This lesson teaches students about the genre conventions of an essay. It begins with a warm up proofreading activity (an extract from p 10 of the novel). This is followed by an explanation of the term ‘Analyse’ with a QCAA poster. Following this there is information about how an essay is structured. The CAT acronym is used to explain the structure of an introduction. There is a table breaking down the structure of a body paragraph (extended TEEEL) and some tips about what should go in their paragraphs (Language features and text structures). Finally, the RAG structure is used for breaking down the elements of a good conclusion. Following this, there is a practice question which I teach with think alouds and co-construction. 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.

The lesson begins with an explanation of what themes are, and an image of common themes in literature. Following this there are slides explaining the following themes: Masculinity (and toxic masculinity) Racism The importance of family Mateship Duty and Sacrifice Examples from the novel are provided. This is followed by a practice question + some planning activities around this question. 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.

This lesson is designed to help students revise for their upcoming exam by reviewing the major settings in Phillip Gwynne’s 1998 novel Deadly Unna? It begins by explaining what ‘setting’ means. An example structure for a paragraph about setting is provided (check boxes). An overview of the following settings is provided (including significant quotes from the novel). The Jetty The Beach The Pub The oval and sports facilities The cemetery The Point (mission) The question we used in this year was “To what extent is Deadly Unna by Phillip Gwynne a realistic representation of modern-day Australia?” 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.

In order to create convincing crime fiction, students need to be able to analyse the portrayal of crime, criminals and the criminal justice system in various modern and canonical texts. This powerpoint goes through some theories of crime and includes some clips from crime films (e.g. Kindergarten Cop, A Time to Kill etc.) that help students understand these. The powerpoint covers info such as the Role of the law in society, the image of the criminal and how these can reflect their theories of human nature, beliefs about the causes of crime and information about how crime is dealt with by society.

Three resources designed for a year 9 theology unit where students interview lay people from various churches in their hometown to develop an understanding of the role of the laity within each church. According to the curriculum they must "examine ways in which believers live their Christian vocation, and distinguish between their participation in the priestly, prophetic and kingly work of Jesus Christ." !) Task sheet for their summative assessment item (an ethnographic study.) An ethnographic study is a method of investigation that studies the culture of a society using research as well as field reporting techniques like interviewing. Their findings will be presented in a report format. 2) A booklet to guide students through their ethnographic study (including developing appropriate questions, researching Jesus' values and actions, researching each church prior to the interviews etc.) It also includes a retrieval chart for students to record the answers to their interview questions into & an explanation of how students should set out their report and what should be in it. 3) A report template for the students to write their final report into.

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 end of term assessment for this unit was a 90 minute short response examination. A PowerPoint to introduce the students to the unit. It includes a quiz about their experiences in the workforce & a categorising activity where they look at elements that make a good job and list them in order of preference. Students are introduced to key terms - full time, part time, casual and temporary employee. They view a short YouTube clip about workplace myths to generate interest in the topic. Then they are introduced to The Fair Work Act which is one of the key pieces of legislation they need to refer to throughout the unit. There is a cloze passage for them to complete and some discussion points. A handout which explains the 10 National Employment Standards which all Australian workers are guaranteed. For homework students were to fill in the far right column ‘How does this help create a healthy workplace?’ 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 designed to inform students about the additional protections provided to parents in the workforce. It begins with a warm up - a paragraph writing activity about unions and how they support workers. A key term - what constitutes a ‘workplace’ followed by a checking for understanding activity. A review of term ‘workplace rights’ and a list of rights you should have at work. Sources of employment rights and obligations - a workplace rights pyramid. An overview of the communication skills students need for their exam and the key topics (content) students need to know. How to answer a short response question (using the RAF acronym). This is followed by a scenario reading activity (involving a pregnant employee) and students have a chance to practice using RAF to offer their interpretation of the case in a concise way. Before students read the scenario, I give an explanation of the cognitive verb ‘interpret’ and some clever connectives which can be used when interpreting and students view a clip explaining redundancy. Students read the case study and complete a graphic organiser (answers provided on subsequent slides). They then write a TEEL paragraph in response to a question similar to one they will encounter in their exam. Afterwards we look at other rights for women in the workplace (around breastfeeding and pregnancy). To conclude this lesson we go through a list of ‘I Can’ statements which break down the criteria into simple terms for students to understand.

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. An inquiry booklet which students complete in the early phase of the unit. They then use what they find to write their report. This booklet includes: a pre quiz (to see what students already know), key terms to be defined, a place to reflect on and record what they know about their own personality (including where they feel they fit in the Big 5 personality types). It also includes questions to investigate (they must keep a record of their sources and evaluate them), a space to record their analysis of the two people from their chosen conflict scenario, a table for comparing their personality traits (using Big 5), a graphic organiser for collecting information about a range of conflict resolution strategies and a SWOT analysis to be completed at the end of the assessment. A handout with 3 conflict scenarios which students can choose from to respond to in their report. Two are from films (10 Things I Hate About You & Remember the Titans), the last is from the media (Taylor Swift vs Katy Perry). The handout provides a summary of the conflict scenario, information about Person A & B and quotes from the specific conflict scene. A template for students to write their report into.

