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 a reminder of what social issues are. This is followed by a viewing activity on ABC iView – You Can’t Ask That’s episode on ‘Domestic Violence’ (from series 4). There are 7 questions for students to answer as they watch. This is followed by some slides of research I found. It includes a definition of domestic violence and the types. There is some information about the QLD Domestic and Family Violence Protection Act (2012). Some key points from the Act are included in dot point form. After this students were split into groups and had to design a poster. There were 7 different options. This was followed by some information about conjunctions as a cool down. 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 PowerPoint which structures the lesson. It begins with a reminder of what we are learning about and persuasive techniques (the P.E.R.S.U.A.D.E Acronym). Students are asked to list some persuasive texts which they encounter in their daily lives. A review of the 3 types of appeal (reason, character and emotion) is included. Following this, students have 4 questions to write down for as they view the “You Can’t Ask That” episode about Indigenous Australians on iView. There are some answers providing on the subsequent slides. There is also a viewing activity (an anti-racism PSA called “The Invisible Discriminator”) which is good for generating discussion. To conclude the lesson, there is a paragraph writing activity for students to write a paragraph a out the social issues which Indigenous Australians experience. I included additional information for if the lesson finished early. It includes information about kinship, the role of elders and texts which are useful for gaining an understanding of Indigenous histories.

A PowerPoint designed to introduce students to their new topic: Russia. It begins with a popular culture text that some students may be familiar with (Fox’s animated Anastasia movie). This is used as a launching pad to introduce the last Tsar of Russia and his family. This is followed by a short clip about Anastasia and her fate (with questions for students to answer). This is followed by information about our IA2 assessment. Then the focus of the lesson begins with an introduction to the historical context of Russia (prior to the revolution). Students have to add key terms to their glossary (autocratic & tsars). Information about autocratic rule is included and the idea of ‘Divine Right’ is explained. There is a diagram of the feudal system to help students understand how society was structured. Students are introduced to terms including bourgeoise, proletariat and intelligentsia. This is followed by a brief bio of Nicholas II, his wife and the Tsaravivh Alexei. This is followed by a viewing activity about another key figure: Rasputin (and some viewing questions). The lesson ends with a look at Boney M’s song about Rasputin’s death. A reference list is also provided. 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.’

A set of questions for studying Deadly Unna by Phillip Gwynne – arranged by chapter. These are a mixture of comprehension questions, questions focusing on the setting, questions about specific language features / word choices, questions about specific characters, questions about themes (e.g. racism) etc. NB: Answers to these questions are provided in the PPT slides also available in my store: Aussie_Resources. Resources designed for 10 English in Queensland, Australia. It is part of a novel study unit which culminates in a 90-minute examination (500 to 800-word essay). Students had 1 week notice of the question and could bring 100 words of notes in with them. Within this unit students explored how an author’s use of language features, images and vocabulary contributed to the representation of themes in the novel. They also gained a deeper understanding of key literary techniques, including (but not limited to) characterisation, plot, and setting.

A PowerPoint used to teach chapters 16-21 of Phillip Gwynne’s 1998 novel Deadly Unna? As these chapters weren’t crucial to the task, I summarised them rather than reading them with the class. This PowerPoint contains a summary for each chapter and then slides with chapter questions (no answers). The PPT also includes a creative writing activity for fast finishers (a way of exploring perspective). Resources designed for 10 English in Queensland, Australia. It is part of a novel study unit which culminates in a 90-minute examination (500 to 800-word essay). Students had 1 week notice of the question and could bring 100 words of notes in with them. Within this unit students explored how an author’s use of language features, images and vocabulary contributed to the representation of themes in the novel. They also gained a deeper understanding of key literary techniques, including (but not limited to) characterisation, plot, and setting.

