A worksheet for use in 10 History after a unit on The Holocaust. It has during viewing and post viewing questions.

Resource 1: A PowerPoint which I used to deliver the lesson. It begins with a 5 minute viewing activity about The Lebensborn program. This was followed by some slides about the Lebensborn babies and the concept of ‘positive eugenics.’ Students are then introduced to a source (article) entitled ‘The woman who gave birth for Hitler’ along with some context about the source (for purposes of practicing evaluation). This is followed by a couple of discussion questions. For the second part of the lesson students have a choice between two activities (with the second activity to be completed for homework). Resource 2: A Worksheet for students to complete while engaging with a journal article entitled 'HOW ETHICS FAILED - THE ROLE OF PSYCHIATRISTS AND PHYSICIANS IN NAZI PROGRAMS FROM EXCLUSION TO EXTERMINATION, 1933-1945.’ The journal was accessed through the State Library of Queensland online catelogue (membership is free).

A differentiated exam which was made for QCIA learners who have learning difficulties which prevent them for doing the exam sat by the remainder of the class. The Queensland Certificate of Individual Achievement (QCIA) recognises the achievements of students who are on individualised learning programs. The exam has been tailored to the needs of the learners. It provides a word list of terms encountered in the unit at the front which students can refer to for spelling and prompts when writing their answers. It begins with questions where they are provided the definition and must provide the correct word to label it and add an example. There is one question where they must provide their own definition and example for the term. There are a lot more visual questions for students (e.g. a few where they must respond to advertisements and the stereotypes about men/women within them). There is a list of scenarios which students must read and circle those which count as gender discrimination. There is also a question about sexual harrassmen where studetns are provided a visual infographic which they can use to explain why sexual harassment is bad. Following this they must write a short response to the question: What should someone do if they are being sexually harassed in their workplace? This requires them to make a recommendation and give some reasons why they think what they think. Attached to the exam is a QCIA cover sheet recommending adjustments to be made and individual learning goals to be assessed for students on a modified program (called QCIA students in QLD) 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.

A free worksheet used for watching Season 2, Episode 1 of Luke Nguyen’s Vietnam (available on Click View – if your school is a member). In Luke Nguyen’s Vietnam, the popular chef explores the country of his heritage, cooking up an abundance of dishes from this much-loved cuisine. In this episode, Luke explores the food and culture of Hue, home to the ruling Emperors of the 17th century in central Vietnam. The recipes prepared In this episode are available on the SBS website. Resources designed for use in an 11 Hospitality Practices class in Australia (2019 curriculum). My school has 70-minute lessons. (2 x theory and 1 x prac).

Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons. This lesson is designed to unpack the various elements of the assessment task with students so they know where they are headed. The task is a project which requires students to complete an inquiry booklet, an essay and product (brochure). It includes a list of 8 steps that the students should follow to complete the task. It also includes screenshots of 2 example brochures (created by students) and advice about how to structure their brochure. It also includes a brief overview of what will be included in the essay (knowing that more information would be unpacked in class in subsequent lessons). NB: The task sheet, unit plan and other materials used within this unit are also available at my TES store.

A differentiated exam which was made for QCIA learners who have learning difficulties which prevent them for doing the exam sat by the remainder of the class). The Queensland Certificate of Individual Achievement (QCIA) recognises the achievements of students who are on individualised learning programs. The exam has been tailored to the needs of the learners. It provides a word list of terms encountered in the unit at the front which students can refer to for spelling and prompts when writing their answers. It includes a couple of questions where the students must write their own definitions of key terms and some where they have been provided with the definition and must label the term and provide some examples. It also includes a match the definitions question. Then there is a question type where students are provided a picture of a person and some information about them which they use to respond to questions about what traits they have, what assumptions people might make about the person’s sexuality and whether it is fair to make assumptions about people based on their appearance. To differentiate, QCIA students are provided with sentence starters to help them answer the questions, the length has also been reduced. Where possible the stimulus is the same as the exam being sat by mainstream students. Some of the questions have been modified / simplified. This exam contains more short response questions and a cloze passage in lieu of an extended response. Additionally, questions specific to the students QCIA goals have been incorporated. 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.

