A multifaceted lesson (PowerPoint) which encourages students to speculate about the opinions of the nurse, Juliet and Lord Capulet about events we have read thus far (in preparation for a monologue task). This has key questions to prompt this discussion. It also introduces some new terms that are important for understanding the ‘arranged marriage’ which Juliet is faced with (patriarchy, social class, feminism, liberalism). it includes a youtube clip of Baz Luhrmann’s version of the party scene which could be compared with the 2013 film. Slides also discuss language clues and how the writing style changes when the characters are feeling loving vs angry. This PPT also includes a summary of all the scenes in Act 2. It includes a video clip of the Baz Luhrmann balcony scene. It includes quotes and prompts which help students to analyse Juliet’s speech and behaviour in the “balcony scene” to better understand the pressures on her and the way they make her act. An updated PowerPoint about Act Two which includes more key quotes and questions to check for understanding. It is designed for a unit where the only assessment is an exam at the end of the term. It includes images and clips to cater to visual learners. It focuses on key language (aesthetic) features within the play which students may like to refer to in their exam responses. A handout - revision activity - a list of jumbled up events from this act which students have to reorganise into chronological order. A script for the balcony scene which has been translated into modern language (more accessible for students). 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).

A group of resources: a handout which includes the questions on the slide (to be given to students to answer / shared electronically.) The PowerPoint. Some information pertaining to the historical context of the play. A summary of each scene with key quotes and questions. Viewing a film of Juliet’s monologue in Act Four, Scene Three. Important things to note from Act 4. Revision questions. An updated PowerPoint which features all of Act 4 (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 - two excerpts of the play being staged in The Globe Theatre). 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).

This lesson was designed for a year 11 class who are required to present an election speech to be on a youth advisory committee for the federal government. This lesson goes through the main aspects required for the introduction, body, and conclusion. It defines thesis statement and gives an example. It includes examples of each part of the speech (given about legalising marijuana for medicinal purposes). It reviews the PEEEL paragraphing acronym and the importance of paraphrasing, summarising and quoting. It ends with some tips for political speeches and some suggested vocabulary.

A PowerPoint which includes a list of questions for students to ask themselves every time they analyse a poem. The poems to be explored show people’s feelings and emotions about war and the toll it takes on human lives. While some poems talk about bravery, patriotism and pride, this collection challenges this perspective. Both poems contest the notion of war showing it as a senseless waste of young lives. Students read one poem and there are set of writing activities and questions for them to respond to. They then listen to the song 'And the band played Waltzing Matilda' as they read along on their sheet (also provided). Afterwards, there are 11 activities for the children to complete.

3 resources for a year 12 English unit. 1) A PPT for a mini lesson on nouns, verbs and adjectives + another mini lesson on adverbs. 2) A PowerPoint engaging with 2 WW1 poems: ‘I have a rendezvous with death’ and ‘In Flanders Fields. After reading the first poem there are discussion questions. I have also included some of my observations about each of the poem (modelling analysis), some info about the author, activities encouraging the students to consider how langauge features have been used in the text. Following this, students read the second poem on their own and complete the comparison activity (3rd resource). 3) A handout with the table for the comparison activity (for students to complete electronically)

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 colonialism and Australia’s Frontier Wars (1788-1930s). This resource is a PowerPoint used to teach students about imperialist ideologies which existed during the Australian frontier wars. It includes definitions of race and racism, an explanation of individual vs institutional racism and five levels of racism. It includes a recap of Captain Cook and the fallacy of Terra Nullius. Subsequently it explores the following theories: survival of the fittest / social darwinism, The Great Chain of Being and Phrenology. There is a video clip explaining why phrenology has since been debunked. At the end of the lesson there are a series of comprehension questions which students can answer in verbal / written form. A homework sheet explaining a research task + paragraph writing activity (about Hornet Bank Massacre) used to diagnose student ability levels. 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 wordsearch. 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.

Social & Community Studies focuses on personal development and social skills that lead to self-reliance, self-management and concern for others. In studying Social & Community Studies, students will learn about: personal skills, interpersonal skills and citizenship skills. This resource is a powerpoint for teaching students about conflict and various conflict resolution strategies. It should take 2 lessons. It begins with a warm up activity which encourages students to reflect on what matters to them. This is followed by an activity where students must describe 3 characters (which helps build their vocabulary for describing character traits). Arguments are defined and common causes of conflict are listed. Three discussion questions are posed. Three levels of arguments are outlined. There is a graphic organiser which students will use to fill in their observations of arguments from the TV show Everybody Loves Raymond. There are post-viewing questions for students to discuss. To consolidate their learning students complete a Y chart about what conflict looks like, feels like and sounds like. Afterwards the lesson zooms to focus on conflict in the workplace. 5 common strategies for dealing with conflict are explored (some are better than others). Students should consider the pros and cons of each strategy and which personality types might gravitate to which strategy. The lesson concludes with a research activity.