A PowerPoint used to teach chapters 36-41 of Phillip Gwynne’s 1998 novel Deadly Unna? We would read one chapter at a time (or listen to the audio book on CD) and then students would answer the chapter questions. This PowerPoint contains a summary for each chapter and then slides with answers to the chapter questions. The PPT also includes post reading questions and some assessment preparation. It explains the major text structure of the novel (division of book into ‘summer’ and ‘winter.’) Students are asked to determine what they believe the intended reading of the novel is. There is a paragraph writing activity about the representations of Australia within the novel. There are also key terms for students to define in their glossary. Resources designed for 10 English in Queensland, Australia. It is part of a novel study unit which culminates in a 90-minute examination (500 to 800-word essay). Students had 1 week notice of the question and could bring 100 words of notes in with them. Within this unit students explored how an author’s use of language features, images and vocabulary contributed to the representation of themes in the novel. They also gained a deeper understanding of key literary techniques, including (but not limited to) characterisation, plot, and setting.

The lesson begins with an explanation of what themes are, and an image of common themes in literature. Following this there are slides explaining the following themes: Masculinity (and toxic masculinity) Racism The importance of family Mateship Duty and Sacrifice Examples from the novel are provided. This is followed by a practice question + some planning activities around this question. Resources designed for 10 English in Queensland, Australia. It is part of a novel study unit which culminates in a 90-minute examination (500 to 800-word essay). Students had 1 week notice of the question and could bring 100 words of notes in with them. Within this unit students explored how an author’s use of language features, images and vocabulary contributed to the representation of themes in the novel. They also gained a deeper understanding of key literary techniques, including (but not limited to) characterisation, plot, and setting.

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. The end of term assessment for this unit was a 90 minute short response examination. A PowerPoint to introduce the students to the unit. It includes a quiz about their experiences in the workforce & a categorising activity where they look at elements that make a good job and list them in order of preference. Students are introduced to key terms - full time, part time, casual and temporary employee. They view a short YouTube clip about workplace myths to generate interest in the topic. Then they are introduced to The Fair Work Act which is one of the key pieces of legislation they need to refer to throughout the unit. There is a cloze passage for them to complete and some discussion points. A handout which explains the 10 National Employment Standards which all Australian workers are guaranteed. For homework students were to fill in the far right column ‘How does this help create a healthy workplace?’ 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 wordsearch. 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. A PowerPoint designed to inform students about the additional protections provided to parents in the workforce. It begins with a warm up - a paragraph writing activity about unions and how they support workers. A key term - what constitutes a ‘workplace’ followed by a checking for understanding activity. A review of term ‘workplace rights’ and a list of rights you should have at work. Sources of employment rights and obligations - a workplace rights pyramid. An overview of the communication skills students need for their exam and the key topics (content) students need to know. How to answer a short response question (using the RAF acronym). This is followed by a scenario reading activity (involving a pregnant employee) and students have a chance to practice using RAF to offer their interpretation of the case in a concise way. Before students read the scenario, I give an explanation of the cognitive verb ‘interpret’ and some clever connectives which can be used when interpreting and students view a clip explaining redundancy. Students read the case study and complete a graphic organiser (answers provided on subsequent slides). They then write a TEEL paragraph in response to a question similar to one they will encounter in their exam. Afterwards we look at other rights for women in the workplace (around breastfeeding and pregnancy). To conclude this lesson we go through a list of ‘I Can’ statements which break down the criteria into simple terms for students to understand.

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. An inquiry booklet which students complete in the early phase of the unit. They then use what they find to write their report. This booklet includes: a pre quiz (to see what students already know), key terms to be defined, a place to reflect on and record what they know about their own personality (including where they feel they fit in the Big 5 personality types). It also includes questions to investigate (they must keep a record of their sources and evaluate them), a space to record their analysis of the two people from their chosen conflict scenario, a table for comparing their personality traits (using Big 5), a graphic organiser for collecting information about a range of conflict resolution strategies and a SWOT analysis to be completed at the end of the assessment. A handout with 3 conflict scenarios which students can choose from to respond to in their report. Two are from films (10 Things I Hate About You & Remember the Titans), the last is from the media (Taylor Swift vs Katy Perry). The handout provides a summary of the conflict scenario, information about Person A & B and quotes from the specific conflict scene. A template for students to write their report into.

