This PowerPoint includes: a synopsis of film and information about the author of the novel: Dashiell Hammett. This ppt introduces the femme fatale and film noir and explores its defining features and how they influenced crime films. It also looks at societal influences on writers and filmmakers of the time. Within the lesson there are a few viewing activities including an excerpt from The Maltese Falcon and the trailer of Postman always rings twice (another well-known example). If I have time I usually show the trailer of Gone Baby Gone as a modern example. For homework, students consider how they could incorporate some of these elements into their own short story.

Defining each theme and posing questions for students to consider e.g. Why do human beings have a basic need and desire to be in a group? What are the consequences of being an outcast from main groups? (both physically and mentally). Can groups affect your behavior and encourage you to engage in behaviors you might not otherwise? A list of texts which feature this theme. Clips from various teen films (mostly trailers) with questions for students to respond to post-viewing. It also explains how popular teens and unpopular teens are commonly shown.

Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for Humanities students in other states and countries with an interest in colonialism and Australia’s Frontier Wars (1788-1930s). The PowerPoint begins with some tips for the upcoming practice examination. Just like the real exam, the students are provided with the sources a week before (although in this exam I let them have all the sources rather than half). Afterwards, students were to brainstorm everything they could remember about the Queensland Frontier Wars. Talk through some things they may have recalled (linking to prior knowledge / lessons). Explain when and how European presence in QLD began (Moreton Bay district). Students are to copy key notes from the page. Read some primary sources and focus on the language choices within them. This is followed by a couple of secondary sources which showcase different historian’s perspectives. There are some questions for students to answer. Afterwards, I briefly introduced some massacres which occurred in QLD. This was followed by a focus on Inquiry questions and how a historical inquiry works (ready for term 2). 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.

This powerpoint introduces students to the key features of magazine covers. It defines key terms including Mast Head, Main Cover Line, Cover Lines, Strap Line, The issue number, The date, Cost of a magazine, Main image, Background colour, Promotional material and Barcode. It includes pictures of magazine covers with annotations which recognise the effect these features have on the reader

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.

A PowerPoint to introduce the students to the unit. It begins by defining law. Following this students brainstorm Australian laws / QLD laws that they are aware of (there are some prompts on the slide to assist them to do this). This is followed by an explanation of the difference between customs, rules and laws. The two main sources of law in Australia (case law and common law) are explained. This is followed by a video about how laws are made in Australia. There are some notes to take about the three levels of government and the laws they are responsible for. This is followed by a checking for understanding activity (students must put a list of laws into the appropriate column). Next is information about who enforces the law, a definition for crime, several interesting news segments from YouTube showcasing some crimes that have occurred since 2019 which leads to a discussion of why laws exist. This is followed by a list which categorises some types of crime and a review to sum up the 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 – Aussie_Resources. Designed for use in 70 minute lessons. The end of term assessment for this unit was a multimodal presentation. 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 word search. 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.

This is a great resource for high school teachers which can be used as a fun activity for the ends of lessons, in homerooms for National Science Week or for transition / induction days. It includes a combination of multiple-choice questions, true/false questions and fact-based questions. This quiz contains questions about the branches of science, famous scientists & their inventions, modern technology, the periodic table, animals, biology, phobias, representations of science in popular culture and much much more. In the past I have run this like around-the-world or pac man https://reliefteachingideas.com/2013/07/28/pac-man/

A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 3: “Language that influences.” During this unit students learned how to create and shape perspectives on community, local and global issues in texts. Their assessment at the end of this unit was to write a 4-6 minute persuasive multimodal (speech) to be delivered live or pre-recorded about an issue of their choice. A PPT which structures the lesson. It began with 10 minutes of silent reading as a settling activity. This is followed by a reminder of what social issues are. This is followed by a viewing activity on ABC iView – You Can’t Ask That’s episode on ‘Domestic Violence’ (from series 4). There are 7 questions for students to answer as they watch. This is followed by some slides of research I found. It includes a definition of domestic violence and the types. There is some information about the QLD Domestic and Family Violence Protection Act (2012). Some key points from the Act are included in dot point form. After this students were split into groups and had to design a poster. There were 7 different options. This was followed by some information about conjunctions as a cool down. A worksheet with the viewing questions

A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 3: “Language that influences.” During this unit students learned how to create and shape perspectives on community, local and global issues in texts. Their assessment at the end of this unit was to write a 4-6 minute persuasive multimodal (speech) to be delivered live or pre-recorded about an issue of their choice. A PPT which structures the lesson. It began with 10 minutes of silent reading as a settling activity. This is followed by expectations for the viewing activity and a link to the clip on iView (You Can’t Ask That’s Alcohol Episode). Students have 9 questions which they need to listen out for as they view the episode (on PPT but also on a worksheet). After the viewing activity there are some answers which can be used to prompt a discussion. This is followed by information about where students can learn more about this topic if they choose to focus on it for their speech. After this, students are tasked with creating a PSA (public service announcement) poster about alcoholism. There are some prompts on the slide and some examples on the subsequent slides for before students get started. A worksheet with the viewing questions

