A PowerPoint designed for a 50 minute lesson which includes summaries of key scenes and important things to note in this act. It also features questions to check for understanding. An updated version of the Act One (Scenes 1-4) PowerPoint for a school with 70 minute lessons. It includes a warm up activity (definitions to copy), extra quotes and questions to check for understand. A lesson plan has also been included. A PowerPoint focusing on the Party Scene (Act One, Scene 5). It begins with a mini lesson on characterisation (with definitions and examples). Subsequently students act out the scene and discuss the perspectives of various characters. Afterwards, we watch the 1997 film version and prepare to explore the balcony scene in a future lesson. A 5 page script for the party scene which has been translated into modern language (more accessible for students). A homework sheet with questions about the party scene (Act 1, Scene 5). A handout - revision activity - a list of jumbled up events from this act which students have to reorganise into chronological order. Part of a set of resources created for a year 10 English class in Australia (ACARA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons (with extra activities as a back up if the class is advanced).

This booklet has been designed as part of a year 8 English unit of work on Parvana (a novel set in Afghanistan during the reign of the Taliban). It includes activities about characters, the setting and language features which students are to complete as they read the novel. There are also questions about the events/themes/character's perspectives et cetera for each chapter. This is all in preparation for a creative writing assessment where students take what they have learned to create a written literary transformation (a short story from a marginalised character's perspective). Their short story has to focus on a moral issue within the novel. I have referenced the other study guides I drew on when creating this resource.

3 resources used in a 9 English unit. 1) A homework sheet which includes the poem 'Then and Now' by Oodgeroo Noonuccal and comprehension questions which are designed to help students begin to analyse the text. This poem touches on the dispossession of land and the consequences for the poet and her people. 2) A PowerPoint which teaches visual source analysis using the picture book 'The Rabbits' by John Marsden (illustrated by Shaun Tan). Students have to respond to the images by answering the following questions: What do you feel about the imagery? What does it mean to you? What is the idea of Australian identity portrayed in the picture? Afterwards, the PPT explains that this story is an allegory. The PowerPoint also includes some examples of Australian slang (as this is part of a stereotypes unit). 3) A PowerPoint which points out that for a long time there were “entrenched negative stereotypes” about Aboriginal people in Australia and how the media’s focus on negative Aboriginal issues creates much hurt when it presents the problems of individual Aboriginal people as problems of all Indigenous Australians. It explores the negative stereotypes about Indigenous people as shown in Bran Neu Dae and the positive attributes shown in The Sapphires. The clips I have selected from Bran Neu Dae are humorous but touch on serious issues and often generate good classroom discussions.

This is a worksheet to the SBS series First Australians Episode 1: They have come to stay. This resource was made for use in an 11 Modern History classroom in Queensland, Australia. I have also included a scanned copy of my teacher answer sheet. According to SBS, “First Australians chronicles the birth of contemporary Australia as never told before, from the perspective of its first people. First Australians explores what unfolds when the oldest living culture in the world is overrun by the world’s greatest empire.” Episode 1 focuses on Sydney and New South Wales (1788–1824). It includes the first contact, friendships formed between powerful men such as Governor Arthur Phillip and the Aboriginal Bennelong. The smallpox epidemic. The bloodshed and conflicts which arose as settlers spread out across the land.

List of emotive words which are useful for creative writing tasks.

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 PowerPoint which begins with a warm up practice exam question where students must make inferences about someone based on a photograph of them and some brief information about their occupation and interests. This is followed by a reflection to see how confident students felt about this task. Afterwards the term ‘stereotype’ is defined along with some information about why people stereotype. Students are to copy the definition of ‘gender stereotypes’ into their glossary. There is a viewing activity that explains this concept further. Looking at some stereotypes e.g. which gender is dressed in pink vs blue. This segues to a discussion about how advertisements target viewers of particular genders. There is a clip for students to view and discuss (Top 10 Unnecessarily Gendered Products). This is followed by some visual literacy activities where students have to analyse a range of advertisements and explain their meaning (as this is a skill they must have for their exam). Some of these advertisements are quite sexual and lend well to discussions about the impact of advertisements on body image. They can also cause society to continue to accept misogynistic views of women. There is also a sample advertisement related question for students to view and another one for them to attempt to answer. If time permits, at the end of the lesson, there is an interesting TED talk to watch.

4 resources designed for a year 8 poetry unit. The first is a PowerPoint which takes students through the STEP UP acronym which they will use to analyse poems in their upcoming assessment: subject matter, theme, emotions, poetic devices, your interpretation, purpose… It includes prompting questions that students should ask themselves to help guide their response for each category. It then includes a poem about a refugee and slides which work through the STEP UP process. The second is a worksheet for modified students which has most of the notes written so that they only have to write a few. The third is a handout which explains STEP UP which could be used as a poster. The fourth is a typed version of the analysis of the refugee poem (in a Word Doc)

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 (although with drafting time it may take a few lessons depending on the needs and abilities of students). Going through the information from the task sheet so that students understand exactly what they need to do and have the opportunity to ask questions. It also introduces students to the street art stimulus examples that they will respond to in their assessment ‘Merry Crisis’ and ‘I Have a Dream. ’There is an article about each mural and why it was created. There is also information about how to find viewpoints about the street art (including where to look and what search stems to enter). There are also screenshot examples of comments about the street art (e.g. from Twitter, Facebook or Tripadvisor). Students are shown the section of the graphic organiser that they need to fill in (where they store their information that they need for body paragraph 2). There are also some clips explaining what art curators do as this is the role they will be utilising in their assessment.

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.

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).

