A fun PPT I put together for the end of the year. It has 10 questions per round. The rounds include: Films of 2024 (identifying from pictures) Next lines (given a line of a Christmas carol and must write next line) Famous faces (identifying celebrities from pictures of part of their face / body) Christmas tv viewing (identifying Xmas films from still images) Christmas trivia Songs of 2024 (watch a YouTube clip which has snippets of songs from this year) News of 2024 [questions about events which happened this year] Films of 2023 News of 2023

This is a quiz I devised to use with pupils on the last lesson of term. The answers for each round are included after the round. There are 10 questions per round. The music clips for the music round are provided via hyperlink. For the music round, two points should be awarded for each clip; 1 point for a correct artist, 1 point for a correct song title. I used the template from a free resource on here which had the same rounds but for 2012.

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

A worksheet designed for watching episodes 5 and 6 of Madiba (2017). This lesson was used when the year 11’s were on camp as a form of revision for the year 12’s. Episodes available on ClickView. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for English students in other states and countries with an interest in the Anti-Apartheid movement in South Africa (1948-1994).

A PowerPoint exploring the origins and evolution of film (1895-present). Information about The Seven Ages of Film and the advent of sound. Video clips from 'Singing in the Rain' which depict how film studios began to make talking pictures. Looking at the advent of colour in films with clips from The Wizard of Oz showing the use of technicolour. Information about the introduction of The American movie rating system in 1968. The phenomena of Midnight movies - with clips from the Rocky Horror Picture Show.

A worksheet for students to complete when watching the 2009 film Mao’s Last Dancer. It includes contextual information about how ballet became popular in China. A ClickView link to the film is provided (for absent students / at home learning). There are 8 questions for students to respond to during / after watching the film. There is also some information about some areas where the film differs from the actual events. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The end of term assessment for this unit was an Independent Source Investigation. The content would also be useful more broadly for students in other states and countries with an interest in the China (1931-1976). The other resources are also available in my store – Aussie_Resources.

3 Resources: 1) Report Writing PowerPoint explaining the assessment task: (They had to create a written informative report that analyses how language, communication and technology influence our personal lives and has changed society.) The PowerPoint explains what a report is, goes through planning steps, how to search more effectively using a BOOLEAN search and a structure for the report. 2) A word doc template for students to fill their report into. 3) An example PowerPoint looking at the evolution of the Radio

A graphic organiser (worksheet) for students to fill in while watching the documentary ‘HITLER’S WORLD: THE POST WAR PLAN: NAZIFICATION’ (2017) available on ClickView at https://online.clickview.com.au/libraries/series/9204332/hitler-s-world-the-post-war-plan The documentary originally aired on SBS and funs for 45 minutes. I utilise the broadcast strategy approach (Barry & King, 1998) previewing the graphic organiser prior to playing the documentary so that students know what to listen out for. I then facilitate a class discussion to go through the answers once we have finished watching the documentary. I have also included notes taken by a student as a sample response.

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 resource 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 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.

Two PowerPoints for a 9 English Unit. The first PowerPoint includes a synopsis of the film and the film trailer is embedded. This is followed by a range of clips and viewing questions. It also includes information about how Indigenous Australians are portrayed in the film. Additionally, there is a section on exploring key quotes. Students have to pick out the slang and the beliefs of the protagonist which are indicated in the quote. The second PowerPoint is a paragraph writing lesson. It takes students through the various stereotypes in the film and includes some pre-writing (planning) steps. It reviews the PEEEL paragraph structure. It includes some scaffolding (suggested sentence starters) along with an example paragraph (which is colour coded to indicate which section it addresses). After this activity, there is information about modality and some examples of high and low modality words. There is also some information about linking words.

Item 1: Key points from each chapter plus quotes related to moral dilemmas. This is a useful resource for teachers to save you from re reading the novel each year. Item 2: A booklet to give students as they work through the novel. It includes key questions, some artistic activities (e.g. drawing a map from what they have read, creating a comic strip summary of a key chapter etc). Activities can be assigned for homework or completed in class. Item 3: A word document containing quotes showcasing moral dilemmas from the novel. Can be used as a poster in the classroom.

Document 1: A table scaffolding for students how to write an effective introduction, two body paragraphs analyzing, one comparative body paragraph and a conclusion. It also includes how to reference a print advertisement. This scaffold was created for the following task but can be adapted for other advertisement analysis tasks. GENRE: Expository Multi-modal Oral ROLE/RELATIONSHIP: This is an individual task where each student will prepare and present a speech and PowerPoint to an audience of their peers. PURPOSE: To understand how advertisers use specific techniques in order to influence and shape consumer attitudes and behaviour. TASK: Compare and contrast the following print advertisement to a visual print advertising campaign of your choice. (An advertising campaign can be a single advertisement). Using your knowledge of AIDA, you will analyse and evaluate the various techniques used in both advertisements and draw conclusions about how the advertisers have attempted to persuade and appeal to their demographic/target audience. • Write a 500 word speech that compares and contrasts the advertising techniques used in the different advertisements. You must draw conclusions and provide both opinions and reasons as to why each advertisement succeeds or fails in motivating the target audience. • Create a PowerPoint presentation that discusses your findings. • Present your PowerPoint and explain your findings to the class. LENGTH: Use a minimum of 6 slides and 500 words, and a maximum of 10 slides and 650 words. Document 2: Key terms including definitions of the AIDA method of analysing advertisements.

This is a media lesson designed for a year 9 class (however a lot of the content could also be used for an English lesson). Narrative music videos and their key components: plot, theme and structure Defining narrative. Visual display of the narrative structure. Defining the key terms plot, structure, and theme and watching a film clip to identify these (teacher answers provided on slides). Links to other narrative music videos Also included: a music video report card for analysing music videos

Posters for media showing shot sizes, camera angles and other items for decorating a classroom. 3 different templates for story boards.

A PowerPoint. Revision activity - Viewing an example calendar with images taken by a year 9 student in 2015 and discussing the various elements of photography used. Introducing key photography terms (aperture, depth of field, shutter speed, ISO and sharpness). Looking at example photographs which demonstrate each of these.

A PowerPoint explaining the parts of a digital camera (using snapshots from the manual -- also attached). Also a few images of what settings to put your camera on to get the best photos.

Defining typeface, serif and sans serif. How do you choose which font is best for your purpose? Advice about type size, place and space, the background colour, what different colours mean (their associations).

A useful resource for an introduction to Science Fiction and key terms. In addition to definitions taken from a cinema subject I completed at university, there are a series of viewing activities (trailers for various films which illustrate the key features of these subgenres of science-fiction.) Most of these slides also come with questions designed to get students to think about our focus: TECHNOLOGY and the role of technology in these imagined worlds. These questions challenge students to consider how filmmakers position and influence their viewers regarding the discourse of technology in texts and whether these representations work to naturalise, reinforce or challenge prevailing beliefs and attitudes about the role of technology in society.

Miseenscene definition and music videos to exemplify (one Coldplay and one Brittney spears). Talking about genre and target audience and the importance of branding your artist. Viewing Pink's music video 'Just Give Me A Reason' and completing a quiz about lighting and shot sizes. Introducing new term - cinematography and what it means.