3 practice exam booklets for use in classes so that students can develop their assessment literacy. These could be used as a mock exam and then students could give each other feedback (in a peer review). Each paper has a front cover for students to fill in, instructions (including planning time + time allowed to write a response), a list of the assessment objectives, 2 questions for students to respond to (they select one), planning space & lined paper on which to write their response. Resources designed for the new senior General English 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 this text.

A PowerPoint presentation designed for use in a Grade 12 English class. It includes: • A summary of Chapter 1 and screen shots from the movie to illustrate key characters and locations • Important things to note about chapter 1 • Notes about how Orwell developed the setting (including quotes) • Information about surveillance and the ministries • Details about the protagonist Winston Smith and his diary • Important people that we meet in this chapter – Julia and O’Brien • The small distractions available to citizens – Victory Gin & Victory Cigarettes • The answers to the Ch 1 questions in the student work booklet (also available in my store) • A summary of Chapter 2 (including info about the junior spies) • Information about Hitler Youth (who were likely the inspiration for the junior spies in the novel) • Answers to the Ch 2 questions • A summary of Chapter 3 • Information about the Panopticon (18th Century) which may have influenced Orwell • Answers to the Ch 3 questions • A summary of Chapter 4 • Answers to Ch 4 questions • A summary of Chapter 5 • Answers to Ch 5 questions • A map showing Oceania, Eastasia and Eurasia • Some character profiles (to check what information students have located thus far) Resources designed for the new senior General English 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 this text.

A 30-page booklet designed for Grade 12 students studying George Orwell’s Nineteen-Eighty-Four. It includes: • a character map, • a list of themes, motifs, symbols, moral issues • a series of graphic organisers for students to organise their notes about 6 themes, 6 specified symbols, • a table to record noticeable values, attitudes, beliefs and cultural assumptions • a place to record important terms (glossary) including: newspeak terms; context terms; unfamiliar terms • a table to record key details about each character and several important settings (names pre filled) • a diagram showing the societal structure of Oceania • a table to record the purpose of each of the four ministries • places to record significant aesthetic features and stylistic devices (language features & text structures) • a set of chapter questions for all 3 ‘books’ and post reading questions and activities Teaching tip: to save on printing, the chapter questions can be removed and added to a Class One Note / other online location. Resources designed for the new senior General English 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 this text.

A PowerPoint presentation designed for use in a Grade 12 English class. it was designed to prepare the students for their external exam (where they have to write an essay in response to a question / statement about the text). The lesson includes: • A quick quiz (11 questions) to establish prior knowledge (answers pop up when clicked) • An explanation of language features (with examples provided). Terms included: paradox, oxymoron, allusion, binary oppositions, portmanteau, motif, metaphor, extended metaphors (aka conceit), personification, simile, symbolism, • Information about the following techniques in Nineteen Eighty Four: allusion, binary oppositions, portmanteaus, symbolism, • A language features quiz to check for understanding (6 questions) Bonus resource: A word document table for assigning students a specific chapter to analyse (to contribute to the Class One Note) Resources designed for the new senior General English 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 this text.

A PowerPoint presentation designed for use in a Grade 12 English class. It includes: • Instructions for reading activities including what important information to record about the characters, • Historical context for Nineteen Eighty Four (when it was written, what the world was like post WW2 (during the Cold War), Orwell’s inspirations) • Key political terms – communism, fascism, totalitarianism, dictatorship etc., • Historical figures – Adolf Hitler, Benito Mussolini, Joseph Stalin, Leon Trotsky • Examples of propaganda and rewriting history used by Stalin • Examples of propaganda and censorship in Nineteen Eighty Four • Orwell’s reasons for writing the text – i.e. showcasing his concerns for the future Resources designed for the new senior General English 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 this text.