A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 3: “Language that influences.” During this unit students learned how to create and shape perspectives on community, local and global issues in texts. Their assessment at the end of this unit was to write a 4-6 minute persuasive multimodal (speech) to be delivered live or pre-recorded about an issue of their choice. A PPT which structures the lesson. It began with a think, pair, share activity to define mental health. This is followed by some online definitions from the WHO and Beyond Blue & a 2-minute viewing activity. Some information about the benefits of staying well are provided. Students are then to brainstorm some strategies they could use to maintain good mental health. There are some tips that I’ve saved over the years from various places (e.g. Headspace) which I have scanned and use as discussion prompts. Then there is some information about stress and some stress triggers and anxiety and some symptoms of anxiety. There is a visual infographic from Beyond Blue containing statistics about Australians impacted by anxiety or depression. This is followed by a viewing activity about Post Natal depression from ABC iView (an episode from Season 7 of “You Can’t Ask That”).

A PPT used to structure a lesson for evaluating hospitality locations (restaurants and cafes). The lesson begins with some settling activities. The first is a question asking students whether they know the difference between sanitising and disinfecting (a poster pops up which explains the differences). There is an activity where they have to look at a series of images of a worker doing something wrong and identify the hazard + explain why it is dangerous + recommend what should have been done. This is followed by an explanation of the criteria they will be assessed with for their upcoming exam (and the relevant cognitive verbs). Following this the students are introduced to an acronym (W.A.T.C.H.E.D) which they can use to explain the personal presentation markers that people expect of hospitality staff. The cognitive verb ‘evaluate’ is explained. Then a list of criteria for evaluating a restaurant / café is put forward and explained over a series of slides. Some factors that come into play when evaluating restaurants and cafes include: the atmosphere, the cleanliness, the service and the food. There is a bank of words to describe the atmosphere of a premises. There are some images of places for students to practice describing the atmosphere – Cactus Jacks (Townsville) and Bubba Gump Shrimp Co (New Orleans). Students are asked to consider how music can contribute to the atmosphere of a venue. The importance of cleanliness and prompt service is emphasised. Another priority is having staff who are aware of the ingredients in the various orders so that they can provide advice to people with specific allergens. Some rules for serving are included in dot point form. There is information about when to serve from the left and when to serve from the right + how to know when a customer is ready for you to clear the plates. Some table clearing etiquette. Some tips for evaluating food offered by the venue is provided. criteria include plating and presentation, vale for money, appropriate portion sizes, taste, options for people with dietary requirements etc. Some tips about good plating (and examples of bad plating) are provided. A word bank is provided for describing food appearance, aroma, texture and taste. To conclude, some things that can go wrong with beverages and recommended solutions are included. 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).

A lesson designed to help students apply what they have learned about evaluating hospitality locations (restaurants and cafes) in a previous theory lesson. There is a PPT and a worksheet. The worksheet contains two scenarios and a graphic organiser for structuring their evaluation. The first scenario is about a venue which offers a buffet (displayed in a Bain-Marie. A range of flaws are described. Students need to select 5 of them to complete the graphic organiser. The second scenario includes some customer service faux-pas and also describes issues with the food when it is brought out. i.e. cold, dry, overcooked, stale. Additionally, some common errors for beverage making have been included (as an opportunity to see if students can troubleshoot what has gone wrong). There are also some hygiene issues. Again, students need to find at least 5 flaws to fill in the graphic organiser. 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).

A worksheet designed for use in a revision lesson. It includes an image of an espresso machine and a list of parts which students have to then label on the machine. Following this, students have to explain their purpose. Students must also write the procedures for making 3 specific coffees. Students must recall the correct way to store coffee beans and what to do with beans left over in the grinder at the end of the day. They must remember the 4 mixing techniques for mocktails. There is a café scenario for students to read and evaluate. There is an image of a kitchen with a range of Workplace hazards. Students identify and explain 5 of these. There is also a question where the student has to make recommendations for the hospitality sector in a town of their choice. They must provide options for – accommodation, tourism, food/beverage & recreation. A sheet with teacher answers is provided to aid with marking. 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).

