A match the definitions warm up activity where students have to identify the correct meanings of various cognitive verbs. A PowerPoint 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. I usually get students to copy the underlined text. The lesson then focuses on how the adversarial court system works in comparison to an inquisitorial system. There is an explanation of which section of the constitution provide for the creation of federal courts. There is an explanation of the various types of courts in Australia. The following roles are explained: magistrate, judge, jury, Prosecution, defence, solicitor, barrister, bailiff, interpreter, media, clerk, defendant and witness. Information about specialist courts and tribunals is also provided e.g. the Administrative Appeals Tribunal. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

A PowerPoint designed to elaborate on the differences between criminal and civil law. I have underlined key points which the students write down in their notebooks. The main content is a definition of criminal law, some examples of criminal laws (divided into 4 categories – traffic/road laws, property, public order and people.) An explanation of where serious crimes are heard and where less serious crimes are heard and the multiple aims of punishments handed down by the courts. Civil law is then defined along with examples including negligence and defamation. This is followed by a clip from The Weekly which includes an example crime and students must determine whether this is a civil or criminal case. After this students watch a video explaining our legal rights and responsibilities (what we must do if we are questioned by police and what would be a violation of our rights). Students are to take dot point notes for discussion. Afterwards information is provided about Legal Aid (a QLD service which provides free legal advice to people unable to afford legal representation). This is followed by information about what happens when you are charged with an offence and how the Magistrates court operates. Students watch a video about how to behave in court. They also learn about jurors and how they are selected. 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.’

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 (with additional activities for fast finishers). A PowerPoint focusing on bullying in the workplace and the toll it can take on an organisation. It includes a definition of bullying and an explanation of what counts as ‘unreasonable’ behaviour. Students will view a video from ReachOut.com about workplace bullying with various examples. It includes a think pair, share to get students to reflect on their own experiences as well as notes to copy about examples of bullying. It also includes information about what doesn’t count as workplace bullying and who gets targeted the most. The four types of bullies described by Drs. Gary and Ruth Namie are explained and then students complete a short response writing task. Subsequently, students watch a viewing activity about how to stand up to a bully. This is followed by an explanation of employer responsibilities for addressing bullying and tips for what individuals should do when they are being bullied by coworkers and how the Fair Work Commission can help. A lesson plan

Two resources: A worksheet for students to complete while watching the 2020 film ‘Misbehaviour’ which is about events which took place in the UK during the second wave of feminism (protests against the 1970 Miss World competition).Claiming that beauty competitions demeaned women, the newly-formed Women’s Liberation Movement achieved overnight fame by invading the stage and disrupting the live broadcast of the competition. There are 9 questions and 2 post viewing questions. Teaching tip: I utilise the broadcast strategy approach (Barry & King, 1998) previewing the questions prior to playing the film so that students know what to listen out for. A PowerPoint to use after viewing the film to unpack the key ideas. It includes a synopsis of the film and goes through the answers to the worksheet (also providing information from press around the movie and about the women who inspired it). Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). Designed as part of a unit entitled Women’s movements since 1893 which has the scope to span from when Women’s suffrage in New Zealand became law to the present. Our school decided to focus on the Second Wave of Feminism for our assessment (while briefly touching on the other waves of feminism).The other resources are also available in my store - Aussie_Resources. The end of term assessment for this unit was an essay under exam conditions.

An example IA1 task for the ‘Women’s movements since 1893’ which is studied as part of Unit 2 of 11 Modern History in Queensland, Australia. The examination is an 800-1000 word essay in response to historical sources (2 hrs + 15 minutes planning time). Included in this resource are: 12 relevant sources which showcase a range of perspectives on second wave feminism, have a mix of primary and secondary sources and include some visual sources, a song, extracts from textbooks, newspapers etc. The reference details and appropriate context statements for these sources. A booklet of lined paper for students to write their response on An exemplar response which received top marks (the student redacted some words using a black highlighter during the exam as they knew they were over the word count). This essay has been annotated by the marker which colours representing the various criteria (analysing, evaluating) or important features (e.g. putting forward historical argument, linking back to that argument etc.) Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). Designed as part of a unit entitled Women’s movements since 1893 which has the scope to span from when Women’s suffrage in New Zealand became law to the present. Our school decided to focus on the Second Wave of Feminism for our assessment (while briefly touching on the other waves of feminism).The other resources are also available in my store - Aussie_Resources. The end of term assessment for this unit was an essay under exam conditions.