A revision sheet for students to use in lessons prior to their exam. It gives them an opportunity to practice the types of questions they will encounter in their exam. For each question there are numbers in brackets which indicate to students which criteria is being assessed in this question. It begins with questions about what the cognitive verbs ‘decide, justify and explain’ mean. This is followed by questions asking studetns to define key terms and provide examples e.g. Australia’s Sex Discrimination Act, cisgender, sexual harrassment etc. Following this, a list of scenarios are provided and students must circle which are examples of gender discrimination. Next students must brainstorm some stereotypes about the following groups which are perpetuated in the media: mothers, single women, fathers and single men. After this they explain the impact of these stereotypes (in a short response question). They view an advertisement (men’s underwear) and answer 3 questions about this. They receive a profile of a person and answer 3 questions about this. These are followed by a question about what it means to be feminine and masculine. After this they read a small case study involving discrimination and have to identify and explain the viewpoints in this scenario. Following this they must answer some short response questions about this scenario. The final question is an extended response where students must engage with a range of visual and written sources and use these as evidence within their response. 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 90 minute short response examination.

Resource 1: A copy of the seen sources for the practice exam which were provided to students a week prior to the practice examination (to mimic the real assessment conditions). Resource 2: A copy of the practice exam which can be sat over two lessons to provide the full 90 minutes plus planning time. This is a short response exam with responses ranging between 50-250 words per question. This exam is split into two parts. Part A includes a section where students must define key terms and provide examples. There is a section where they must explain gender stereotypes about men and women and provide examples. Then, students are provided with 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. Following this, there are 2 scenarios of workplace discrimination which students must read. They choose one to complete a graphic organiser table (identifying the various viewpoints in the scenario). This is followed by an extended response question about this scenario. In Part B: Students are provided with another practice question where they see an image of a person and read information about their occupation and interests/hobbies before responding to questions about them. Following this, students read a news article entitled ‘What media teach kids about gender can have lasting effects, report says.’ They must write a 100 word response to a question about this article. The next source for the exam is a men’s gillette razor advertisement. Students must explain the effect the advertisement could have on female and male audiences. The same style question is posed again for a Burger King advertisement which uses sex appeal to sell the product. After this, students must explain Australia’s Sex Discrimination Act (1984) and the types of discrimination it prohibits. Finally, the examination concludes with an extended response question where students must decide if the representations of gender in the media have a negative or positive impact on people and justify their answer with evidence from at least 2 sources. 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 PowerPoint designed to introduce students to the four sectors of the hospitality industry (a concept they will be assessed on in their upcoming examination). These sectors are: 1) food and beverage 2) accommodation 3) travel and tourism & 4) entertainment and recreation. There are underlined notes for students to copy down (which they will use for revision purposes closer to the exam). There are also images from my travels to cater to visual learners. Information is provided about target audiences and that customers want different things from accommodation venues. This is followed by an explanation of Dimension 3 of the assessment criteria (planning and evaluating). The difference between an A, B and C is included as well as an explanation of what it means to ‘justify.’ This is followed by an explanation of what the following groups may desire: solo backpacker, university students, parents with young children, couples without kids, business people and retired couples. An example activity (where students make recommendations for a client) is provided for Townsville Queensland. Students then do the same activity for Melbourne on their own or in pairs. A handout with questions for a ClickView video used as a back up activity at the end of a lesson. 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 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).

A lesson designed to help students to practice the skills ‘decide’ and ‘justify.’ There is a worksheet where they are given a scenario for a client they need to make recommendations for. Students were in a computer lab so that they could research the destination. They had to recommend: a. An Accommodation option b. A Travel and Tourism option c. A Food and Beverage option d. A Recreation option A sheet of options for the destination ‘Mount Isa’ have been provided to assist teachers. There is also a homework activity for the ‘Gold Coast.’ 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 PowerPoint and worksheet used to introduce students to beverages commonly served in cafes. It begins with a video explaining how to froth milk (YouTube) and some key take away points from this video. This is followed by a list of recipes that use frothy milk. The next couple of slides include pictures of different types of mugs as well as when they should be used and their liquid capacity. Students are to copy the underlined text on these slides. Then students watch a clickview video about how to make the various types of coffee – they have a worksheet (also included here) to complete as they watch it. After the video there are slides that go through this info (for those who need repetition to process). There are notes for students to copy. Coffees explained are: espresso, long black, flat white, caffe latte, cappuccino, macchiato, mocha & vanilla chai latte. There are some additional videos at the end for if the class got through everything. 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 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).

