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. The first of two lessons about Unfair Dismissal in Australia. It begins with a video of leading industrial advocate Miles Heffernan explains what your rights and options are if you believe that you have been unfairly dismissed, and what the difference is between unfair dismissal, unlawful dismissal and unlawful termination. A definition of Unfair Dismissal is provided along with an explanation of who to turn to if you believe your employment has been terminated unfairly. It includes some short response and summarising activities in response to videos (including news footage about unfair dismissal claims). The second ‘Unfair Dismissal’ PowerPoint. It includes revision questions and a flow chart for the process for bringing an unfair dismissal claim. The impacts of unfair dismissal on a work environment. Processes that employers should follow before terminating someone. Examples and non examples. An interesting case study involving McDonalds reported on Sunrise in 2015 with post-viewing questions. An explanation of ‘onus of proof’ and some justifiable reasons to dismiss an employee. Reasons you cannot be fired (a review of discrimination). A handout to be used across both lessons (with the questions, key information and writing space). A long case study about a man sacked over eating a Snickers bar and a shorter version of the same case study which I used with the class.

This lesson was designed for the second phase of the unit where students are preparing to write a persuasive text about Ned Kelly. This lesson focuses on reading the events in Chapter Four of Black Snake, responding to questions and considering whether Ned’s actions make him a hero or a villain (or a victim of circumstances). There is a video excerpt of the shootout at Stringybark Creek (from the Heath Ledger film). There is also a clip from the Victoria Police which is intended as a memorial for the policemen killed in action by the Kelly Gang members. It also includes information about the two letters Ned famously wrote expressing why he turned to a life of crime (The Cameron Letter and the Jerilderie Letter). It concludes with information about how the public opinion of Ned shifted from a negative one to a more positive one after the 1960s. The lesson tries to present all points of view so that students can make up their own minds about Ned Kelly and whether he deserves to be held up as an Aussie icon. Handout - proofreading activity (an excerpt from the novel). Part of a set of resources created for a year 7 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). The focus text is ‘Black Snake: The Daring of Ned Kelly’ by Carole Wilkinson.

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.

A lesson PowerPoint. It begins with a proofreading activity (an excerpt from Chapter 4). Followed by a review of the events in Chapter 4 of Black Snake. It then includes activities based on the opening section of Chapter 5 (including answering comprehension questions.) Students will be successful if they can: Identify the motivation of the narrator at the beginning of chapter 5 and explain the narrator’s viewpoint. Students will review the term modality and consider whether the language used by the writer (narrator) is high / low modality. There is also a creative writing activity for students to complete (an imaginative recount based on an excerpt from this chapter). A copy of the lesson plan Chapter 5 handout - the activities contained in the PowerPoint for distributing to learners. Part of a set of resources created for a year 7 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). The focus text is ‘Black Snake: The Daring of Ned Kelly’ by Carole Wilkinson.

A Unit plan designed for a 10 week term. It includes syllabus objectives, a description of the unit, a marking breakdown which explains what the teacher would expect to see for each assessment criteria, assessment task details and a list of recommended resources. It also includes explanations of some recommended pedagogical strategies (for group work etc.) A Scope and Sequence suggesting topics to be covered throughout the term is provided. 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.

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.

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 revision sheet designed to prepare students for a 90 minute short response examination. It covers topics including The Fair Work Act (2009), Workplace Rights, Employee & Employer Rights and Responsibilities, The 10 National Employment Standards, Bullying & Harassment, Unfair Dismissal and Unions & Industrial action. A practice exam designed to give students the opportunity to practice meeting the key criteria Social and Communities study criteria explained in a series of accessible ‘I can’ statements.

