The PPT begins with a warm up to help students to retrieve prior knowledge. This is followed by Carlton university’s tips for analysing and evaluating primary sources. Students are then given a worksheet which contains the O-P-V-M chart with some elements removed which students will fill in as the lesson takes place. The PPT goes through each source type beginning with letters giving information about things to keep in mind regarding origin, purpose, value and limitations. There is a letter from Nelson to Winnie which we read and discussed the language choices. There was also one from Winnie to Nelson (1970). Following this information about Winnie Mandela from the South African History website was provided. The next source type was photographs. I utilised a range of photographs about Winnie Mandela. Following this, political cartoons. This was followed by an acronym called P.I.C.T.U.R.E which is handy for unpacking visual sources. There is information about techniques which cartoonists often use to convey meaning (including allusion, symbolism, irony). Then some cartoons from Zapiro and Len Sak were included for students to get an idea of different styles. The next source type was news media which covers newspapers, tv reports, radio reports and eye witness accounts. Following this, official government documents and other government records e.g. speeches and memorandas. 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 the Anti-Apartheid movement in South Africa (1948-1994).

A PPT which explains the lead up to the Sharpeville Massacre including the formation of the PAC. There are terms for the students to add to their glossary including separate development and bantustans. There are images from the massacre, a brief YouTube Video and information from written sources including the Hodder textbook, various newspaper articles. Students read these sources and have a table that they must complete where they list the source and describe the perspective evident in the source. 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 the Anti-Apartheid movement in South Africa (1948-1994).

A PPT used to combine information from a range of sources about the aftermath and the formation of Umkhonto weSizwe. Information about international reaction to the images of the massacre is provided. The subsequent riots are explained. The government’s reactions including declaring a state of emergency and banning the ANC & PACs are explained. The reasons why ANC decided to adopt armed struggle as a strategy are explored using a range of source. After reading through and discussing these sources, there is an EA style synthesis activity for the students to complete. 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 the Anti-Apartheid movement in South Africa (1948-1994).

A worksheet to go along with viewing the SBS Viceland tv series ‘Rise Up’ which had an episode about the anti-apartheid movement. The episode is also available on ClickView. The questions have been written to go in the order that the information is provided in the episode. A scanned copy of my handwritten answers is provided. 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 the Anti-Apartheid movement in South Africa (1948-1994).

A PPT with a focus on types of secondary sources and their levels of reliability. It begins with a warm up where students list the types of secondary sources they are familiar with. There is a review of the meaning of bias and the distinctions between a balanced source and one which is pro / anti a specific topic. These is also info about how to determine the usefulness and reliability of a source. Students are given a worksheet with most of the information in the O-P-V-L chart pre filled. They copy the information in for the sections which are missing from their handout. The source types included are: biographies, statistics, textbooks, documentaries, journal articles, historical novels, poems, songs and biopics. 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 the Anti-Apartheid movement in South Africa (1948-1994).

A PPT which goes through important events between 1984 and 1994. It includes photographs, textbook extracts, research from websites etc. to help students gain an understanding of this era. By the end of the lesson students should be able to answer the following question: What roles did de Klerk and Mandela play in the path to democracy? 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 the Anti-Apartheid movement in South Africa (1948-1994).

A word document (Cornell Notes template) which I explain to students before the lesson. I then deliver the lesson in a lecture style format where students choose what to write down. A PPT which I use for my lecture-style lesson. It introduces students to the Dutch East India Company and their influence in Africa. Terms like Boer and Afrikaners are introduced. Information about the conflict between the British colonisers and the Boers is provided. This is followed by information about how the Boers attained self government. The use of language as propaganda is explored e.g. terms like ‘kaffir.’ The PPT ends with some checking for understanding questions. 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 the Anti-Apartheid movement in South Africa (1948-1994).

Two PowerPoints which include scans from two picture book memoirs. The Little Refugee (Anh Do) - It includes pre-reading questions. The powerpoint also introduces key terms for analysing these visuals: visual components of a text such as placement, salience, framing, representation of action or reaction, shot size, social distance and camera angle. Body Language – A non-verbal form of communication including facial expression, posture & gestures. Salience – a strategy of emphasis, highlighting what is important in a text. In images, salience is created through strategies like the placement of an item in the foreground, size and contrast in tone or colour. There are also comprehension questions and an explanation of things to note about the illustrations. The Peasant Prince (Li Cunxin) - a more comprehensive lesson (for a higher class). It includes information about the author and the illustrator and the techniques she used. It introduces visual literacy techniques to look for e.g. use of colour vs black and white. Ways to describe colour e.g. vivid and muted. Colour theory - the connotations of specific colours. Describing the positioning of elements within the image (e.g. foreground & background). How to describe the settings within the story (there is a graphic organiser for them to fill in to respond to three images from the book). Nonverbal communication (explanations of body langauge and facial expression). Students have the chance to apply this to describing three figures in the book. Shot size, Angle and Mise en scene are defined and there are further activities for each of these. Other concepts are covered incuding reading path, salience, positioning, vectors, allusion, symbols and language features.

