concludes with things that improved the lives of women during this era (birth control - the contraceptive pill, equal pay for ‘work of equal value,’ more accessible childcare arrangements, shifting expectations of parenting so that fathers took on more responsibility in child rearing, more representation of women in politics & other legal achievements.) Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). Designed as part of a unit entitled Women’s movements since 1893 which has the scope to span from when Women’s suffrage in New Zealand became law to the present. Our school decided to focus on the Second Wave of Feminism for our assessment (while briefly touching on the other waves of feminism).The other resources are also available in my store - Aussie_Resources. The end of term assessment for this unit was an essay under exam conditions.

A lesson which begins focusing on some of the key skills students need when engaging with sources in Modern History. It focuses on advertisements from the past which reinforced traditional gender role stereotypes and those which referenced the feminist movement in an attempt to sell more products. It begins by unpacking the A standard criteria for analysing and evaluating so that the students are aware of what they are expected to produce if they are aiming for top marks. It includes a list of the features of evidence that students should look for when examining sources. It introduces the C.O.M.A acronym which can be useful for engaging with visual sources in particular. Then the concept of gendered marketing is introduced with a range of advertisements provided which can be used for discussion or for practicing written analysis. The lesson includes a contrasting advertisement campaign to the many sexist adverts (Virginia Slims cigarettes). The ads for Virginia Slims cigarettes used the slogan “You’ve come a long way baby.”The purely female targeted tobacco brand used a feminist theme for they advertising campaign for over 20 years. This is followed by an example paragraph that showcases how this advertisement could be featured in an essay. There are prompting questions to guide students to unpack this example and determine its strengths and weaknesses. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). Designed as part of a unit entitled Women’s movements since 1893 which has the scope to span from when Women’s suffrage in New Zealand became law to the present. Our school decided to focus on the Second Wave of Feminism for our assessment (while briefly touching on the other waves of feminism).The other resources are also available in my store - Aussie_Resources. The end of term assessment for this unit was an essay under exam conditions.

Two resources: A worksheet for students to complete while watching the 2020 film ‘Misbehaviour’ which is about events which took place in the UK during the second wave of feminism (protests against the 1970 Miss World competition).Claiming that beauty competitions demeaned women, the newly-formed Women’s Liberation Movement achieved overnight fame by invading the stage and disrupting the live broadcast of the competition. There are 9 questions and 2 post viewing questions. Teaching tip: I utilise the broadcast strategy approach (Barry & King, 1998) previewing the questions prior to playing the film so that students know what to listen out for. A PowerPoint to use after viewing the film to unpack the key ideas. It includes a synopsis of the film and goes through the answers to the worksheet (also providing information from press around the movie and about the women who inspired it). Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). Designed as part of a unit entitled Women’s movements since 1893 which has the scope to span from when Women’s suffrage in New Zealand became law to the present. Our school decided to focus on the Second Wave of Feminism for our assessment (while briefly touching on the other waves of feminism).The other resources are also available in my store - Aussie_Resources. The end of term assessment for this unit was an essay under exam conditions.

A lesson (PPT) designed for use early in the unit which establishes context for how Australian women were treated during WW1-WW2. This helps to establish the inequalities that women were beginning to campaign against which leads into a depth study of the Second Wave of Feminism. By the end of this lesson, students should be able to answer the following questions: 1.What viewpoints did Australian women have about World War One? 2.How did gender role expectations impact the lived experiences of women during this era? What challenges did Australian women face during The Great Depression? 4.How did the role of women on the Australian home front change during World War Two? It begins by showcasing taken-for-granted values and assumptions during this era. It then looks at the work performed by women on the homefront during WW1. There are some clips from the ABC TV series ‘ANZAC Girls’ showing the experiences of nurses stationed overseas during the war. This is followed by information about an organisation which actively discouraged women from taking on more than a supportive role (The Australian Women’s National League). Subsequently, the goals and motives of The Women’s Political Association are explored as they were one of the more ‘radical’ groups at the time. 2 sources discussing the significance of WW1 on beliefs about the roles of women in society are provided for discussion. The second portion of the lesson explores the impact of the Great Depression and utilises clips from ABC TV series ‘Further Back in Time for Dinner’ (https://iview.abc.net.au/video/CK2033H004S00) to allow students to empathise with the experience of families during this decade. The final third of this lesson is looking at the experiences of women during WW2 and the opportunities for war-related employment which emerged. Sources including propaganda posters promoting working for the Australian women’s land army, a Land Army volunteer’s personal recollections of her service and a table showing the pay disparity between men and women in between 1939-45 are included on the slides. Issues around having access to childcare, equitable pay and sexual freedoms are introduced. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). Designed as part of a unit entitled Women’s movements since 1893 which has the scope to span from when Women’s suffrage in New Zealand became law to the present. Our school decided to focus on the Second Wave of Feminism for our assessment (while briefly touching on the other waves of feminism).The other resources are also available in my store - Aussie_Resources. The end of term assessment for this unit was an essay under exam conditions.

A lesson (23 slide PPT) designed for use early in the unit which introduces students to key terms, ideas and concepts. The lesson begins with some terms to add to their glossary (patriarchy & reproductive rights). It is followed by a 13minute ClickView viewing activity (Feminism: Whatever Happened to Women’s Lib?) which is good for prompting discussions. Following this there are notes for students to take (underlined) as well as supporting materials from reliable sources. Information covered includes: ‘The first forms of feminism in Australia,’ ‘Early feminist organisations,’ ‘Important dates,’ and ‘The differences between Australian / British / American feminists in that era.’ This is followed by an exploration of what ‘Women’s rights’ were at the time (both in the family unit and at work) and what advancements the feminists wanted. Following this the achievements of Australia’s ‘first wave’ feminists are summarised including the right to vote (both state and national). This is followed by 7 checking for understanding questions. Afterwards students can create multiple choice questions for a class Kahoot which will be used for revision in later lessons. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). Designed as part of a unit entitled Women’s movements since 1893 which has the scope to span from when Women’s suffrage in New Zealand became law to the present. Our school decided to focus on the Second Wave of Feminism for our assessment (while briefly touching on the other waves of feminism).The other resources are also available in my store - Aussie_Resources. The end of term assessment for this unit was an essay under exam conditions.

A draft feedback which is used for achieving feedback consistency across classes. You can either highlight the feedback that applies to the student or delete out the comments that don’t apply. Feedback is organised under specific sub headings. Some of them are related to specific cognitive verbs being assessed.