A free resource (handout) designed to prompt students to deconstruct the IA3 example and identify how the layout, the content and writing style work simultaneously to produce a high-quality response to the task. The handout features: questions about the number of primary vs secondary sources, approximate word counts for different sections, questions about how the intro was structured and what the hypothesis was, questions about specific vocabulary choices made by the writer in their responses (including conjunctions) & questions which prompt the students to read the information provided by the QCAA in the margin notes about how best to address particular criteria. The handout also includes information about how to reference particular source types in APA formatting. This handout is intended to be used alongside the QCAA sample IA3 response written in October 2018 NB: This is about a different topic (The Cold War) so as to avoid student over-reliance on the exemplar. It is the same text type and has a colour-coded ISMG (marking guide) with the work highlighted to indicate where the response has met each criteria. ** 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 - Aussie_Resources. The end of term assessment for this unit was an essay.**

A worksheet for a documentary viewing lesson. I utilise the broadcast strategy approach (Barry & King, 1998) previewing the questions prior to playing the documentary so that students know what to listen out for. The documentary THE SIXTIES The War In Vietnam (SBS) is available on Click View or Enhance TV There are 30 short response questions with lines for students to write their answers on. I have also included a scanned copy of the answers I wrote during the lesson. I use this to help students to expand upon their answers when we go through the sheet at the end of the lesson. The bottom of the worksheet includes a list of names of historical figures from this era. For homework, students need to choose one of them and create a profile to share with the class (it can be a poster, infographic or PPT). Students must include info from both primary and secondary sources. They need to provide information about who/what influenced them and their political ideologies and associations. They also need to address how they influenced the Vietnamese Independence movement. **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. **

A lesson designed for a senior English class to practice identifying representations (messages about sport) and identifying various character’s values, attitudes, beliefs and cultural assumptions. It includes a breif synopsis of the film, pictures of the main characters, a graphic organiser for studdents to record the VABs of the various characters and some post viewing questions.

A resource which I think Legal Studies teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. This is a PPT designed to introduce students to the research expectations for their assessment task. It begins with two viewing activities of scenarios which they could utilise in their report. The first one was where renters discovered their landlord had installed cameras in their residence. The second was a report from A Current Affair about renters choosing to ‘shut up and suffer’ to avoid eviction. It also had information about my computer usage expectations. I then took students through how to conduct a BOOLEAN search and the power of using a search string to refine their searches. I then modelled a search and included screen shots on the PowerPoint to demonstrate my process. I also introduced students to an acronym which can be used to work out of the websites / sources are reliable (CARS – credibility, accuracy, reasonableness, support). I also provided students with a list of useful resources including the State Library of Queensland, RTA website etc.

A resource which I think Legal Studies teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. Task sheet – explaining task conditions, the criteria and the checkpoints (deadlines). The task was to compile a report to present a well-considered solution to a current legal issue involving rental contracts in Queensland (or Australia as a whole) but also required students to keep an inquiry booklet to demonstrate their research skills. PowerPoint – taking students through the assessment requirements and criteria, the scaffolding materials and an example report {for a criminal law topic}. Exemplar - a word document version of the exemplar which was shown in the PowerPoint. It is an exemplar of a legal report for a different topic {Drug Possession Queensland}.

A resource which I think Legal Studies teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. Handout- sentence starters that I wrote to help students write their nature and scope paragraph {as they are in year 10 and it is their first time writing a legal report}. It has two columns – one for if they are writing about bad renters and one for if they are writing about bad landlords. PowerPoint which I used in class to teach students: How to quote in a report and acknowledge it via in text referencing; gave them a planning framework to go through their sources and work out where they could be used within the report; Tips for writing the Nature and Scope section of the report A copy of the graphic organiser for planning their report (flower structure)

A PowerPoint designed for the first check in with students to see if they have selected their topic and located possible sources. It includes an example of the table they need to complete in their inquiry booklet and example dot points of why it is useful. It also includes a reminder that students will have to hit the analyse and evaluate criteria in their report. Also included are posters explaining analyse and evaluate (cognitions) – not specific to legal studies.

A resource which I think Legal Studies / Civics teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. In my PPTs I get students to copy the underlined. The rest of the information is talking points and prompts for me. The lesson begins with information about the procedures to be followed when ending a tenancy. There is info for if there is no dispute between the lessor and the tenant (including a flow chart). There is also information for if a disagreement has arisen between these two stakeholders. There is information about the responsibilities of both lessors and lessees for maintaining the premises (e.g. what happens when emergency repairs are required). There is also information about what happens if the landlord wants to end the tenancy (e.g. if the renter has breached the tenancy agreement). It also provides information about breaking the lease. There are also some dispute resolution tips and information about evicting a tenant (including warrants of possession). This was designed to equip students with the knowledge to write a report for their assessment. They could either focus on a case study with bad renters or bad landlords. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