Unit plan designed for a 10-week term of 12 Essential English. It includes a subject description, a description of the unit, a list of unit objectives (from the syllabus), my planned teaching and learning cycle, the unit learning intentions and success criteria, assessment task details and a list of recommended resources. Also included are 3 word documents which I used on my word wall. Film specific language features – shot sizes, camera angles, lighting, colour, non-verbal communication, dialogue, audio, setting, props, costumes, characterisation, camera movement and symbolism. Film specific text structures – plot, character development, flashback, simultaneous time, montage, slow motion, accelerated video, time lapse, superimposition, transition, themes Colours and what they mean – blue, red, white, black, green, yellow, maroon and brown. The learning resources (PPTs, worksheets etc.) for the unit are also available in My Store.

About the PPT: A PPT designed to be used after students have viewed the film Batman Forever. It begins with an explanation of Two Face and his back story. There are images of his costume which students can describe in the Language Features portion of the retrieval chart. There are slides going through colours and their meanings – maroon, yellow and black. Some information about his props is provided. Students can mention any others that they have noticed. A quote from the news reporter from the orientation of the film is included. Students are asked to volunteer what attitudes they noticed. Some key scenes from the film are summarised to generate opportunities for students to identify his Values, Beliefs and Cultural Assumptions. These scenes include – his escape from Arkham Asylum, Murdering the Flying Graysons, Forming an alliance with the Riddler & Gate crashing Nygma’s event. A similar structure is followed for Batman and The Riddler. About the Word Document: A table I made containing quotes from key characters in the film which students can come back to when writing their review for evidence of character VABs. Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts.” During this unit students learned about Hero and Villain films and how filmmakers use cinematic techniques to portray them and create an intended message. Their assessment at the end of this unit was to write a 4-6 minute multimodal (speech) to be delivered live or pre-recorded reviewing one of the three films shown within the unit.

About the PPT: The PPT begins by explaining what film reviews are and their common features. Following this students watch the trailer for season one of Wednesday (the TV series on Netflix). This is followed by some questions to prompt discussion. Students then read a review and use a highlighter to note the various language features used by the reviewer. Afterwards students are introduced to the second film they will be viewing. They watch the trailer for The Incredibles and some quick facts are shown. They add the director details and others to the retrieval chart. There is a brief synopsis of the plot and some inspiration about what inspired the characters. Following this students are given a quote sheet which they can look at and complete an activity talking about what the characters words say about them (i.e. their personality, beliefs, values). About the Word Documents: A copy of a review written about the Wednesday TV series. A handout which contains some key quotes from the characters from The Incredibles for an activity explained in the PPT slide. Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts.” During this unit students learned about Hero and Villain films and how filmmakers use cinematic techniques to portray them and create an intended message. Their assessment at the end of this unit was to write a 4-6 minute multimodal (speech) to be delivered live or pre-recorded reviewing one of the three films shown within the unit.

About the PPT: A PPT designed to be used after students have viewed The Incredibles. It begins with an exploration of Mr Incredible and his two costumes. Students are to discuss what VABs they noticed in the film. I have provided some answer slides with possible options. This process continues with Elastigirl and Syndrome. Some information about supporting characters including Violet and Dash are also provided. About the word documents: A table I made containing quotes from key characters in the film which students can come back to when writing their review for evidence of character VABs. A teacher version of the report card. Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts.” During this unit students learned about Hero and Villain films and how filmmakers use cinematic techniques to portray them and create an intended message. Their assessment at the end of this unit was to write a 4-6 minute multimodal (speech) to be delivered live or pre-recorded reviewing one of the three films shown within the unit.

Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts.” During this unit students learned about Hero and Villain films and how filmmakers use cinematic techniques to portray them and create an intended message. Their assessment at the end of this unit was to write a 4-6 minute multimodal (speech) to be delivered live or pre-recorded reviewing one of the three films shown within the unit. About the PPT: the PPT begins with an explanation of the unit and the upcoming assessment. There are some terms for students to add to their glossary and a brainstorming activity to see what films students have seen in recent years which feature heroes / villains. Some sample answers grouped under Marvel, DC and Warner Brothers are provided. Students are introduced to definitions of terms including hero, superhero, anti-hero, antagonist and villain. Students are introduced to the Gallery of Modern Arts which is part of the context for their assessment. They see images of the building and photographs I took in 2017 when I went to a Marvel specific exhibition. This is followed by information about the origins of super heroes (comic books). Specific references are made to Superman, Batman and Wonder Woman. There are some clips of early TV and film versions of these characters.

About the PPT: The lesson begins with an activity which asks the students to brainstorm some attitudes they associate with heroes. The slide includes a reminder of what an attitude is and some answers which pop up when you click. There is a viewing activity from YouTube about heroic archetypes which goes for 11 minutes which you can watch to gather further heroic traits from. This is followed by an explanation of what a nemesis is and some of their qualities. Next some common conventions of hero texts are explained. Joseph Conrad’s hero’s journey monomyth is explained. Some information about criticism of this monomyth is provided as well as information about the emergence of films which have female leads. Subsequently student are introduced to a music video report card which they will fill in as we watch the 3 films this term. Screen shots are included on the slides so I could explain the various parts. We quickly recap language features (especially cinematic devices) discussed in earlier lessons. More information is provided about music and sound effects (diegetic and non diegetic sound). Information about factors which influence the listener are explained and list of words for describing music care provided. Next the impacts of light and shadows are explained. The following are explained: high-key lighting, low-key lighting, backlighting and shadow. Next the following transitions are explained in more detail – fade, dissolve, wipe and cut. Themes are explained with a visual showing common themes. Lastly, students are introduced to the film they will watch in future lessons – Batman Forever. They watch the trailer, get some contextual information to add to their report card, are shown images of each of the characters and read a brief synopsis of the plot. About the Word Doc: A movie review retrieval chart for students to fill in during subsequent lessons. Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts.” During this unit students learned about Hero and Villain films and how filmmakers use cinematic techniques to portray them and create an intended message. Their assessment at the end of this unit was to write a 4-6 minute multimodal (speech) to be delivered live or pre-recorded reviewing one of the three films shown within the unit.

This lesson is an introduction to a moral/ethical dilemma - designer babies and saviour siblings. It defines each of these terms, includes quotes from doctors, a discussion of what genetic testing can currently do and a speculation what it could be used for in the future, some questions about the ethics of genetic testing, three case studies for students to consider, and a film trailer from My Sister's Keeper in preparation for watching this film.

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.

Several word documents which are useful for teaching about The Avengers Song lyrics for ‘Everybody Knows’ Notes I took while watching the film A table I made containing quotes from key characters in the film which students can come back to when writing their review for evidence of character VABs. Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts.” During this unit students learned about Hero and Villain films and how filmmakers use cinematic techniques to portray them and create an intended message. Their assessment at the end of this unit was to write a 4-6 minute multimodal (speech) to be delivered live or pre-recorded reviewing one of the three films shown within the unit.

About the PPT: A PPT designed to develop student assessment literacy. It begins with an explanation of the criteria broken down into “I can” statements which students will understand. It then offers students two potential structures for the review (depending on whether they have the ability to synthesise or not). In this lesson I used a film that students are not doing for their assessment to co-construct a response. The subsequent slides take students through my thinking process (selecting a hero and villain to discuss). Then I show a structure for body 1 broken down into dot points. I then showed them how I would write an extended TEEL paragraph about Aquaman. Students then had to repeat this process to write body 2 (about the villain). Afterwards, we went through an example I had written. We then looked at what needed to happen in body 3 and a potential structure, before reading an example I prepared. About the word documents: Sentence Starters and an example response (written about Aqua man) I Can statements which explain the criteria in student specific terms Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts.” During this unit students learned about Hero and Villain films and how filmmakers use cinematic techniques to portray them and create an intended message. Their assessment at the end of this unit was to write a 4-6 minute multimodal (speech) to be delivered live or pre-recorded reviewing one of the three films shown within the unit.

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.

This booklet has been designed as part of a year 8 English unit of work on Parvana (a novel set in Afghanistan during the reign of the Taliban). It includes activities about characters, the setting and language features which students are to complete as they read the novel. There are also questions about the events/themes/character's perspectives et cetera for each chapter. This is all in preparation for a creative writing assessment where students take what they have learned to create a written literary transformation (a short story from a marginalised character's perspective). Their short story has to focus on a moral issue within the novel. I have referenced the other study guides I drew on when creating this resource.