Part of a set of resources created for a year 7 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). The focus text is ‘Black Snake: The Daring of Ned Kelly’ by Carole Wilkinson. PowerPoint 1 ‘Taking a closer look at One Stray Bullet’ - ** Reviewing what happened in the opening of chapter 3 ‘One Stray Bullet.’ This short piece of fiction told from the perspective of Ned’s sister Kate is one of the passages that students can choose for their written literary transformation {imaginative recount / short story}. The focus of this lesson is exploring characterisation (one of the creative writing techniques the author has used effectively in this extract) in order to prepare learners to develop their characters adequately within a small word limit. It includes a highlighting activity (colour coding the action/dialogue/actions/descriptions of the various characters in the passage.) The lesson also provides further historical context into the Fitzpatrick incident. It also includes scaffolding for if they were to re-write the opening of this narrative from the antagonists (Constable Fitzpatrick’s) perspective. There are 8 sentence starters to aid students to begin writing a practice narrative from Fitzpatrick’s perspective. There is a proofreading checklist for students to use after they have written their orientation. This passage can be used to gauge the students current writing abilities. PowerPoint 2 - Developing setting Assessment expectations – what language features students need to use to get a C, B & A. Reviewing key parts of speech that students need to know and use in their short story assessment (adjectives, adverbs, verbs & abstract nouns). Learning how to establish setting in a narrative. Top writing tips with example sentences. The importance of showing not telling. The importance of avoiding cliches. Planning to write a story from Mrs Kelly’s perspective (based on the events in One Stray Bullet). The lesson concludes with a creative writing activity where students write their own description of The Kelly House imagining that they are Ned’s mother.

During this module students investigate their personality type and explore how people manage conflict. They apply conflict management strategies to real life contexts and make decisions about what strategies are most effective. This is a work booklet pack which was designed for use during the 2020 COVID 19 pandemic. It would also be useful for students who are absent for medical / personal reasons. The content within this resource could be adapted into PowerPoints or worksheets for use in the classroom. This work pack contains three lessons worth of content. Lesson 1 begins by defining ‘personality’ and ‘identity’ and contains brainstorming prompts for students. This is followed by a classifying and TEEL paragraph writing activity where students consider what things most impact their sense of self. Following this, students read information about introverts and extroverts and summarise what they have learned. They then apply these terms to people they are familiar with. Lesson 2 introduces students to the BIG 5 personalities (aka OCEAN model). They read the definitions and consider which ones apply to them. They then look at a list of typically masculine and feminine traits and record those which they believe describe them (reflective task). Afterwards they view 2 images and have to describe how the people are feeling and what makes them think this. Subsequently they read a paragraph about understanding body language. Afterwards they explain the difference between open and closed body language. To foster emotional intelligence, students read a range of situations and write down what emotion they would be feeling. Another activity involves looking at a list of gestures / expressions and explaining what each generally means. Lesson 3 has a revision activity about the Big 5 personality types. Afterwards, students are asked to define conflict and create a Y chart about what conflict looks like, feels like and sounds like in this community / our school. There are questions about how to deal with conflict at school (to see what students already know). Students are then to try and define 5 conflict resolution strategies based on an image. They can also provide an example from their own life if they can think of one. There is then a brainstorming activity where students list the world conflicts they can recall. They also can list how world leaders have resolved conflict in the past. 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.

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. PowerPoint designed to wrap up the previous unit and introduce the next unit. It includes an explanation of reflecting on learning in preparation for students to complete a reflection sheet. Introduction of key terms - personality, extraverts, introverts and ambiverts. Students watch a clip explaining the differences between extroverts and introverts. I displayed images of famous extraverts and introverts that students may be familiar with. A clip about Keanu Reeves (a well known introvert) and another example Dr Seuss (Theodor Geisel). A paragraph writing activity for students to consolidate their learning. A quiz for students to determine whether they are predominantly an extrovert or introvert. A TED talk about the pro’s of being an introvert. Unit reflection handout. Lesson plan

