This is a worksheet to the SBS series First Australians Episode 1: They have come to stay. This resource was made for use in an 11 Modern History classroom in Queensland, Australia. I have also included a scanned copy of my teacher answer sheet. According to SBS, “First Australians chronicles the birth of contemporary Australia as never told before, from the perspective of its first people. First Australians explores what unfolds when the oldest living culture in the world is overrun by the world’s greatest empire.” Episode 1 focuses on Sydney and New South Wales (1788–1824). It includes the first contact, friendships formed between powerful men such as Governor Arthur Phillip and the Aboriginal Bennelong. The smallpox epidemic. The bloodshed and conflicts which arose as settlers spread out across the land.

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 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).

This PowerPoint is designed to last for a few lessons and contains 54 slides with tips for photo composition. It teaches students about the effects of lines (straight and curved) and activities to check whether students can identify horizontal, vertical and diagonal lines within images. It also has activities and information for shapes and silhouettes, patterns and colours. Additionally, there is information about shot sizes and angles (no activities just discussion) and other general composition tips.

How to create realistic characters in short stories / narratives.

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.

A lesson aimed to help shape student's understanding the lived experiences of soldiers in Vietnam. It focuses on two key texts: I was only 19 and Homecoming. The PPT includes a video of the song I was only 19 which students will listen to. They will then view key lyrics and talk about the representation of the Vietnam war in this text (including the literary devices used). After this is some information to help students empathise with what this would have been like especially for the conscripts. Some brief info is provided about 'fragging' and how the treatment the Veterans received upon their homecoming severely damaged countless veterans. It briefly looks at lyrics from Khe Sanh which discuss the experiences of a returned soldier. The remainder of the PowerPoint explores the poem Homecoming (which I ran as a separate lesson). 2) a handout with questions about Homecoming. We will then turn our focus to the major poem for this war in our booklet (Homecoming). We will talk about the difference between these representations.

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 (with some back up content in case students finish early). The end of term assessment for this unit was a 90 minute short response examination. A PowerPoint designed to teach students about gender roles (particularly those from past decades) with lots of visual stimulus to aid visual learners. It begins with revision of what the term ‘gender’ means. Afterwards students can copy additional terms into their glossary (gender identity & gender expression). There are visuals on the slide to prompt a discussion about about body language / posture e.g. typically male ways of sitting vs female ways. There are two clips from the 1959 film ‘Some Like it Hot’ (a comedy which features two males hiding from the mafia by dressing as females). These clips show the expectations of women at the time in a humorous way. This is used to segue into learning the terms ‘femininity’ and ‘masculinity’ & the fact that there is no necessary association between being biologically female and being ‘feminine’, or between being biologically male and being ‘masculine’. Revisit the concept of gender roles and that there has been a shift away from the traditional gender roles of previous decades. Students are to brainstorm traditional roles for men and women. This is followed by information about how gender roles are learned. Students are to copy notes about gender socialisation. This is followed by an image of the Disney princesses and other TV programs (e.g. I Love Lucy) which shows how popular culture can impact and reinforce gender roles. Students view some vintage Woman’s Weekly & Housekeeping Monthlymagazine covers from the 1940s and must answer questions about them in their book. There is a viewing activity (the trailer for Mona Lisa smile) and a teacher’s contract from 1923 outlining the expectations of American teachers.There is also a guide for women published in a magazine in 1955 followed by questions to check for understanding.

This is a PowerPoint which is useful for teaching the final act of the play. It includes dot-point summaries of each act, key quotes and some historical background into how to attack a castle.

1) PowerPoint - This lesson focuses on teaching students about the context of World War One so that they have some frame of reference for approaching the poems written in this period. Afterwards, it explores how the perceptions of war in poetry changed during this period from patriotic beliefs in its valour to disillusionment as World War One saw a complete change in the way wars were fought and the attitudes towards them. This lesson opens with checking students prior knowledge of WW1. It then explains what the world was like during the 19th Century and the imperialist ideology. The beliefs of Europe’s’ Great Powers, the major causes of WW1, The assassination of Franz Ferdinand: A Shot that Changed the World, societal beliefs about war at the time, exploring propaganda posters from World War One, new technologies used in this war and the outcomes of the war. Things we will learn by the study of poetry from the First World War.