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. This resource includes: A copy of the task sheet for the unit which includes a suggested structure for the report students are required to write A QCIA cover sheet recommending adjustments to be made and individual learning goals to be assessed ‘I can’ statements which which break down the criteria into simple terms for students to understand (also assists teachers to mark the assessment with ease) A template for students to type their report into (with instructions)

A PowerPoint 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. It begins with a quick recap of the two houses of parliament – The House of Representatives (lower house) and The Senate (upper house). Some information about Australia’s mixed system of government is provided. here the terms democracy, representative government, constitutional monarchy and federation are introduced. Next students are introduced to the term MP (short for Members of Parliament). They take notes about what they do. There is a timetable for a typical Monday in parliament house which is used to explain what they do while they are in Canberra. This is followed by an explanation of how MPs are elected. There is a video from the 2022 elections which gives a run down of the main political parties in Australia. Information about backbenchers and their work on committees is provided. This is followed by an explanation of the skills MPs need and a recap of the process for taking a Bill from its initial draft to becoming a law. There are then clips from the news in 2024 showing some topical issues – Tax Cuts and the possibility of removing ‘Negative Gearing.’ The lesson ends with some checking for understanding questions. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

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 lesson plan – designed for a supervision teacher. A worksheet of viewing questions for while watching the documentary. Lines are provided for students to write their notes on. Tip: If you have a small printing budget, worksheet can be copied and pasted into Class Note book and distributed to students that way.

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 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 begins with a cool down viewing activity – an emotive video from Green Peace which showcases the impacts on Orangutan’s. This is followed by some underlined notes for student to copy (a definition of palm oil). There are some pictures to aid visual learners. A brief history of the uses of palm oil through time is provided as well as information about the two types of palm oil (crude oil and kernel oil). The links to deforestation are then explained and images of endangered species are provided. Some other causes of deforestation are shown as well as information about air pollution and soil erosion. There are some short videos from Better Homes and Gardens from when Dr Harry visited organisations which assist with Orangutan conservation. There is also a short video from Behind the News (an Aussie kids TV program). Afterwards students need to read an article called “How the world got hooked on palm oil” and identify & label the persuasive language features within it. Afterwards, some information about suggested solutions are provided along with an explanation of why boycotting palm oil is not the answer. This is followed by a writing activity where students must write a body paragraph about the issue. There are some suggestions of what to include on the slide and some sentence starters. There is also a sample answer paragraph that I wrote to go through with students after they share their answers.

A PowerPoint taking students through the assessment task (a 4-6 minute multimodal presentation). It includes a list of possible issues under the following categories: environmental issues; human rights issues; mental health issues and cultural / heritage issues. The requirements for filming their speech are included. Information about devices available to film their speeches on are provided. information is also provided about the live presentations and the requirement to submit a recorded draft. The importance of not getting an N is explained. Following this, the criteria is explained (I have turned these into student friendly “I can” statements.) Following this there is an exemplar speech about “Youth Mental Health” to read as a class. Afterwards the various parts of a persuasive speech are explained [thesis > introductions > body paragraphs > conclusion]. Then students are shown the specific structure intended for their 4 body paragraphs. Then they have time to work on their planning booklet. A copy of the “I Can” Statements The planning booklet which students used (it contained research prompts and planning steps before they began writing)

A PowerPoint taking 12 Essential English students through another exemplar persuasive speech. The lesson begins with a settling activity – there is a jumbled-up list of persuasive techniques, definitions and examples. Students have to match them up correctly. There is a placemat which shows the skill ‘arguing/persuading’ and contains some suggested conjunctions and sentence starters. The parts of the speech and “I can” statements are reviewed. Then students go through a persuasive speech about climate change and consider how it was structured, the language features used and the suggestions made. This is followed by information about the good and bad parts of this exemplar and what they could have improved.

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. This PowerPoint introduced students to a First Nations topic - the potential for an Indigenous Voice to Parliament (which was a recommendation in the Uluru statement from the heart). It began with some context about the 2017 convention held at Uluru. It looks at the proposals made. Some information from the Reconciliation Australia website is provided re the need for a First Nations Voice and the need for a referendum to achieve this. The draft referendum question and the wording to be added to the constitution is included. Sourced from https://fromtheheart.com.au/ Information about what the constitution is and its establishment is provided. An ABC news clip from August 2022 when PM Anthony Albanese proposed the referendum is included. Some visuals of the Campaign Slogans are included as well as some quote from respected Indigenous Australians.

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. This PowerPoint introduced students to the unit and what the term ‘social issue’ means. Students had to brainstorm some issues and then these were sorted into local, national and international categories. Information was provided about the United Nations as the task for this year was that students would be delivering their speech at a UN youth conference in Brisbane. Following this, students were introduced to their first issue for the term: fast fashion. There was a viewing activity from the ABC. There were underlined notes for students to copy. Information was provided about how to spot a fast fashion brand. Some things to watch out for when purchasing clothes were also provided. There was an opinion piece (text) about fast fashion for students to read and take note of the language features used to position the reader. Finally, some information about fast fashion’s impact on the planet (pollution, water consumption, synthetic microfibres, carbon emissions) is included (via infographics, images and research from websites).

