A PPT which explains the lead up to the Sharpeville Massacre including the formation of the PAC. There are terms for the students to add to their glossary including separate development and bantustans. There are images from the massacre, a brief YouTube Video and information from written sources including the Hodder textbook, various newspaper articles. Students read these sources and have a table that they must complete where they list the source and describe the perspective evident in the source. 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).

The PPT begins with a warm up to help students to retrieve prior knowledge. This is followed by Carlton university’s tips for analysing and evaluating primary sources. Students are then given a worksheet which contains the O-P-V-M chart with some elements removed which students will fill in as the lesson takes place. The PPT goes through each source type beginning with letters giving information about things to keep in mind regarding origin, purpose, value and limitations. There is a letter from Nelson to Winnie which we read and discussed the language choices. There was also one from Winnie to Nelson (1970). Following this information about Winnie Mandela from the South African History website was provided. The next source type was photographs. I utilised a range of photographs about Winnie Mandela. Following this, political cartoons. This was followed by an acronym called P.I.C.T.U.R.E which is handy for unpacking visual sources. There is information about techniques which cartoonists often use to convey meaning (including allusion, symbolism, irony). Then some cartoons from Zapiro and Len Sak were included for students to get an idea of different styles. The next source type was news media which covers newspapers, tv reports, radio reports and eye witness accounts. Following this, official government documents and other government records e.g. speeches and memorandas. 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 presentation which continues on from the Historical Context lesson. It introduces students to various South African politicians from 1924 onwards beginning with James Hertzog. Ideologies / motives + political actions are outlined. Students take notes from the underlined information. Early laws like the ‘Immorality Act’ (1927) are explained. The Sauer Report (1948) is explained. There are some extracts from biographies and autobiographies about Nelson Mandela as well as the Cambridge Senior Modern History textbook. This is followed by laws and policies introduced by the National Party after the General Election up until 1957. 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 word document (Cornell Notes template) which I explain to students before the lesson. I then deliver the lesson in a lecture style format where students choose what to write down. A PPT which I use for my lecture-style lesson. It introduces students to the Dutch East India Company and their influence in Africa. Terms like Boer and Afrikaners are introduced. Information about the conflict between the British colonisers and the Boers is provided. This is followed by information about how the Boers attained self government. The use of language as propaganda is explored e.g. terms like ‘kaffir.’ The PPT ends with some checking for understanding questions. 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).

This PPT was used to introduce an alternative sequence class (11 and 12 students in the same class) to the external assessment. It includes information from QCAA’s subject reports which explains the assessment conditions. This is followed by a series of slides explaining each criterion and looking at example questions. For some of the question types there are recommended response structures and sample answers. 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 worksheet to be used while viewing the Bio pic ‘Long Walk to Freedom.’ It includes during viewing questions and post viewing questions about key people, key events, ideologies/beliefs/motives and some empathy-based questions. There is also a homework activity which requires students to do some further research about Mandela. 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).

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.

Resources designed with QCIA (special needs) students in mind. These students were encouraged to choose The Loaded Dog. The resource includes a QCIA task sheet, and a specific planning booklet with images from the picture book based off of Lawson’s story. The student this was designed for was at a grade 3-4 level. Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts - Topic 2: Creating representations of Australian identities, places, events and concepts.” During this unit students learned about Australian social groups. They engaged with a range of short stories representing Australia. Their assessment was to write a short story which explored a gap/silence from one of the texts they studied in class.

Unit plan designed for a 10-week term of 12 Essential English. It includes a subject description, a description of the unit, a list of unit objectives (from the syllabus), my planned teaching and learning cycle, the unit learning intentions and success criteria, assessment task details and a list of recommended resources. Also included is the Learning Intentions & Success Criteria handout which students glue in their books + a more comprehensive Know-Do-Think table which teachers developed as a shared understanding of what we were looking for when marking the assessment.

About the PPT: This lesson was designed to teach students about dialogue and how it can be used to reveal the personality of the characters. It begins with a definition of dialogue and an explanation of reported and direct speech. Some examples of each are provided and students need to identify which is which. There is an excerpt from the anthology ‘Growing up Asian’ which students can read as an example of how characterisation is driven through dialogue. There was also information about placing dialogue tags at the beginning, middle and end of a quote for variety. There is an activity sheet for variants to the word said. After checking the answers, there is information about how to punctuate dialogue correctly. Following this the story for today ‘Big World’ was introduced. Some of the terms that students may be unfamiliar with have been defined on the slide. After reading the story, there are some discussion questions which I use with the students. Students then share their responses for the retrieval chart. The lesson ends with a 5 question multi-choice quiz about punctuating dialogue correctly. Other resources: A copy of the Short Story and the retrieval chart Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts - Topic 2: Creating representations of Australian identities, places, events and concepts.” During this unit students learned about Australian social groups. They engaged with a range of short stories representing Australia. Their assessment was to write a short story which explored a gap/silence from one of the texts they studied in class.