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. A handout version of the teacher exemplar (for Everybody Loves Raymond conflict scenario) PPT presentation - This lesson is designed to scaffold students to write paragraphs about Person A and B for the findings section of their report. It begins with a review of the TEEEL paragraph structure. This is followed by slides exemplifying this with the teacher response. On the next slide there are sentence starters to assist students to write their own paragraph.

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. 1. A PowerPoint explaining what unions are and why they exist. It includes a clip from Behind The News (2016) giving a historical overview of the origin of unions. It includes an explanation of collective bargaining within Australia. I then provide a specific example of a union - the Queensland Teachers’ Union. It includes a video about what the QTU achieved in its first 120 years. Information from their website about the benefits of belonging to a teacher’s union. The 11 steps in the enterprise bargaining process and how belonging to a union is protected under the Fair Work Act (2009). This is followed by two case studies for students to read and respond to. A handout which goes along with this lesson

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. The lesson begins with a short YouTube video to consolidate previous learning (The Big 5 personality types). The video considers how each personality type would react to being stranded on a desert island. The main task for this lesson is for students to fill in Section 1C of their Inquiry Booklet - including the section where they write about their attitudes, values and beliefs (towards education). There are example responses to help students. This is followed by a video clip from Boston Legal which students watch and then partake in a class discussion to reveal the personality traits and types they observe. Afterwards, students fill in the remaining information about themselves.

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 over two 70 minute lessons. A PowerPoint which focuses on Employee rights and responsibilities. It begins with a warm up activity with a list of tasks which an electrician working for Telstra might complete (and some which are the responsibility of the company) students need to identify which are the employee’s responsibilities. This is followed by key terms - rights & responsibilities and a video explaining why it is important to know your workplace rights. Information about Junior rates of pay and conditions for young workers. It outlines some of the employee rights (things employers must provide). Information about how to find out what the Australian minimum wage is for various jobs. Information about the Fair Work Commission. New term - penalty rates and a 2017 SBS report about the ramification of penalty rates being reduced by the government. Information about employee responsibilities (from the Legal Studies textbook). A think-pair-share activity - discuss the importance of rights and obligations on the cards + how they contribute to a ‘fair go.’ Cards for ‘think pair share’ activity.

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. A PowerPoint for the orientating phase of a unit on Australian workplace rights. It begins with revision questions about the Fair Work Act, types of employees, superannuation etc. This is followed by a YouTube clip explaining the difference between the duties of the Fair Work Commission and those performed by the Fair Work Ombudsman. I usually take dot point notes for students to copy after viewing but I have also provided a follow up slide with text. Afterwards, there is a link to an ABC news story about a time when the FWO intervened to protect workers rights. A new term - jurisdiction - is introduced along with an explanation of key State and federal laws which protect workers. Then the lesson zooms in to focus on specific sections from the Fair Work Act (as students need to be able to explain the purpose of particular sections for their exam). A handout goes along with this which has places for students to sum up the sections after the class discusses them. It includes information about ‘adverse action’ (including examples), a case study about a nurses strike, information about ‘discrimination’ along with examples and non examples. The lesson ends with an interesting clip from the SBS Insight program (2016) about the exploitation of foreign workers. I usually only show the first two case studies and discuss these with the class. A handout to be used during the lesson and kept for revision purposes. It includes extracts from Legal Studies for QLD volume 2.

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. A PPT designed to introduce the class to employer rights and responsibilities. It begins with a cloze passage getting students to define workplace rights. This is followed by a brainstorm activity to get them thinking about what characteristics make a good employer / boss / manager. A list of employer responsibilities from the Legal Studies textbook are provided followed by a TEEL paragraph writing activity and a ranking activity. Students view a clip about how to address being treated unfairly at work. It concludes with a paragraph writing activity about their own career direction. A homework sheet with three scenarios for students to read and respond to. They need to complete a graphic organiser listing the workplace violations and making recommendations to the employees about what they should do.