A fun PPT I put together for the end of the year. It has 10 questions per round. The rounds include: Films of 2024 (identifying from pictures) Next lines (given a line of a Christmas carol and must write next line) Famous faces (identifying celebrities from pictures of part of their face / body) Christmas tv viewing (identifying Xmas films from still images) Christmas trivia Songs of 2024 (watch a YouTube clip which has snippets of songs from this year) News of 2024 [questions about events which happened this year] Films of 2023 News of 2023

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.

The first lesson to introduce students to the ‘Art and Community’ unit. It introduces students to some key terms they need to know for the unit. I use underlining to indicate to students what notes they need to copy from slides. There is information about some types of art (mosaic, sculpture, recycled art, collage, street art and wheat pasting). There is a viewing activity (a news story about street artworks made early on during the COVID 19 Pandemic). This is followed by some information about the upcoming assessment task and dates so students know where they are heading. Students also learn about the purpose of art which they will have to write about in the front section of their inquiry booklet. The lesson ends with an interesting viewing activity of the 100 most creative street artworks. There is also information about bottle cap art as our school decided to do a fun end of term activity where the students made one collective street art for display at the school.

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). PowerPointand lesson plan. Settling activity - copy the definition of bias. Explain the cognitive verb ‘evaluate’ and review concept of modality. Look at some conjunctions (linking words) which can be used in evaluating paragraphs. Subsequently, the lesson explores how to know if the source is useful before introducing the concept of corroborating sources (with a history skills video to consolidate this learning). Look at a sample exam question and deconstruct it. Then look at how to determine if a source is relevant (look at an example which focuses on origin, perspective, context, audience and motive). Then introduce the T.A.D.P.O.L.E acronym for a deeper level of source analysis. Afterwards, there are sources (about the Myall Creek massacre) for the students to evaluate (I use Gradual Release - we do then you do). Finally there is a PEEL/TEEL paragraph writing activity. T.A.D.P.O.L.E handout with sources about the Myall Creek Massacre for students to analyse. Example evaluating paragraph about the Hornet bank massacre (with labels to show key features). Homework sheet - Sources about the Hornet bank massacre for students to analyse.(answers are included at the base of the PowerPoint). 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 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.’

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 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 (although with drafting time it may take a few lessons depending on the needs and abilities of students). Going through the information from the task sheet so that students understand exactly what they need to do and have the opportunity to ask questions. It also introduces students to the street art stimulus examples that they will respond to in their assessment ‘Merry Crisis’ and ‘I Have a Dream. ’There is an article about each mural and why it was created. There is also information about how to find viewpoints about the street art (including where to look and what search stems to enter). There are also screenshot examples of comments about the street art (e.g. from Twitter, Facebook or Tripadvisor). Students are shown the section of the graphic organiser that they need to fill in (where they store their information that they need for body paragraph 2). There are also some clips explaining what art curators do as this is the role they will be utilising in their assessment.

A PowerPoint and worksheet used to introduce students to the parts of a coffee machine, their functions and how to clean them. The worksheet includes a picture of a machine with arrows to each part which students are to label as they progress through the lesson. There are also underlined notes on the slides for students to add to a table on their worksheet. Included in the PPT is a brain break video from ‘Sorted’ (YouTube channel) reviewing a coffee machine. There is an extension part on the worksheet for fast finishers about the types of milk (whole milk, light milk, skim milk, organic milk, soy milk, UHT milk, almond milk, coconut milk). 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).

This PowerPoint includes images of storyboards, an explanation of when in the production a storyboard is drawn. Information about what the storyboard convey and why you make one. It has a video The Killers Mr. Brightside for the children to watch and then an example of how you would storyboard this (using screen captures from the actual video). That way students will see the level of detail required for the written description. Following this, the PowerPoint also explains the rule of thirds and some things to keep in mind when planning your music video with pictures of what to do and what not to do.