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 lesson plan A PPT - The lesson begins with two warm up questions (getting students to consider how the school helps students to resolve conflict). This is followed by a revision activity (the definitions of 5 conflict resolution strategies are provided - students must name them). An explanation of what conflict is and some other terms e.g. ‘pinch point,’ frustration, defensiveness and baggage. This is followed by a list of common elements to conflicts (reasons why people fight). This is followed by tips of how to respond to problems (to avoid exacerbating the problem). This is followed by an activity where students view a clip from Everybody Loves Raymond (this clip will be used for the teacher assessment exemplar for the rest of the term). Students fill in a graphic organiser based on what they observed. Some tips for resolving conflict e.g. Active Listening are provided. Afterwards, there is an overview of the 3 conflict choices for students to pick from to respond to in their assessment.

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. This lesson was designed for use after the students completed 4 weeks of at home learning (pandemic). It begins with a quiz (13 questions) which students answer in their books and then we discuss as a class. The quiz includes 2 videos from television shows (Scrubs & Boston Legal) for students to watch and then describe the personality traits of. This is followed by an explanation of the upcoming homework task and assessment task. It includes some research tips including how to conduct a more-efficient internet search using (BOOLEAN search).

This lesson is designed to help students revise for their upcoming exam by reviewing the major settings in Phillip Gwynne’s 1998 novel Deadly Unna? It begins by explaining what ‘setting’ means. An example structure for a paragraph about setting is provided (check boxes). An overview of the following settings is provided (including significant quotes from the novel). The Jetty The Beach The Pub The oval and sports facilities The cemetery The Point (mission) The question we used in this year was “To what extent is Deadly Unna by Phillip Gwynne a realistic representation of modern-day Australia?” 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.

Three resources designed for a year 9 theology unit where students interview lay people from various churches in their hometown to develop an understanding of the role of the laity within each church. According to the curriculum they must "examine ways in which believers live their Christian vocation, and distinguish between their participation in the priestly, prophetic and kingly work of Jesus Christ." !) Task sheet for their summative assessment item (an ethnographic study.) An ethnographic study is a method of investigation that studies the culture of a society using research as well as field reporting techniques like interviewing. Their findings will be presented in a report format. 2) A booklet to guide students through their ethnographic study (including developing appropriate questions, researching Jesus' values and actions, researching each church prior to the interviews etc.) It also includes a retrieval chart for students to record the answers to their interview questions into & an explanation of how students should set out their report and what should be in it. 3) A report template for the students to write their final 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. The lesson opens with a discussion point about a contested issue - the difference between vandalism/graffiti and ‘street art.’ It provides some information about why people are compelled to graffiti. There is a news viewing activity which sheds light on this topic and features an Australian street artist. This is followed by some note taking tasks (defining vandalism and graffiti). There is some contextual information about the history of graffiti and a Venn Diagram (comparison) activity. This is followed by a series of pictures which students need to classify as either graffiti or street art.

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 consideration of the role art plays in society. There is a Bansky quote which encourages discussion about whether these murals would be quite as powerful if they were in a gallery or done by legal means. There is information about how art conveys messages and a series of slides which name and explain language techniques used by artists with relevant pictures of street art supplied. The techniques are: allusion, rhetorical questions, repetition, pun, metaphor, sarcasm, verbal irony, a call to action and parody. This is followed by a series of pictures where the students need to identify which language feature it utilises. If time remains, this is followed by a Click View viewing activity about street artists in Melbourne.

