3 practice exam booklets for use in classes so that students can develop their assessment literacy. These could be used as a mock exam and then students could give each other feedback (in a peer review). Each paper has a front cover for students to fill in, instructions (including planning time + time allowed to write a response), a list of the assessment objectives, 2 questions for students to respond to (they select one), planning space & lined paper on which to write their response. Resources designed for the new senior General English 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 this text.

2 practice exams (with scaffolding prompts). 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 set of questions for studying Deadly Unna by Phillip Gwynne – arranged by chapter. These are a mixture of comprehension questions, questions focusing on the setting, questions about specific language features / word choices, questions about specific characters, questions about themes (e.g. racism) etc. NB: Answers to these questions are provided in the PPT slides also available in my store: Aussie_Resources. 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 30-page booklet designed for Grade 12 students studying George Orwell’s Nineteen-Eighty-Four. It includes: • a character map, • a list of themes, motifs, symbols, moral issues • a series of graphic organisers for students to organise their notes about 6 themes, 6 specified symbols, • a table to record noticeable values, attitudes, beliefs and cultural assumptions • a place to record important terms (glossary) including: newspeak terms; context terms; unfamiliar terms • a table to record key details about each character and several important settings (names pre filled) • a diagram showing the societal structure of Oceania • a table to record the purpose of each of the four ministries • places to record significant aesthetic features and stylistic devices (language features & text structures) • a set of chapter questions for all 3 ‘books’ and post reading questions and activities Teaching tip: to save on printing, the chapter questions can be removed and added to a Class One Note / other online location. Resources designed for the new senior General English 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 this text.

Two resources: A unit plan which includes: a unit description, key questions for the unit, a breakdown of the learning intentions & success criteria, some planning resources, key details about the assessment, scaffolding notes for the assessment {cognitive verbs, a structure, evaluative language, other expected language features}. A list of the themes in the novel. Questions for a self/peer review (student reflection). Reflection questions to be used at the end of the unit (teacher reflection prompts). A Scope and Sequence which outlines how I taught the unit. (My school has 4 x 70 minute lessons a week). 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.