A resource which I think Legal Studies teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. Scaffolding – a booklet which defines each of the cognitive verbs students need to use in the assessment (identify, define, search, collect, select, analyse, evaluate, organise, synthesise, communicate). There is a table of contents to take you to the specific section you need. The first section goes through what makes a good definition and some thinking prompts. The search section discusses BOOLEAN Search and how to determine if a source is reliable (CARS acronym). Select introduces students to the retrieval chart in their Inquiry booklet and what should go in each column. There are thinking prompts for analysing, evaluating and synthesising. There is a legal studies report structure. There is also a referencing guide for how to cite legal sources. Inquiry Booklet – the e journal that students filled in during their research process. It includes retrieval charts for nature and scope, viewpoints and for gathering and evaluating sources. Posters which I displayed on the word wall in my classroom

About the PPT: A PPT designed to be used after students have viewed Wonder Woman. It begins with a warm up activity where students watch a 5-minute video which goes through visual techniques including size, salience, vector, juxtaposition, colours, gaze and symbols. I have included some key points from the video to unpack on the next few slides. This is followed by a list of Language Features and students are asked to volunteer some of the things they observed in the film which they believe were impactful. This is followed by a list of Text Structures. Students are asked which they could use to show how the hero/villain has been portrayed {they only focus on one in their speech}, and that characters VABs {values, attitudes and beliefs}. Students are prompted to discuss what VABs they noticed in the film. I have provided some answer slides with possible options (about heroes and villains in general) which students can use to help them. Students are to take notes about the VABs of both Wonder Woman and Ares as, at this point, they will not have selected which character they are going to write about. Students are asked to consider what stereotypes {cultural assumptions} are challenged/reinforced by the film. They are also asked to consider what the film’s intended reading {overall message} is. This is followed by slides going through the Essential English criteria which have been turned into student-friendly “I can” statements. Then there is a slide explaining what is meant by evaluative language. We then looked at a negative review of the Hunger Games Prequel from Time Magazine to make a note of the author’s word choices. 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. Films focused on in this particular year: Wonder Woman & Into the Spiderverse

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 (Values, Attitudes and Beliefs). To save on printing, I put one copy on the word wall in the classroom and one copy on the class One Note for students to access digitally. 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. Films focused on in this particular year: Wonder Woman & Into the Spiderverse

A resource which I think Legal Studies teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. A PPT designed to introduce 10 Legal studies students to contract law. It begins with some checking for understanding questions (which students either discuss / write down in a warm up – depending on your preference). There is a brief explanation of the two types of civil law (tort law and contract law). Students are to copy the underlined information. This helps students to understand where this branch of law fits into the big picture. Information is provided about contracts and common types of contracts e.g. employment contracts. There is information about how the Rule of Law applies to contract law. The following terms are also explained: express terms and implied terms; verbal contracts and written contracts; terms and conditions. There is a slide to take students through the elements of a legally binding contract (agreement, intention, consideration, capacity and formalities). Information is provided about whether minors (under 18’s) can form legally enforceable contracts. There are some checking for understanding questions. Students are given a few scenarios to read and questions to answer. For the event of fast finishing -there is a video promoting the Fyre festival to watch and see what the event offered. Then there is a 10 minute video about what actually happened. This is good for generating discussion. There is also an example case study from Victoria about hiring a venue for a concert.

A resource which I think Legal Studies teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. This is a fun viewing activity designed to be used at the end of the previous term to introduce students to the idea of short term accommodation (e.g. Air bnb) as the character in the show has issues with hers. I have included a worksheet for watching Season 1, Episode 1 of Fisk (available on iView and Netflix). The work sheet also includes post viewing research activities NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

A resource which I think Legal Studies / Civics teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. This is a booklet designed to be used at the end of previous term to introduce students to contract law with a scenario that might apply to them in the next few years �� purchasing a phone under a contract. It includes a reading activity which includes information including a definition of a contract, the elements of a contract, types of contracts, contractual terms, information about breach of contract etc. This is followed by a cloze passage to check for understanding. Then students are provided with information about Telstra upfront mobile phone plans. They need to read the information and select the best option for them. They must then justify why it is a suitable option. They must then read about Telstra’s upgrade and protect package and decide whether they would opt for this when purchasing a phone. This is followed by information about the importance of reading contracts carefully before you sign. This is followed by a cloze passage comprehension activity. To conclude, there is an application form for students to fill in. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.