During this module students investigate their personality type and explore how people manage conflict. They apply conflict management strategies to real life contexts and make decisions about what strategies are most effective. This is a work booklet pack which was designed for use during the 2020 COVID 19 pandemic. It would also be useful for students who are absent for medical / personal reasons. The content within this resource could be adapted into PowerPoints or worksheets for use in the classroom. This work pack contains three lessons worth of content. Lesson 4 - students are to write a paragraph describing themselves. Students are introduced to the key term ‘friendship.’ They are asked to describe their friendship group in a few sentences. Students are to brainstorm the main reasons they fight with parents, siblings and friends. A metaphor (relationship bank accounts) is explained. Students list the deposits and withdrawals they make in three relationships of their choosing. Students read an explanation of some of the reasons why we fight with people we love: jealousy, one-way relationships, rejection, stress, disloyalty, revenge and peer pressure. Next to each they need to list examples of this from popular culture texts (e.g. movies, tv programs, celebrity feuds etc.) Lesson 5 introduces students to the key terms ‘interpersonal’ and ‘intrapersonal intelligence.’ Following this, there is a passage about workplace behaviour which they need to read. There is a workplace scenario which students can read and respond to. Students then need to define aggressive, assertive and passive communication based on what they read in a handout / further research. There is a classifying activity for students to test their understanding of these terms. There is a paragraph writing activity about what students believe they should do if a work colleague does something that annoys them. Afterwards 3 workplace scenarios are listed. Students need to rate how stressful they would find that situation from 1-5 and how they would try to solve it. Lesson 6 introduces students to the key term ‘self-concept.’ This is followed by an explanation of 5 different ways you could describe yourself. Afterwards, ‘self-esteem’ is defined along with terms optimism and pessimism. Two things that influence our self-esteem are noted. Students are to summarise what they have learned in this lesson. Afterwards they read information about ‘characteristics of low self esteem’ and how this can affect your quality of life. Some causes of low self esteem are explained as well as some tips for how to build one’s self esteem and who you could go to for help. The lesson concludes with a poster making activity (tips for improving self-esteem). 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.

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. This lesson begins with a warm up - there are a list of personality traits on the slide - students have to write down those which they believe applies to them. There is a video about the Big 5 for students to watch as a refresher. Afterwards students are to write a series of paragraphs explaining what personality types they think they have (using the Big 5). There is an example on the slide to give students possible ideas / sentence starters. There are also prompting questions to help students to clarify their thinking. Afterwards, there are 2 clips from the 1990 film Home Alone for students to watch and identify the personality traits and types they observe.

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 a 70 minute lesson. The PPT begins with a reflection - recapping what students know about conflict. Students have the second opportunity to view the conflict scenario clip from Everybody Loves Raymond which will be used for the teacher example. I then model how to complete the table about the two people in the conflict (Marie and Frank). I show them where further information about the characters can be found (e.g. fan pages, Wikipedia, IMDB). Afterwards, students need to complete the Person A and B tables in their inquiry booklet (for the conflict scenario they have chosen). In subsequent lessons students will use this information to write paragraphs about each person for the findings section of their report.

During this module students investigate their personality type and explore how people manage conflict. They apply conflict management strategies to real life contexts and make decisions about what strategies are most effective. This is a work booklet pack which was designed for use during the 2020 COVID 19 pandemic. It would also be useful for students who are absent for medical / personal reasons. The content within this resource could be adapted into PowerPoints or worksheets for use in the classroom. This work pack contains three lessons worth of content. Lesson 1 - Arguments are defined and common causes of conflict are listed. Three discussion questions are posed. Three levels of arguments are outlined. Assertive communication is explained (including examples). There is a ‘how assertive are you?’ quiz for students to complete. A list of assertion techniques are explained and examples are provided. This is followed by a classification activity - where students read examples and label them. Conflict resolution is defined along with a series of conflict resolution strategies. Lesson 2 - focusing on conflicts in our personal lives. In particular looking at conflicts with our friends as these are a natural part of growing up. Students read tips for keeping their friendships strong. Interpersonal skills such as active listening are explained. Advice for what to do if you don’t know how to reply to something a friend discloses to you. Some ‘blocks’ to really listening are described. Looking at when it is a good idea to give people space and if it is ever ok to lie to friends. How to let people in without feeling humiliated. After engaging with these materials, a range of scenarios are presented to students. Students then complete activities in a graphic organiser which help them to a) analyse the conflict / problem & b) recommend a solution. Lesson 3- focuses on conflict in the workplace. It includes advice about what to do if you experience conflict with your boss / manager. It includes information about why people (like customers) become challenging. There is information about what upset people want and a three prong strategy for dealing with difficult people. Tips for handling customer complaints are outlined. A series of comprehension questions follow this material. 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.