The PowerPoint which guides the lesson. There is a viewing activity from ABC iView about Juvenile detention and some research which I found online. At the end of this PPT are some slides taking students through our school’s oral assessment policy and rules for submitting pre-recorded speeches. A handout which contains two settling activities to use at the beginning of the lesson. Firstly, there is a jumbled-up paragraph about recycling. Students need to read this and number 1-6 the correct order. Secondly, there is a persuasive text about climate change. Students need to identify and label the persuasive language features in this stimulus text. A homework task [retrieval chart] where students are to research juvenile detention (in Australia). A lesson plan – designed for a supervision teacher.

The first lesson to introduce students to the ‘Science and Technology’ unit. It begins with a pre-unit survey to identify what students already know and to prompt class discussions. It features an infographic about identity crime within Australia which has some interesting statistics to unpack. Afterwards, students take notes about the key terms (science and technology) before exploring some of the advances with using technology to access healthcare. This includes some news stories from the beginning of 2020 when COVID 19 necessitated swift upgrades in this field. It is a good lesson for engaging students in the topic and getting them to think about the impact of technology on people’s lives. It also includes some videos of cool technology innovations if you get through all the lesson content. 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. This unit allows students to demonstrate planning, evaluation and inquiry by investigating the role technology, in particular the internet and social media, plays in their own life. They will explore the advantages and challenges associated with changing technology and how they can be safe when using it. Students will evaluate and analyse how science and technology has advanced the way we interact and improve our way of living. Students will learn how science and technology can help out society in the 21st Century. They will also learn the effects that science and technology have on society.

Two resources: A PowerPoint and Worksheet. The worksheet is designed to step students through the lesson. It includes copies of the sources on the PPT slide and questions for them to answer. It also includes space for them to copy the notes that have been underlined in the PPT presentation. The PPT begins with answers to the homework analysis activity – analysing a visual source about the revolution. This is followed by information about two key revolutionaries: Vladimir Lenin and Leon Trotsky. There is a YouTube viewing activity about how these two men rose to power. Students have a graphic organiser to fill in as they watch. ‘Leninism’ is explained followed by information about the return of the Bolshevik revolutionaries from exile. Information about why this is a turning point is provided. After this ‘The July Days’ is explained as well as lessons that Trotsky took away from this. Information about the rising political support for the Bolshevik party is provided. Subsequently, information about how the provisional government was overthrown is included. A timeline of the October revolution is provided followed by some checking for understanding activities. The homework task is then explained. (I usually tell students to take a photo of the homework instructions). Additional videos are linked for if you need to kill time. Designed to meet the requirements of the senior Modern History syllabus (implemented in QLD in 2019), this unit falls under the category of ‘Ideas in the Modern World.’

Two resources: A PowerPoint and Worksheet. The worksheet is designed to step students through the lesson. It includes copies of the sources on the PPT slide and questions for them to answer. It also includes space for them to copy their notes. 4 pages. The PPT begins with an explanation of ‘The Lena Goldfields Massacre’ (4th April 1912) and its impacts. There is information about how WW1 gave the Tsar a temporary reprieve from discontent (due to initial rates of public support for the war). Information about Lenin’s view of the war and his wish for a social revolution is provided. Information about why the Russian army suffered so many defeats (ammunition supplies, internal organisation etc) are provided and used to explain how this war was so damaging for Nicholas II’s reputation. There is also information about Rasputin’s political and social impacts. This lesson ends with an informative YouTube video about The Russian October Revolution 1917. Designed to meet the requirements of the senior Modern History syllabus (implemented in QLD in 2019), this unit falls under the category of ‘Ideas in the Modern World.’

Part of a set of resources created for a senior Modern History class in Australia (QCAA syllabus). The assessment to be completed in this unit is a ‘Independent Source Investigation’ where students must develop their own key research question, write a rationale, locate sources, analyse and evaluate those sources and write a critical summary of evidence. This is a scaffolding booklet which takes students through the planning and writing phases of their assessment. It begins with prompts to select an individual / group to focus on. It provides tips for writing a key inquiry question and an example for a different topic from the QCAA exemplar for IA2. Then, to assist the students to write 3-5 sub questions, there is information about each historical concept (which they could choose to use as a frame for their questions). There is a template for reflecting on the worth of their key and sub questions. After this students can create a tentative thesis statement / hypothesis. There is information to help students to do this. (Eventually this will be incorporated into their rationale section of their assessment). There are a series of tables where students can store the information / sources they found. There is a column for analysis and a column for evaluation where students can make dot points to gather their ideas ready to be turned into a succinct response in their assessment. This is followed by writing tips for the rationale and critical summary of evidence, referencing tips and a self-review checklist for students to use to check their work prior to submitting a draft. There is also a peer review form for students to use to receive feedback from a ‘critical friend.’