This is part of a series of resources developed for a year 8 English class in Australia. The first resource is a list of context-specific spelling words for the first six weeks of the term (24 words per week). The second is a PowerPoint introducing the unit and key terms. It specifies the difference between a theme and an issue, gives examples of specific social issues and it has a viewing activity to help students understand a particular social issue (poverty). Finally, it includes some images and creative writing prompts to get students thinking and writing 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 in 70 minute lessons. A PowerPoint which goes through some of the key terms that students were to find for their Inquiry booklet. This is helpful to run before they write their essay as it allows those who have misunderstood key terms to go back and amend theirs. Key terms which are defined are: scam, fraud, identity theft and financial fraud. There is a ‘brain break’ clip (from the comedy film ‘Identity Thief’) followed by a series of slides about particular types of identity theft. I have underlined key parts that students should write down. These notes are useful for students to refer to as they look for case studies to include in their essay as they can provide helpful search terms. Students are reminded about the cognitive verb ‘explain’ and how this relates to criteria 1.2 and 1.3 in this subject. They are given some general sentence starters that can be used when explaining and an example question which we talk through as a class (think alouds) and consider how we would answer it. There is information about the difference between a task that asks you to ‘describe’ and one that asks you to ‘explain.’ I then use the film Shrek as an example with the screen split into two and a series of dot points which exemplify description vs explanation. Afterwards, there is an example paragraph about the evolution of the radio (which contains spelling errors and does not follow TEEL). Students are to mark it using the ‘I Can’ checklist and discuss how it could be improved. To link this to our assessment, we discuss how students will need to explain the case studies they have found about people who have been victims of identity theft. There is a graphic organiser which students can use as they read their case studies to ensure they have enough information to be useful in their essay. There is a time filler activity at the back of the slide in case the lesson progresses more quickly than expected. It contains some helpful tips from the University of Queensland about how to protect your identity. NB: This resource also includes a handout given to students in the lesson and an article which students can use to practice filling in the graphic organiser.

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. This lesson is designed to help students prepare to write about specific case studies of people who have had their identity stolen. It revises key terms (viewpoint and perspective) and how this differs from bias. It also includes opportunities to practice identifying viewpoints in websites / news stories about identity theft / financial fraud. What you get: A PowerPoint which I use to facilitate the lesson (I have a lot of visual learners). It goes through the structure for body 2 where students will have to utilise the skills they learn today. We revisit the cognitive verb ‘explain’ and the graphic organiser that we intend to use to retrieve information from the sources we find. Then there is a ‘we do’ activity where the class reads an article entitled ‘From catfish to romance fraud, how to avoid getting caught in any online scam’ together and fills in the graphic organiser. Then there is a ‘you do’ where students view a clip from 60 minutes and fill in the same graphic organiser. Afterwards, there are some post viewing discussion questions. Students are then introduced to the cognitive verbs 'compare’ and ‘contrast.’ For the remainder of the lesson, students use the internet to find example case studies. NB: This resource also includes a handout which includes two articles that contain viewpoints about Identity Theft as well as some sentence starters which students can use when comparing and contrasting viewpoints (a skill they are required to demonstrate in their upcoming essay).

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 (although with drafting time it may take a few lessons depending on the needs and abilities of students). This lesson begins with an explanation of what students need to put into their introduction to their multimodal. There is an example that can be read and discussed to see where they are fulfilling criteria 1.1 and 1.2. The next slide contains some sentence starters to get them started. After writing their introduction there are some proofreading and editing steps. This is followed by an explanation of the purpose of a conclusion in a multimodal and the key things the marker would expect to see. There are also some sentence starters to prompt students. After completing the editing steps which follow, I outline some things students need to work on to be ready to present on time (e.g. palm cards). This is followed by a recommended structure for the PowerPoint.

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. This lesson is designed to teach students visual analysis skills required for their assessment. Students have to identify at least two of these for each of the stimulus pieces provided. There are images provided for each of the terms which provide useful discussion starters. The techniques include: body language / facial expressions, framing, the rule of thirds, lines (straight and curved), colour, layout and size. This is followed by a range of images which students can practice analysing. Depending on the amount of time and their needs / abilities this can be done verbally or in written paragraph form. I do, we do, you do’s can also be analysed.