Two assessment tasks written for a Macbeth Unit and the unit plan showing the lesson outlines for an 8 week unit. This English unit has been developed for a year twelve class (in Australia) studying William Shakespeare’s tragedy, Macbeth. The focus for this eight week unit has been taken from the Queensland Studies Authorities suggested work program “The human condition – Shakespeare.” Within this unit, the student’s engagement with Macbeth will emphasise “the aspects of the human condition evident in the play through the representations of central characters and their relationships and motivations.” As part of this focus, “students will consider such aspects as the impact or role of power, fear and violence in the play and their relevance to contemporary times.” Included are two summative assessment pieces – a spoken ‘persuasive text’ (summation speech) and a written ‘reflective text’ (feature article) and marking rubrics.

A PowerPoint that goes through an acronym which can be used to analyse sources (with specific examples from WW2). This is followed by content knowledge: Japanese Imperialism and the lead-up to Pearl Harbor, The source of US conflict with Japan & Japan's strategy.

24 spelling words for 6 weeks. A few weeks of context-specific words followed by conjunctions, verbs, emotive language.

PowerPoint 1: Paragraph writing. This ppt uses the I do, we do, you do approach. Firstly there is a slide explaining the PEEEL paragraph structure. There is also an example paragraph about Taylor Swift’s You Belong with Me music video. Afterwards, students watch another music video (Caught in the Crowd) and construct their own paragraph based on what they observed in the teacher example. PowerPoint 2: Explaining the assessment task (analytical essay). Document: Scaffolding booklet for assessment task.

A PowerPoint which lists each of the characters in the play alongside key points about them (with images from the Baz Luhrmann movie). Activities to check for student understanding (including filling in a character tree.) This is followed by an explanation of key themes in the play (fate, love, hate, authority, time/timing). It concludes with an exploration of The Prologue which opens the play (Act 1). An updated version of this PowerPoint which removed the key themes which has been replaced with information about the life and times of Shakespeare. (It also includes classroom rules as it was used at the beginning of a new term). Part of a set of resources created for a year 10 English class in Australia (ACARA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons (with extra activities as a back up if the class is advanced).

Two powerpoints used in a 8 English protest poetry unit I designed. The first explores: What is critical literacy and why do we need these skills? How will it help us to understand protest poems? It introduces key critical literacy terms (ideology, privileged, intended reading, marginalised, silenced etc.) It includes a list of things it is important to be aware of when viewing or reading a poem/text. It also begins to introduce students to Indigenous Australian issues as these are the first series of poems to be explored. It includes poems about colonisation and questions to prompt students to analyse these poems. The second is an introduction to poetic devices which includes definitions and examples of personification, rhyme, onomatopoeia, alliteration, simile, metaphor etc. Additional resource: A handout I use at the end of the poetic devices lesson to check whether the students have understood what was taught (it is a matching terms activity).

In addition to analysing cinematic techniques (aka visual features), students need to analyse the effect of language features in their chosen documentary. This lesson introduces students to a range of language features to watch out for with examples from Michael Moore's Fahrenheit 911 and Morgan Spurlock's Super Size Me. These language features include high modality, rhetorical questions, emotive language, repetition and groups of three. It also includes a list of generic questions for students to ask themselves when watching documentaries.

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. A Unit plan designed for term 4 (a shorter term.) It includes syllabus objectives, a description of the unit, assessment task details and a list of recommended resources.A Scope and Sequence suggesting topics to be covered throughout the term is provided. A Learning Intention and Success Criteria handout for students to glue into the front of their work books A template for recording differentiations made to accommodate NCCD students. (The NCCD is an annual collection of information about Australian school students with disability. The NCCD enables schools, education authorities and governments to better understand the needs of students with disability and how they can be best supported at school.)

The first lesson to introduce students to the ‘Art and Community’ unit. It introduces students to some key terms they need to know for the unit. I use underlining to indicate to students what notes they need to copy from slides. There is information about some types of art (mosaic, sculpture, recycled art, collage, street art and wheat pasting). There is a viewing activity (a news story about street artworks made early on during the COVID 19 Pandemic). This is followed by some information about the upcoming assessment task and dates so students know where they are heading. Students also learn about the purpose of art which they will have to write about in the front section of their inquiry booklet. The lesson ends with an interesting viewing activity of the 100 most creative street artworks. There is also information about bottle cap art as our school decided to do a fun end of term activity where the students made one collective street art for display at the school.

A PowerPoint used in a year 11 Modern History classroom. It begins with a viewing activity ‘A bite sized guide to the history of modern Western feminism.’ Following this there are slides talking about how gender stereotypes began to shift due to the work of the Women’s Liberation Movement. I get students to copy the underlined text and call on various students to read aloud other portions. Students are introduced to ‘consciousness raising’ a method used by 2nd wave feminists. Following this there is a quote from Zelda D’Aprano (a feminist from Melbourne) about the inspiration for using consciousness raising and what types of things they discussed. An extract from the Rivka Pile papers (University of Melbourne) is also included to demonstrate the significance of this strategy. Following this students are introduced to some gender theory including that gender is a social construct and the term ‘gender role’ is defined. This is followed by an exploration of visual sources (pictures from a children’s book from 1970) which reinforced traditional gender role stereotypes. This is followed by a list of issues that were being addressed by feminists by the 1970s including domestic violence, abortion law reform and availiability of childcare services (including day care and preschool). The introduction of women into Australian politics is discussed with reference to The Women’s Electoral Lobby and the ‘femocrats’ appointed to public service during Gough Whitlam’s time as PM. This is followed by information about the significant achievements which took place in the 1980s. The remaining few slides are about viewpoints about 2nd wave feminism. The lesson ends with a paragraph writing task which can be completed for homework if time gets away from you. 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.