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 lesson designed to teach students how to define identity and list some factors which influence our identity, explain the difference between sex and gender, liist some of the stereotypes which exist about men and women and explain how gender can influence your personal identity. It includes a sorting activity where students view 13 things that influence someone’s identity and rank them in order of importance to them. This is good for promoting discussion. Introduction to key terms - sex and gender. A few clips to view which contain stereotypes - students to list them in a table and then discuss after each clip. There is also a clip on gender in advertising from ABC’s the checkout which students watch and then write a paragraph to summarise what they learned.

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 lesson plan A PPT - The lesson begins with two warm up questions (getting students to consider how the school helps students to resolve conflict). This is followed by a revision activity (the definitions of 5 conflict resolution strategies are provided - students must name them). An explanation of what conflict is and some other terms e.g. ‘pinch point,’ frustration, defensiveness and baggage. This is followed by a list of common elements to conflicts (reasons why people fight). This is followed by tips of how to respond to problems (to avoid exacerbating the problem). This is followed by an activity where students view a clip from Everybody Loves Raymond (this clip will be used for the teacher assessment exemplar for the rest of the term). Students fill in a graphic organiser based on what they observed. Some tips for resolving conflict e.g. Active Listening are provided. Afterwards, there is an overview of the 3 conflict choices for students to pick from to respond to in their assessment.

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. This lesson was designed for use after the students completed 4 weeks of at home learning (pandemic). It begins with a quiz (13 questions) which students answer in their books and then we discuss as a class. The quiz includes 2 videos from television shows (Scrubs & Boston Legal) for students to watch and then describe the personality traits of. This is followed by an explanation of the upcoming homework task and assessment task. It includes some research tips including how to conduct a more-efficient internet search using (BOOLEAN search).

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 handout version of the teacher exemplar (for Everybody Loves Raymond conflict scenario) A conflict triggers quiz for students to take during the lesson warm up (which can provide further vocabulary to explain what triggers the characters in their scenario) A PPT presentation - The lesson begins by looking at a list of reasons which can trigger conflict. Then students take the conflict triggers quiz and everyone discusses their findings. Explain how they can use this vocab in their upcoming task. Explain how to fill in the table for Section 4 of Inquiry booklet. Look at what the cognitive verbs ‘compare’ and ‘contrast’ mean as this is a key skill in their assessment. Show students the teacher example of the filled in graphic organiser. Afterwards, students complete their own table for their assessment. Finally, there is an explanation in layman’s terms of what criteria 2.2 is assessing in their report.

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 handout version of the teacher exemplar (for Everybody Loves Raymond conflict scenario) and recommended sentence starters. PPT - The lesson begins with an explanation of the importance of linking your ideas with in your paragraph and a list of conjunctions (joining words). This is followed by a recap of what the cognitive verb ‘compare’ means and some ‘clever connectives’ from Logon Literacy which can be used in compare paragraphs. An overview of possible sentence starters for this paragraph is followed by a teacher example - which is colour coded on the slide. Students then write their paragraph and then follow the prompts to double check their paragraph. This is followed by new learning - a conflict resolution strategy (apologising). This term is explained and information is provided about when it is a good idea to use this strategy. This is followed by some discussion questions e.g. ‘what makes a good apology?’ Afterwards there are two clips to be viewed from Everybody Loves Raymond and students watch to see how the characters apologise and whether they appear to be sincere or not.