About the PPT: this lesson was designed to remind students of some language features they are already familiar with which they could utilise in their short story and some brief writing activities. Those I defined and provided examples of were adjectives, emotive language, internal thought, negative description, personification, onomatopoeia, metaphors and similes. Following this the story for today ‘My Father’s Hands’ was introduced. Some of the terms that students may be unfamiliar with have been defined on the slide. After reading the story, there are some discussion questions which I use with the students. Students then share their responses for the retrieval chart. Afterwards, students read through the story on their own and annotate the language features that stood out to them. The following slides include some examples of 5 senses, figurative language, emotive words and adjectives from the text. Students were also asked to consider why the author opted for direct speech more than reported speech in this story. Other resources: A copy of the Short Story and the retrieval chart Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts - Topic 2: Creating representations of Australian identities, places, events and concepts.” During this unit students learned about Australian social groups. They engaged with a range of short stories representing Australia. Their assessment was to write a short story which explored a gap/silence from one of the texts they studied in class.

About the PPT: The lesson begins with information about what setting is and how writers reveal setting. There are 3 brief excerpts of text with really different settings which students can read to see how the authors establish the setting whilst introducing the protagonist. There are some tips about developing indoor and outdoor settings. Then there are a series of clips from Australian television shows which we view and students take notes about things which appear in the setting. This is followed by information about imagery and using the five senses within your writing. Following this, I suggested other language features which could be used to establish setting including similes and metaphors. I also discussed the concept of extended metaphors. I also provided examples of settings which can be used symbolically. Then I introduced the story for today ‘Black Saturday’ and some context about the 2009 bushfires. Some of the terms that students may be unfamiliar with have been defined on the slide. After reading the story, there are some discussion questions which I use with the students. Students then share their responses for the retrieval chart. Afterwards there was a short YouTube clip for students to view. In the following lesson we watched an episode of the ABC TV series ‘Fires’ about the 2019/2020 bushfires. Other resources: A copy of the Short Story and the retrieval chart Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts - Topic 2: Creating representations of Australian identities, places, events and concepts.” During this unit students learned about Australian social groups. They engaged with a range of short stories representing Australia. Their assessment was to write a short story which explored a gap/silence from one of the texts they studied in class.

About the PPT: the lesson began with a checking for understanding brainstorm – students had to think of types of characters who commonly appear in stories. After sharing their responses, I have a list for students to copy. There is information about the types of things authors need to plan and consider before they begin writing. I have a slide defining characterisation which gives examples of direct and indirect characterisation. Following this the text for today’s lesson ‘Soil’ is introduced. I provide some information about the author Ellen Van Neerven who was awarded the 2015 NSW Premier’s Literary Awards Indigenous Writers Prize for the collection ‘Heat and Light’. Some of the terms that students may be unfamiliar with have been defined on the slide. After reading the story, there are some discussion questions which I use with the students. Students then share their responses for the retrieval chart. This is followed by some information provided by one of the Bundjalung teachers from our school about some of the sensitive issues raised in this story. Students then consider what gaps or silences they could draw on in a short story. I located images from children’s picture books and the internet which students could draw on to develop their setting. Following this, students were given a writing prompt which they had to plan for (which they would write about in the literacy lesson). The slides from the literacy lesson are also included. Other resources: A copy of the Short Story and the retrieval chart Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts - Topic 2: Creating representations of Australian identities, places, events and concepts.” During this unit students learned about Australian social groups. They engaged with a range of short stories representing Australia. Their assessment was to write a short story which explored a gap/silence from one of the texts they studied in class.

About the PPT: The PPT begins with a checking for understanding question to see what students recall about narrative structures. This is followed by information about different types of plot structures – chronological, flashback and in media res. There is an explanation of Freytag’s pyramid which should be familiar from previous years. This is followed by an explanation of gap and silence. Students are then introduced to the second story for the unit – Henry Lawson’s ‘The Loaded Dog.’ After reading the story, there are some discussion questions which I use with the students. Students then share their responses for the retrieval chart. Students then consider what gaps or silences they could draw on in a short story. The cool down activity is a list of words for students to look up and define in their glossary. Other resources: A copy of the Short Story and the retrieval chart Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts - Topic 2: Creating representations of Australian identities, places, events and concepts.” During this unit students learned about Australian social groups. They engaged with a range of short stories representing Australia. Their assessment was to write a short story which explored a gap/silence from one of the texts they studied in class.

Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts - Topic 2: Creating representations of Australian identities, places, events and concepts.” During this unit students learned about Australian social groups. They engaged with a range of short stories representing Australia. Their assessment was to write a short story which explored a gap/silence from one of the texts they studied in class. About the PPT: the first PPT in the final unit of 12 Essential English. It begins with some details about the IA4 assessment and a breakdown of what lessons are to be taught in the term. The Unit Learning Intentions and Success criteria are displayed. This is followed by a recap of what the term ‘representations’ means. Students need to brainstorm some ‘ways of being Australian’ this is used to introduce students to Australian social groups and some that they may not think of {marginalised/silenced perspectives}. I then introduced the first short story – Tim Winton’s Neighbours. There is a retrieval chart students will be completing for each story they will read. After reading the story, there are some discussion questions which I use with the students. Students then share their responses for the retrieval chart. We then discuss what the key themes of the story are. Following this, I introduce students to the ideas of gaps and silences. We view two trailers for films which are an example of this type of tale (Cruella and Rosaline). Afterwards we learn about 3 types of narrators and discuss which type was used in the original story, and what other viewpoints they could use. The cool down for the lesson were 3 terms to add to their glossary. Other resources: A copy of the Short Story and the retrieval chart

Resources designed with QCIA (special needs) students in mind. These students were encouraged to choose The Incredibles. The resource includes a QCIA task sheet, a word bank and a cloze passage (to assist the Teacher’s Aide to prompt student to develop their own response). The student this was designed for was at a grade 3-4 level. Context: A lesson 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.

About the PPT: A PPT designed to be used when handing out the assessment. It visually displays key information from the task sheet. There is some information about what I look for in a multimodal spoken presentation. I also have information about how to structure a PowerPoint (particularly if students plan on incorporating their spoken delivery into the slide). There are details from the school’s oral assessment policy – particularly around pre recording their submission. There is an example PPT which I created for Aquaman. There are also instructions for how to record themselves. About the Word Documents: A planning scaffolding document to be completed before students begin writing. A writing scaffold with lines for students to write on as students are required to handwrite their drafts to avoid AI usage. A B standard exemplar for The Incredibles A B standard exemplar for Justice League Context: A lesson 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.

About the PPT: A PPT designed to develop student assessment literacy. It begins with an explanation of the criteria broken down into “I can” statements which students will understand. It then offers students two potential structures for the review (depending on whether they have the ability to synthesise or not). In this lesson I used a film that students are not doing for their assessment to co-construct a response. The subsequent slides take students through my thinking process (selecting a hero and villain to discuss). Then I show a structure for body 1 broken down into dot points. I then showed them how I would write an extended TEEL paragraph about Aquaman. Students then had to repeat this process to write body 2 (about the villain). Afterwards, we went through an example I had written. We then looked at what needed to happen in body 3 and a potential structure, before reading an example I prepared. About the word documents: Sentence Starters and an example response (written about Aqua man) I Can statements which explain the criteria in student specific terms Context: A lesson 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.

About the PPT: A PPT designed to be used after students have viewed The Incredibles. It begins with an exploration of Mr Incredible and his two costumes. Students are to discuss what VABs they noticed in the film. I have provided some answer slides with possible options. This process continues with Elastigirl and Syndrome. Some information about supporting characters including Violet and Dash are also provided. About the word documents: 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. A teacher version of the report card. Context: A lesson 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.

About the PPT: The PPT begins by explaining what film reviews are and their common features. Following this students watch the trailer for season one of Wednesday (the TV series on Netflix). This is followed by some questions to prompt discussion. Students then read a review and use a highlighter to note the various language features used by the reviewer. Afterwards students are introduced to the second film they will be viewing. They watch the trailer for The Incredibles and some quick facts are shown. They add the director details and others to the retrieval chart. There is a brief synopsis of the plot and some inspiration about what inspired the characters. Following this students are given a quote sheet which they can look at and complete an activity talking about what the characters words say about them (i.e. their personality, beliefs, values). About the Word Documents: A copy of a review written about the Wednesday TV series. A handout which contains some key quotes from the characters from The Incredibles for an activity explained in the PPT slide. Context: A lesson 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.