An explanation of the elements of photography to consider when planning a photo shoot. An explanation of the following concepts (with images as examples) e.g. Framing, Rule of Thirds, Composition, Layering, Light, Perspective, and Viewpoints. Also some advice about what not to take

A PowerPoint which I think History teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. Constructive criticism is also appreciated. It was designed for teaching grade 10 history in Australia. PowerPoint: The Atomic Bomb Key learnings  The significance of the use of atomic bombs during World War II  The contestability surrounding the use of atomic bombs during World War II  What are causes and effects of the use of atomic bombs during World War II? Information contained on slides • The beginning of the nuclear age • The first atomic bomb • Different perspectives on using the bombs (prior to their use) o Why did America decide to use the atomic bomb on Japan? o US President Harry Truman’s perspective • Little Boy and Fat Man – dates and locations of use • Images of Hiroshima including artworks • A description of the Hiroshima blast o Images and descriptions of damage to buildings o Information about the final initial death toll o Black rain o Immediate effects of the radiation o Image of a human shadow etched in stone o Fire • Human effects of using the atomic bombs (health consequences) o Hair loss, radiation, scarring, cataracts, birth defects, leukaemia and cancers • Discrimination against survivors of the bomb (known as Hibakusha) • The wider causes and effects of the use of the atomic bombs during World War Two • The Hiroshima peace memorial • The story of Sadako and the thousand paper cranes • Images of Hiroshima today • Arguments for dropping the atomic bomb • Arguments against dropping the atomic bomb

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 - lrigb4. Designed for use over two 70 minute lessons. A PowerPoint which focuses on Employee rights and responsibilities. It begins with a warm up activity with a list of tasks which an electrician working for Telstra might complete (and some which are the responsibility of the company) students need to identify which are the employee’s responsibilities. This is followed by key terms - rights & responsibilities and a video explaining why it is important to know your workplace rights. Information about Junior rates of pay and conditions for young workers. It outlines some of the employee rights (things employers must provide). Information about how to find out what the Australian minimum wage is for various jobs. Information about the Fair Work Commission. New term - penalty rates and a 2017 SBS report about the ramification of penalty rates being reduced by the government. Information about employee responsibilities (from the Legal Studies textbook). A think-pair-share activity - discuss the importance of rights and obligations on the cards + how they contribute to a ‘fair go.’ Cards for ‘think pair share’ activity.

Psychological researchers often define personality in terms of five core traits, which can be thought of as stable dispositions that relate to differences in behaviour. This PowerPoint explains the Big 5 personality types (aka the OCEAN model) in a simple way which is easy for students to understand. It includes a video, some discussion questions and notes for students to copy into their books. It also includes the link to an online quiz for students to take to learn about their personality traits. It includes a poster-making activity for students to consolidate what they have learned. I have also included a document with the research I did about the Big 5 before creating this 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 - lrigb4. Designed for use in 70 minute lessons.

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 colonialism and Australia’s Frontier Wars (1788-1930s). This is a PowerPoint which can be used in the the first few lessons of the term. It is part of a Frontier Wars unit which culminates in a 2 hour examination (short response to stimulus). The first part of this lesson explains what history is (followed up with a clip), an overview of the assessment for the year, goal setting, rules and expectations. This is followed by an introduction to The Frontier Wars including terms to be copied into their glossary. Subsequently, contextual information is provided to set the scene: an explanation of what Indigenous life was like pre-contact, how Indigenous people came to be in Australia, the cultural achievements of Indigenous people, their beliefs about the land, language and learning, social organization, the role of elders, weapons, art, face & body painting. Finally, I explain what other groups the first Australians met before Cook, touch on the colonial mentality of the English and the reasons why BRitain wanted to colonise Australia (a place so far away). 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 wordsearch. 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 senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons. A PowerPoint introducing students to key workplace issues - discrimination and harassment. It begins with a defintion of discrimination and adverse action along with an explanation of when discrimination can occur. A review of workplace bullying from the previous lesson. A graphic organiser comparing and contrasting the the roles and responsibilities of the employer and employee in preventing workplace bullying. This is followed by a case study which students read and respond to. There is also a ClickView video which I show a portion of which explains how employers should manage bullying in their business. This is followed by a definition of harassment and examples of the various types of harassment. This is followed by notes, clips and case studies about sexual harassment. Some of these case studies can be assigned for homework depending on the time constraints of your class.

