A worksheet for a viewing lesson designed to pique student interest in road laws at the beginning of a new unit. This episode included a few low range drink driving offences and one drug related offence. This resource includes the handout for students to complete and a modeled response (teacher answers). The handout includes a retrieval chart for students to record information including: the result of the first breathalyzer test, the quantity and type of alcohol consumed, second reading, conviction etc. It also includes some short response questions and an extended response question which requires students to write a paragraph citing relevant QLD traffic laws which would be applied if this incident had occurred in QLD instead of NSW. The worksheet includes screenshots from relevant legislation which students must draw on in their response. The episode is available on Click View and a link is included at the top of the handout. Pedagogical Tip: I utilise the broadcast strategy approach (Barry & King, 1998) previewing the questions prior to playing the episode so that students know what to listen out for. 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 worksheet for a viewing lesson designed to pique student interest in road laws at the beginning of a new unit. This resource includes the handout for students to complete and a modeled response (teacher answers). The handout includes a retrieval chart for students to record information including: the result of the first breathalyzer test, the quantity and type of alcohol consumed, second reading, conviction etc. It also includes some short response questions and an extended response question which requires students to write a paragraph citing relevant QLD traffic laws which would be applied if this incident had occurred in QLD instead of NSW. The episode is available on Click View and a link is included at the top of the handout. Pedagogical Tip: I utilise the broadcast strategy approach (Barry & King, 1998) previewing the questions prior to playing the episode so that students know what to listen out for. 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 explain the rules of articulate and a slide which displays an articulate style board with Modern History categories (People, Geography, Historical concepts/skills, Events, Random, Groups) A series of cards designed for units taught in Senior Modern History Frontier Wars Russian Revolution Vietnam Independence Movement Waves of Feminism World War Two (the Holocaust) Communist China (Mao) The Cold War Australian experiences in the Vietnam War Scramble for Africa Apartheid in South Africa

A PowerPoint designed to teach the students how to write a critical summary of evidence for their assessment. It begins by explaining what it is and what the term justify means. There is an overview of the required elements and three potential structures from the History Skills website that students can choose from. There is a video (online tutorial) from YouTube about how to write a critical summary. I have some tips that students should keep in mind when writing their critical summary. Finally, the QCAA example is included along with the marking notes showing which criterion are being addressed. Afterwards, students have time to write their own.

A lesson designed to help students reflect on their successes / struggles when writing their source analysis & evaluation dot points within their assessment. There are some reflection questions. This is followed by an example source analysis completed by a past student (a soviet postcard - 1918). Through looking at the example analysis of a visual primary source and its strengths and weaknesses – students can see if they have any of these elements missing from their own analysis. This is followed by the same student’s analysis of a written secondary source.

The PowerPoint begins with a reflection about their rationale and another example for them to look at. This is followed by a reminder of upcoming assessment checkpoints (mini deadlines). Afterwards two prior knowledge checking questions are posed: are all historical sources equally trustworthy? How might the reliability of a historical document be affected by the circumstances under which it was created. This is followed by some writing tips for when writing about sources e.g. better words to use as an alternative for states. This is followed by an explanation of how to complete the source analysis tables for their assessment. It begins with an explanation of the analysing and evaluating criteria. There is a video demonstrating how to do this using the Myall Creek Massacre (Australian Frontier Wars). I provide a suggested word count for students based on the number of sources they have chosen. There is also a website with useful tips about refining your writing to remove unnecessary words. The PowerPoint includes tips for analysing and evaluating sources. This is followed by a breakdown of he criteria for analysing and what each descriptor is about. There are examples of each level of response (for a different topic). Some sentence starters are provided for the students to use and they have time to begin writing this section of their assessment.

A PowerPoint teaching students how to write a key component of their assessment – a rationale. It begins by explaining what a rationale is and why we use them in history. There is a video tutorial where another teacher explains the process for writing a rationale about the Frontier Wars during Australian colonial times. This is followed by a discussion of the suggested structure outlined in the video. Afterwards, the QCAA exemplar about Mao Zedong is unpacked and the essential features are noted. Possible sentence starters are provided. The lesson concludes with information about how to write a tentative thesis (which will be outlined in the rationale). There are three bad ones to look at and three good ones. Then students have time to begin drafting their tentative thesis statements.