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. A PowerPoint focusing on safety in the workplace. It begins with notes on Workplace Conditions for students to copy (settling activity). Followed by a clip of a topical workplace safety incident - Dreamworld’s Thunder River Rapids Ride Accident. Information about how young workers are more likely to be injured at work than any other age group. Information about the 2011 Workplace Health and Safety Act. Employer WHS responsibilities (from the Legal Studies textbook). An explanation of the term ‘duty of care’ and how employers can make everyone in their workplace safe. Employee responsibilities are also outlined. A compare and contrast of the responsibilities of employees and employers (answers provided on following slides). Define injury and 10 workplace hazards. A viewing activity about an electrician who died in Queensland. Students to fill in a retrieval chart as they view. The consequences of workplace injuries are discussed and students are to write a practice short response to a question. Transcript of the Dale Kennedy story. WHS Handou which goes along with the PowerPoint. A homework sheet with a series of short response questions similar to those students will encounter in their exam

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. The first of two lessons about Unfair Dismissal in Australia. It begins with a video of leading industrial advocate Miles Heffernan explains what your rights and options are if you believe that you have been unfairly dismissed, and what the difference is between unfair dismissal, unlawful dismissal and unlawful termination. A definition of Unfair Dismissal is provided along with an explanation of who to turn to if you believe your employment has been terminated unfairly. It includes some short response and summarising activities in response to videos (including news footage about unfair dismissal claims). The second ‘Unfair Dismissal’ PowerPoint. It includes revision questions and a flow chart for the process for bringing an unfair dismissal claim. The impacts of unfair dismissal on a work environment. Processes that employers should follow before terminating someone. Examples and non examples. An interesting case study involving McDonalds reported on Sunrise in 2015 with post-viewing questions. An explanation of ‘onus of proof’ and some justifiable reasons to dismiss an employee. Reasons you cannot be fired (a review of discrimination). A handout to be used across both lessons (with the questions, key information and writing space). A long case study about a man sacked over eating a Snickers bar and a shorter version of the same case study which I used with the class.

Psychological researchers often define personality in terms of five core traits, which can be thought of as stable dispositions that relate to differences in behaviour. This PowerPoint explains the Big 5 personality types (aka the OCEAN model) in a simple way which is easy for students to understand. It includes a video, some discussion questions and notes for students to copy into their books. It also includes the link to an online quiz for students to take to learn about their personality traits. It includes a poster-making activity for students to consolidate what they have learned. I have also included a document with the research I did about the Big 5 before creating this lesson. 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.

A glimpse into history! This source can be used to explore what Queensland students were learning about the First World War as it was occurring. first section of this monograph is includes information about Australian soldiers being trained in Egypt and about the decision to land at Gallipoli. Next is a poem entitled ‘The Sailing of the Long Ships.’ This is followed by information under the heading ‘The Months of Battle’ about the solders experiences in Gallipoli. Images are provided of some men of the Australian 10th Light Horse in the trenches. Another poem ‘The Grey Mother’ (by Lauchlan Maclean Watt) is featured. The ‘grey mother’ is a metaphor for Great Britain and her children are the colonies and dependencies of the British empire. This is followed by a section called ‘The Return’ about evacuating the ANZACs. It includes details about the numbers that had to be evacuated, the military strategy used to plan this evacuation with as little loss of life as possible. It was implemented under the cover of nightfall. A description of what remains there today (1916) – empty trenches, a hulk or two on the beach, shattered piers – is provided along with a belief that the spirit of the Anzacs will live on in this place. Statistics of the numbers lost in the war are provided. Along with a statement about the significance of the Anzacs: “The word has already passed the nation’s lips to the nation’s heart, and the world will not willingly forget it.” A poem called ‘Pro Patria’ (latin for to die for one’s country) written by O.S is featured. This is followed by information about ‘The Victoria Cross’ and its recipients. Source name: The School Paper: ANZAC Day 1916 (for classes V and VI) Author details: Queensland. Dept. of Public Instruction Made in: Brisbane Publisher: Department of Public Instruction Source type: Monograph (a detailed written study of a single specialized subject or an aspect of it.) Source origin: These books were given to students in Queensland schools during World War One. This was the property of Violet Coley (daughters of Philemon and Sylvia Coley) when she was a student in Coleyville. Coleyville is a rural locality in the Scenic Rim Region, Queensland, Australia. The locality is named after Violet’s parents who emigrated from Halesowen, Worcestershire, England, in 1866 and settled in the area.