A PowerPoint designed to assist students to fill in the first portion of the inquiry booklet. It begins with a pre reflection (which is used to set a base of what students knew prior to their investigation). This is followed by an interesting video about email scammers (a James Veitch TED talk). This transitions to a discussion about the impact of social media on our lives. Students then read an article about the pros and cons of social media. They take the most important points and record them in their Inquiry booklet. They then watch a clip from Weekend Sunrise discussing whether social media has made the world a better place and a Sunrise segment about people with social media addictions. Afterwards, we look at Linked In as a type of social media used by professionals. 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.

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 mini lesson used at the beginning of a computer lesson where students have the opportunity to work on the front section of their Inquiry booklet. For part 1C the students need to fill in a graphic organiser listing three types of art and how they convey a message. The PowerPoint provides some information and examples about some of these: yarn bombing, stencil graffiti, bottle cap art, recycled 2D and 3D art and tape art.

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 to introduce the students to the unit. It includes an overview of classroom expectations including notetaking and workbook expectations (as it is the first unit for the year). It includes an overview of the topics to be studied this semester, time to go through the Learning Intentions & Success criteria for this unit and to set some personal learning goals for the semester. Following this, the students are shown an engaging video (a Dove commercial) to get them thinking about the influence the media has on our sense of identity. There are some key terms for students to add to their glossary (identity, sex, gender, cisgender & gender identity). There is an explanation of the gender symbols and their roots in Roman mythology. There is a quick quiz to get students to reflect on their own households and the roles performed by the different genders. There is also some screenshots of a 1970s childrens book which shows some of the outdated beliefs about what boys and girls could do for students to discuss. If time permits, there is an interesting foreign Nike advert (with English captions) which can prompt valuable discussions. A template for a title page that students decorate and place at the front of the display folder where they keep their worksheets. A copy of the Learning Intentions & Success Criteria for the term which we unpack in the first lesson and glue at the front of our book to refer to throughout the unit. 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 - 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 for an assessment literacy lesson where students learn more about their upcoming exam including word limits and the communication skills needed for the exam. Students are given a copy of the ‘I can’ statements which shows what an A, B & C looks like for each of the criteria. This is followed by focused teaching around Criteria 1.1 (how to write thorough definitions). This begins with explaining what a definition is and what makes a good definition. It also unpacks what makes a definition bad. Then a sample definition for ‘Gender Identity’ is provided using the four quadrant method (modelled response). Students are informed they will complete their own definition for ‘domestic’ at the end of the lesson after viewing a range of informative videos about this issue. ‘I can’ statements handout which breaks down the criteria into simple terms for students to understand (also assists teachers to mark the assessment with ease)

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 (with some back up content in case students finish early). The end of term assessment for this unit was a 90 minute short response examination. A PowerPoint designed to teach students about gender roles (particularly those from past decades) with lots of visual stimulus to aid visual learners. It begins with revision of what the term ‘gender’ means. Afterwards students can copy additional terms into their glossary (gender identity & gender expression). There are visuals on the slide to prompt a discussion about about body language / posture e.g. typically male ways of sitting vs female ways. There are two clips from the 1959 film ‘Some Like it Hot’ (a comedy which features two males hiding from the mafia by dressing as females). These clips show the expectations of women at the time in a humorous way. This is used to segue into learning the terms ‘femininity’ and ‘masculinity’ & the fact that there is no necessary association between being biologically female and being ‘feminine’, or between being biologically male and being ‘masculine’. Revisit the concept of gender roles and that there has been a shift away from the traditional gender roles of previous decades. Students are to brainstorm traditional roles for men and women. This is followed by information about how gender roles are learned. Students are to copy notes about gender socialisation. This is followed by an image of the Disney princesses and other TV programs (e.g. I Love Lucy) which shows how popular culture can impact and reinforce gender roles. Students view some vintage Woman’s Weekly & Housekeeping Monthlymagazine covers from the 1940s and must answer questions about them in their book. There is a viewing activity (the trailer for Mona Lisa smile) and a teacher’s contract from 1923 outlining the expectations of American teachers.There is also a guide for women published in a magazine in 1955 followed by questions to check for understanding.