A lesson designed to teach students about the importance of conducting thorough background research prior to writing their sub questions, valuable online sources they have access to and how to perform a BOOLEAN search. This is followed by advice for forming sub questions (for when they are ready to do that part of their assessment). It begins with a history skills video about conducting background research and a discussion about the importance of coming up with a system that works for them for organising their research. Afterwards, students are introduced to the State Library of Queensland – a useful resource for inquiry tasks and how they can sign up. Screen shots are provided about how to run a search through their online data base. Students are reminded of the types of sources they should be looking for and how to determine if a source is useful. The lesson concludes with advice about creating sub questions, a video with examples and an examination of the sub questions in the QCAA example about Mao Zedong. Following this, students have time to begin conducting their background research.

A lesson designed for the beginning of term (where students spent the last two weeks of the previous term learning about the Russian Revolution). It is an introduction to the unit and the concept of Inquiry based learning. It begins with a recap of what we are learning about and the guiding questions for this unit. This is followed by an explanation of inquiry-based learning and the skills that they will gain from completing this unit. An overview of the important checkpoints for the upcoming assessment so students know they will be held accountable to mini-deadlines. This is followed by information from the senior modern history textbook about why inquiry is vital. Discussion of an obstacle for studying the Russian Revolution – two types of calendars and dates. This is followed by a video of how to create a key inquiry question (the first step in the assessment process). This is followed by some important points to keep in mind when writing the question. This is followed by some example inquiry questions for different topics to discuss their merits.

A template for adding to the collaboration space of the Class Notebook (One Note) at the beginning of a unit on the Russian Revolution. I usually allocate students a couple of words that they must define to contribute to the class glossary. There are some definitions that have been pre added so students can see the level of detail expected from a definition.

Designed as a warm up activity to check for student understanding of key terms that they encounter in an introduction to the Russian Revolution. There are 10 key terms for a match the terms activity (bourgeoisie, proletariat, intelligentsia, okhrana, autocratic, divine right, duma, communism, historians, revolution) A teacher answer to this worksheet is also provided

Resource 1: 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 In the Turmoil of the Russian Revolution (2017) is available on ClickView. There are 24 questions for students to record information about as they watch. Additionally, there are 5 extended response post-viewing questions for students to complete for homework. Resource 2: A scanned copy of my handwritten answers which I completed during the lesson and then used to check students’ understanding.

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.’

Resource 1: A Unit plan designed for a 10 week term (with the assessment taking place in week 8 to allow time for beginning the next unit). The unit plant includes syllabus objectives, a description of the unit, assessment task details and a list of recommended resources (including visual media) Resource 2: A Scope and Sequence suggesting topics to be covered throughout the term is provided. It shows the balance between teaching content and practicing exam cognitions and building students communication skills. 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 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 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 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 final lesson for use before the practice exam. The focus is on inclusivity and the importance of stopping discrimination and harrassment in our communities. It begins with a warm up (completing a cloze passage about Australia’s Sex Discrimination Act). This is followed by a review of this act and the additions that were made in 2013 making it unlawful to discriminate against a person on the basis of sexual orientation, gender identity and intersex status under federal law. Students have to read an article(LGBT-inclusive education: To teach or not to teach?) and fill in a graphic organiser identifying the different viewpoints within the article. This is followed with a discussion about what is being taught in the Australian curriculum (in particular in terms of the sexual education curriculum). A question is posed: ‘What does LGBTQi±inclusive sexuality education look like?’ Answers from the United Nation are discussed. This is followed by a practice exam-style question. Students have to read the sources and identify the viewpoints within them about inclusive education. They use these to write a TEEL paragraph summarising the key points made in these sources which answers the question: “Why is inclusivity important? Explain what experts recommend should be done to make Australian schools more inclusive of LGBTQIA+ students.” The sources are provided on the subsequent slides. At the end of this lesson, students should be able to: define sex discrimination and provide an example, explain how the Sex Discriminatino Act applies to workplaces and education institutions and list some steps a person can take if they think they are experiencing discrimination.

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. A second lesson on Australia’s anti-discrimination laws. The PPT begins with a viewing activity (studentsare to watch a clip and summarise what they have learned about the types of discrimination). Within the lesson students will be: Exploring employer and employee responsibilities (re inclusivity and combatting discrimination) Looking at how workplace dress codes can be sexist (and what employers should do about it) Learning what protections Australian law has in place for parents and would-be parents (and what they should do if they are denied these rights by their workplace) There are additional videos at the back of the PowerPoint for using if the students get through all the content planned for the lesson early.