A PowerPoint for the first lesson of the term – an introduction to feminism and the4 British suffragettes. It begins with a basic definition of feminism for students to add to their glossary + the class word wall. Students know they need to copy down whatever text is underlined in my slides. It is followed by a clip from Horrible Histories (on ClickView) about the Suffragettes. This is followed by an opportunity to discuss what students already know about this topic. Students are assigned a homework research task – due the following week. There is a clip from the 1964 Mary Poppins film showing Mrs Banks – a 1st wave feminist. The 4 waves of feminism are summarised before zooming in on Britain’s first wave. There is a YouTube video from 1913, when militant suffragette Emily Wilding Davison threw herself under King George V’s racehorse at a major public event. She died of her injuries and became a suffragette martyr. An extract from Mary Wollstonecraft’s influential text A Vindication of the Rights of Woman (1792) is presented and students must summarise the key ideas. Another primary source an extract from The Declaration of the Rights of Woman (1791) is provided for comparison. There is information about the hunger strikes which were used as a form of protest & the force feeding methods used by the authorities. There are excerpts of prisoner testimonies. An image of a primary artefact (a hunger strike medal) is displayed. Information about some of the advances women achieved in the early 20th century is provided including information about when British women achieved the vote. The trailer for the 2015 film Suffragette is shown and a synopsis is provided. This lends itself well to a discussion of the personal implications of joining the movement for women at the time. To conclude the lesson, students are encouraged to reflect on their learning and compile their own definition of first wave feminism – with examples. 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. I 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 - lrigb4. The end of term assessment for this unit was an essay under exam conditions. As the unit was taught in term 4, it was a shorter, 6 week unit.

A PowerPoint for use in a 70 minute lesson. It begins with a look at Vietnam’s geographic location and the countries which border it. This information is used to explain which countries have tried to invade Vietnam in the past. This lesson explores questions including: What was Vietnam like under French rule? & Why was communism so attractive to Vietnamese Nationalists? A key historical figure (Ho Chi Minh) is introduced to students and his ideological influences are explained. Afterwards a series of sources about Ho Chi Minh are included along with questions which students can either answer in their books or discuss as a class (teacher discretion). There is information about key events before and during WW2. Students are asked to consider why communism may have been appealing to Vietnamese Nationalists. Some key dates from the Timeline in Hoepper et al’s 1996 textbook ‘Inquiry 2’ are displayed and a range of sources are used to elaborate on these talking points. The term Viet Minh is introduced to students. Information about how this group formed, their attire and who they fought against is outlined. Another figure – Emperor Bao Dai is introduced as he is someone who is likely to come up in student research. A key source – Ho Chi Minh’s speech proclaiming independence on September 2nd, 1945 – is provided for students to read along with a series of short response questions. This is followed by a paragraph writing activity which can be done as a ‘we do’ or a ‘you do’ depending on the ability level of the class. The lesson concludes with some information about the aid the USA provided to French to try to help them regain control of Vietnam after the Second World War. The Battle of Dien is briefly touched upon as well as the Geneva Settlement and the subsequent partitioning of Vietnam into two states. At the conclusion of the lesson, successful students will be able to explain the historical concept of anti-colonialism, key individuals and groups involved in the quest for Vietnam’s independence and the factors and events that influenced them. A handout designed to go with this lesson. It includes some information about Ho Chi Minh and a range of sources about him. For instance, The path which led me to Leninism by Ho Chi Minh – a primary source which outlines his reasons for joining the French Communist Party & his speech proclaiming independence on September 2nd, 1945. The handout includes questions but does not provide space for the answers (to save on printing). **NB: Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The content would also be useful more broadly for students in other states and countries with an interest in the Vietnamese Independence Movement (1945-1975). The other resources are also available in my store - lrigb4. The end of term assessment for this unit was an essay. **

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. An inquiry booklet which students complete in the early phase of the unit. They then use what they find to write their speech. This booklet includes: a pre quiz (to see what students already know), key terms to be defined and a place to record information about types of street art. It also includes graphic organisers for students to record their analysis of the two artwork (stimulus) they select. Within this organiser is a place to summarise the techniques used by the artist, to record community reviews about the murals and to identify the similarities and differences between these reviews. Finally, there is a reflection section including a SWOT analysis to be completed at the end of the assessment. A template to guide students to structure their PowerPoint presentation

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 (although with drafting time it may take a few lessons depending on the needs and abilities of students). A PowerPoint designed to make students aware of what the different cognitive verbs they are being assessed on mean and where they are required for the assessment. It defines the following verbs: describe, explain, compare, contrast, decide and justify. For some of these skills there are sentence starters which students can make a note of. This is followed by some information about how to structure their speech scripts and how to write an effective thesis statement (utilising a street art specific example). After students have planned their thesis statement, there is a recap of the TEEL paragraph structure and specific instructions about content to be covered in body 1. After writing this, there is a slide for editing body 1. This is followed by some sentence starters which can be used for writing body paragraph 2 (same structure as paragraph 1 but about the second artwork). After editing body 2,there are some sentence starters for body 3. Before writing there are two sample 'recommend and justify’ paragraphs for students to read and discuss the strengths and weaknesses. With this feedback fresh in their minds, they can write their final body paragraph and edit it.

An assessment piece designed for a Social and Community Studies unit focusing on Street Art. it is an eExtended response to stimulus – multimodal response. The stimulus (examples of street art) are provided to students each year and students select 2 to discuss in their speech. This resource includes: A copy of the task sheet for the unit which includes a suggested structure for the speech and PowerPoint students are required to produce A copy of the stimulus (artworks) provided to students ‘I can’ statements which which break down the criteria into simple terms for students to understand (also assists teachers to mark the assessment with ease) A QCIA cover sheet recommending adjustments to be made and individual learning goals to be assessed for students on a modified program (called QCIA students in QLD) 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.

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.

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.