A multifaceted lesson (PowerPoint) which encourages students to speculate about the opinions of the nurse, Juliet and Lord Capulet about events we have read thus far (in preparation for a monologue task). This has key questions to prompt this discussion. It also introduces some new terms that are important for understanding the ‘arranged marriage’ which Juliet is faced with (patriarchy, social class, feminism, liberalism). it includes a youtube clip of Baz Luhrmann’s version of the party scene which could be compared with the 2013 film. Slides also discuss language clues and how the writing style changes when the characters are feeling loving vs angry. This PPT also includes a summary of all the scenes in Act 2. It includes a video clip of the Baz Luhrmann balcony scene. It includes quotes and prompts which help students to analyse Juliet’s speech and behaviour in the “balcony scene” to better understand the pressures on her and the way they make her act. An updated PowerPoint about Act Two which includes more key quotes and questions to check for understanding. It is designed for a unit where the only assessment is an exam at the end of the term. It includes images and clips to cater to visual learners. It focuses on key language (aesthetic) features within the play which students may like to refer to in their exam responses. A handout - revision activity - a list of jumbled up events from this act which students have to reorganise into chronological order. A script for the balcony scene which has been translated into modern language (more accessible for students). Part of a set of resources created for a year 10 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).

A group of resources: a handout which includes the questions on the slide (to be given to students to answer / shared electronically.) The PowerPoint. Some information pertaining to the historical context of the play. A summary of each scene with key quotes and questions. Viewing a film of Juliet’s monologue in Act Four, Scene Three. Important things to note from Act 4. Revision questions. An updated PowerPoint which features all of Act 4 (Scenes 1-5). This lesson is designed to run over a couple of lessons. It includes more quotes from the play, checking for understanding questions (some to answer in books and some to discuss as a class) & some brain breaks (viewing activities - two excerpts of the play being staged in The Globe Theatre). This lesson is designed to fit into a unit where students must complete an exam where they respond to an essay which argues that Friar Laurence is solely to blame for the deaths of Romeo and Juliet. Through studying each scene in depth, students should begin to see that a range of other characters could be referenced in their counter argument. A handout - revision activity - a list of jumbled up events from this act which students have to reorganise into chronological order. Part of a set of resources created for a year 10 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).

This lesson was designed for a year 11 class who are required to present an election speech to be on a youth advisory committee for the federal government. This lesson goes through the main aspects required for the introduction, body, and conclusion. It defines thesis statement and gives an example. It includes examples of each part of the speech (given about legalising marijuana for medicinal purposes). It reviews the PEEEL paragraphing acronym and the importance of paraphrasing, summarising and quoting. It ends with some tips for political speeches and some suggested vocabulary.

A PowerPoint which includes a list of questions for students to ask themselves every time they analyse a poem. The poems to be explored show people’s feelings and emotions about war and the toll it takes on human lives. While some poems talk about bravery, patriotism and pride, this collection challenges this perspective. Both poems contest the notion of war showing it as a senseless waste of young lives. Students read one poem and there are set of writing activities and questions for them to respond to. They then listen to the song 'And the band played Waltzing Matilda' as they read along on their sheet (also provided). Afterwards, there are 11 activities for the children to complete.

3 resources for a year 12 English unit. 1) A PPT for a mini lesson on nouns, verbs and adjectives + another mini lesson on adverbs. 2) A PowerPoint engaging with 2 WW1 poems: ‘I have a rendezvous with death’ and ‘In Flanders Fields. After reading the first poem there are discussion questions. I have also included some of my observations about each of the poem (modelling analysis), some info about the author, activities encouraging the students to consider how langauge features have been used in the text. Following this, students read the second poem on their own and complete the comparison activity (3rd resource). 3) A handout with the table for the comparison activity (for students to complete electronically)

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 resource is a PowerPoint used to teach students about imperialist ideologies which existed during the Australian frontier wars. It includes definitions of race and racism, an explanation of individual vs institutional racism and five levels of racism. It includes a recap of Captain Cook and the fallacy of Terra Nullius. Subsequently it explores the following theories: survival of the fittest / social darwinism, The Great Chain of Being and Phrenology. There is a video clip explaining why phrenology has since been debunked. At the end of the lesson there are a series of comprehension questions which students can answer in verbal / written form. A homework sheet explaining a research task + paragraph writing activity (about Hornet Bank Massacre) used to diagnose student ability levels. 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.

Social & Community Studies focuses on personal development and social skills that lead to self-reliance, self-management and concern for others. In studying Social & Community Studies, students will learn about: personal skills, interpersonal skills and citizenship skills. This resource is a powerpoint for teaching students about conflict and various conflict resolution strategies. It should take 2 lessons. It begins with a warm up activity which encourages students to reflect on what matters to them. This is followed by an activity where students must describe 3 characters (which helps build their vocabulary for describing character traits). Arguments are defined and common causes of conflict are listed. Three discussion questions are posed. Three levels of arguments are outlined. There is a graphic organiser which students will use to fill in their observations of arguments from the TV show Everybody Loves Raymond. There are post-viewing questions for students to discuss. To consolidate their learning students complete a Y chart about what conflict looks like, feels like and sounds like. Afterwards the lesson zooms to focus on conflict in the workplace. 5 common strategies for dealing with conflict are explored (some are better than others). Students should consider the pros and cons of each strategy and which personality types might gravitate to which strategy. The lesson concludes with a research activity.