Resources for 2x 70 minute lessons at the beginning of a unit on Gender and Identity. 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 Gendered Revolution is available on Click View https://clickv.ie/w/7Xcp. The worksheet includes a range of cognitions. There are several terms for the students to define (based on the explanations provided in the documentary). There are boxes for them to record the viewpoints of different people who are interviewed in the documentary. There are some questions which require the students to form an opinion about what should be done in particular scenarios. There are also some post viewing questions for after watching the documentary. A PowerPoint to use when going through the answers to the worksheet (it displays the questions and sometimes a sentence starter / some screenshots from the documentary to jog students memories.) 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.

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 lesson which focuses on developing student ability to define, describe and explain (cognitive verbs which they will need for their upcoming assessment).It also builds student knowledge of how the media perpetuates gender stereotypes. It begins with a revision activity (a match the definitions task).This is followed by looking at what it means to define, describe and explain.Looking at some example questions which use the cognitive verb ‘explain.’ Some sentence starters which can be used for explaining are provided (from Pat Hipwell’s Logon Literacy explain poster). Then, using the Gradual Release of Responsibility method there is a ‘we do’ practice explain question to be done as a whole class and one to be done with their elbow partners (the person sitting beside them). This is followed by a self reflection tool for the student to see how confident they feel at this point. After this, the lesson moves onto practicing some question types similar to those on the exam that we have encountered thus far.There is a set of ‘you do’ questions about a person and what can be inferred from their interests and appearance and whether it is fair to ‘judge a book by its cover.’ This is followed by a look at another question which will require students to unpack an advertisement and “explain the effect the advertisement could have on female and male audiences.” As this is intended for a year 12 class, the advertisements are quite mature. They are derogatory advertisements produced for the men’s fashion brand Suitsupply which was founded in 2000 by Fokke de Jong in Amsterdam. This is meant to generate discussion about the fact that ‘sex sells’ and without rules to curtail advertising companies, some really messed up advertisements can be created. They are to make connections between the sexualisation of women in ads and how this can inadvertently reinforce negative perceptions of women and their value in society. This ties in nicely with our second part of the unit which is about discrimination. After doing the suit supply paragraph together, there is a Madison Avenue advertisement about cooking equipment for the students to analyse on their own and complete a practice response about.

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 designed to introduce the second focus of the unit - discrimination. The warm up is to copy 3 terms into their glossary (discrimination, gender discrimination and sexist). Then there is a discussion of an interesting moment in the 2021 Australian season of ‘I’m a celebrity get me out of here.’ There is an opinion piece which summarises what happened in the episode and the various reactions to it (from the celebrities and the author herself). There is a retrieval chart for students to use as they read the article to identify the various perspectives (they must identify 3 perspectives). During this activity it is easy to get students to begin using language of comparison. This is followed by a brainstorming activity to see what students know about discrimination and groups which have faced discrimination in the past. This is followed by an explanation about the differences between discrimination and prejudic. Additional discrimination subcategories/types are introduced - individual, institutional, direct and indirect. There is a checking for understanding activity where students are provided with 6 scenarios and must circle which of them are examples of gender discrimination. This is followed by statistics about gender discrimination and issues which have been experienced by women including the earning gap. Following this, students copy notes about Australia’s ‘Sex Discrimination Act’ (1984). This is one of the federal laws students should be able to refer to in their exam. As the exam is a response to stimulus, students are then introduced to ‘infographics’ as there is an infographic in the exam. We spend time talking about how to draw information from visual sources and offer our own interpretation of them. This is followed by brief information about when discrimination can occur in a workplace and a checking for understanding activity where students fill in a graphic organiser about the differences between prejudice and discrimination.