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) PPT presentation - This lesson is designed to scaffold students to write paragraphs about Person A and B for the findings section of their report. It begins with a review of the TEEEL paragraph structure. This is followed by slides exemplifying this with the teacher response. On the next slide there are sentence starters to assist students to write their own paragraph.

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. 1. A PowerPoint explaining what unions are and why they exist. It includes a clip from Behind The News (2016) giving a historical overview of the origin of unions. It includes an explanation of collective bargaining within Australia. I then provide a specific example of a union - the Queensland Teachers’ Union. It includes a video about what the QTU achieved in its first 120 years. Information from their website about the benefits of belonging to a teacher’s union. The 11 steps in the enterprise bargaining process and how belonging to a union is protected under the Fair Work Act (2009). This is followed by two case studies for students to read and respond to. A handout which goes along with 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. The lesson begins with a short YouTube video to consolidate previous learning (The Big 5 personality types). The video considers how each personality type would react to being stranded on a desert island. The main task for this lesson is for students to fill in Section 1C of their Inquiry Booklet - including the section where they write about their attitudes, values and beliefs (towards education). There are example responses to help students. This is followed by a video clip from Boston Legal which students watch and then partake in a class discussion to reveal the personality traits and types they observe. Afterwards, students fill in the remaining information about themselves.

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 lesson opens with a discussion point about a contested issue - the difference between vandalism/graffiti and ‘street art.’ It provides some information about why people are compelled to graffiti. There is a news viewing activity which sheds light on this topic and features an Australian street artist. This is followed by some note taking tasks (defining vandalism and graffiti). There is some contextual information about the history of graffiti and a Venn Diagram (comparison) activity. This is followed by a series of pictures which students need to classify as either graffiti or street art.

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 lesson begins with a consideration of the role art plays in society. There is a Bansky quote which encourages discussion about whether these murals would be quite as powerful if they were in a gallery or done by legal means. There is information about how art conveys messages and a series of slides which name and explain language techniques used by artists with relevant pictures of street art supplied. The techniques are: allusion, rhetorical questions, repetition, pun, metaphor, sarcasm, verbal irony, a call to action and parody. This is followed by a series of pictures where the students need to identify which language feature it utilises. If time remains, this is followed by a Click View viewing activity about street artists in Melbourne.

This is part of a series of resources developed for a year 8 English class in Australia. The first resource is a list of context-specific spelling words for the first six weeks of the term (24 words per week). The second is a PowerPoint introducing the unit and key terms. It specifies the difference between a theme and an issue, gives examples of specific social issues and it has a viewing activity to help students understand a particular social issue (poverty). Finally, it includes some images and creative writing prompts to get students thinking and writing themselves.

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.

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 for the orientating phase of a unit on Australian workplace rights. It begins with revision questions about the Fair Work Act, types of employees, superannuation etc. This is followed by a YouTube clip explaining the difference between the duties of the Fair Work Commission and those performed by the Fair Work Ombudsman. I usually take dot point notes for students to copy after viewing but I have also provided a follow up slide with text. Afterwards, there is a link to an ABC news story about a time when the FWO intervened to protect workers rights. A new term - jurisdiction - is introduced along with an explanation of key State and federal laws which protect workers. Then the lesson zooms in to focus on specific sections from the Fair Work Act (as students need to be able to explain the purpose of particular sections for their exam). A handout goes along with this which has places for students to sum up the sections after the class discusses them. It includes information about ‘adverse action’ (including examples), a case study about a nurses strike, information about ‘discrimination’ along with examples and non examples. The lesson ends with an interesting clip from the SBS Insight program (2016) about the exploitation of foreign workers. I usually only show the first two case studies and discuss these with the class. A handout to be used during the lesson and kept for revision purposes. It includes extracts from Legal Studies for QLD volume 2.

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 PPT designed to introduce the class to employer rights and responsibilities. It begins with a cloze passage getting students to define workplace rights. This is followed by a brainstorm activity to get them thinking about what characteristics make a good employer / boss / manager. A list of employer responsibilities from the Legal Studies textbook are provided followed by a TEEL paragraph writing activity and a ranking activity. Students view a clip about how to address being treated unfairly at work. It concludes with a paragraph writing activity about their own career direction. A homework sheet with three scenarios for students to read and respond to. They need to complete a graphic organiser listing the workplace violations and making recommendations to the employees about what they should do.

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 focusing on safety in the workplace. It begins with notes on Workplace Conditions for students to copy (settling activity). Followed by a clip of a topical workplace safety incident - Dreamworld’s Thunder River Rapids Ride Accident. Information about how young workers are more likely to be injured at work than any other age group. Information about the 2011 Workplace Health and Safety Act. Employer WHS responsibilities (from the Legal Studies textbook). An explanation of the term ‘duty of care’ and how employers can make everyone in their workplace safe. Employee responsibilities are also outlined. A compare and contrast of the responsibilities of employees and employers (answers provided on following slides). Define injury and 10 workplace hazards. A viewing activity about an electrician who died in Queensland. Students to fill in a retrieval chart as they view. The consequences of workplace injuries are discussed and students are to write a practice short response to a question. Transcript of the Dale Kennedy story. WHS Handou which goes along with the PowerPoint. A homework sheet with a series of short response questions similar to those students will encounter in their exam

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.

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.