4 mocktail recipes to be made during a practical lesson of Hospitality studies (one for each of the 4 mixing techniques). A PowerPoint designed for use in a theory lesson which goes through a range of beverages and their preparation steps. It begins by explaining what mocktails are. It goes through some of the carbonated beverages and soft drinks commonly used in mocktails. There are images of a range of kitchen utensils commonly used when making mocktails. This is followed by an explanation of the 4 techniques used to make mocktails (build in a glass, shake n strain, stir in a jug and blend.) Example mocktails for each preparation type are provided. this is followed by information about different glassware including lowball glass (tumblers), martini glass, hurricane glass and margarita glass. The lesson then moves onto other beverages common to cafes and restaurants. It begins with common fruit juices, handcrafted sodas, frappes, iced teas. This is followed by a range of milk-based beverages including: smoothies, milkshakes, flavoured milks, hot chocolates, iced coffees. This is followed by a run down of the various types of teas organised under categories: black, green, oolong, Ceylon, herbal, floral and fruity. This is followed by information about non-espresso coffee types: instant, plunger, percolator, filter, pods and Turkish. Also included is a PPT (at the base of the original PPT) about how to write procedural texts. It includes the three elements of a procedural text, an example for how to make pancakes, some tips for writing a procedural text and some activities for writing procedural texts for beverages they are learning about (coffees). There is also a 13 minute ClickView video with 9 viewing questions for if time permits. 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 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 unit plan for 11 Hospitality Unit 1: Introduction to Hospitality, Topic 1: Beverage operations and services. The table of contents allows for ease of navigation (you can hit control and click the part you want to visit and it will take you there). Included in the unit plan is some information from the syllabus, a description of the unit, some key terms, an outline of the assessment for term 1 and term 2 (as this informs the recipes made in prac), a breakdown of the criteria (C Standard), a plan for the prac lessons (what to teach and what food is being made), some suggested resources, prompts for a teacher reflection at the end of the unit and a list of some ways to monitor student learning. 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). 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).

Another worksheet for use in a revision lesson. Although it could be easily modified into a practice exam. It includes practice questions which are designed around the cognitive verbs (skills students need to apply in their actual exam) i.e. ‘explain’, ‘describe’, recommend, decide, justify, identify, examine, apply. There are questions about workplace hygiene e.g. cross contamination, coffee machine not cleaned regularly + personal presentation expectations for hospitality workers. Some questions where students must write a procedure for making a specified beverage are featured. A question where the student has to explain the difference between two options / things is included. A scenario where the student is an employee of Hello World travel and receives a call from a retired couple with questions is included. Students have to offer recommendations for accommodation, food venues, recreation options and a tourist activity. They must justify their choices. There is a scenario where 4 teachers go out for breakfast to a café and there are a series of mistakes made by the servers and some hygiene issues. Students must identify these errors and offer solutions (in a 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 handout which could also be blown up to A3 and put up as a poster. It includes conversions for a range of dry ingredients (converting cup amount to weight in grams). It also includes weights of different liquids (1 cup is equal to #g) There is information about metric cup and spoon sizes (millilitre equivalent) This is followed by a range of tables of different categories of foods and the weight in grams for either 1 cup, 1 serve, 1 piece, 1 tablespoon, 1 teaspoon There is also an oven conversion for gas vs electric ovens (in degrees Celsius) + their equivalent degrees in Fahrenheit Resources designed for use in an 11 Hospitality Practices class in Australia (2019 curriculum). Unit 1: Introduction to Hospitality, Topic 2: Cafes, preparation and service of non-alcoholic beverages. My school has 70-minute lessons. The assessment at the end of this unit was running a pop up café. Students had to complete a planning booklet documenting their decisions in the lead up to the event.

This resource includes: • A warm up quiz (on PPT) with questions about coffee beverages • Slides to guide students through recipe selection for a beverage, a sweet item and a savoury item + criteria to keep in mind when selecting recipes Resources designed for use in an 11 Hospitality Practices class in Australia (2019 curriculum). Unit 1: Introduction to Hospitality, Topic 2: Cafes, preparation and service of non-alcoholic beverages. My school has 70-minute lessons. The assessment at the end of this unit was running a pop up café. Students had to complete a planning booklet documenting their decisions in the lead up to the event.