Part of a set of resources created for a senior Modern History class in Australia (QCAA syllabus). The assessment to be completed in this unit is a ‘Independent Source Investigation’ where students must develop their own key research question, write a rationale, locate sources, analyse and evaluate those sources and write a critical summary of evidence. This is a scaffolding booklet which takes students through the planning and writing phases of their assessment. It begins with prompts to select an individual / group to focus on. It provides tips for writing a key inquiry question and an example for a different topic from the QCAA exemplar for IA2. Then, to assist the students to write 3-5 sub questions, there is information about each historical concept (which they could choose to use as a frame for their questions). There is a template for reflecting on the worth of their key and sub questions. After this students can create a tentative thesis statement / hypothesis. There is information to help students to do this. (Eventually this will be incorporated into their rationale section of their assessment). There are a series of tables where students can store the information / sources they found. There is a column for analysis and a column for evaluation where students can make dot points to gather their ideas ready to be turned into a succinct response in their assessment. This is followed by writing tips for the rationale and critical summary of evidence, referencing tips and a self-review checklist for students to use to check their work prior to submitting a draft. There is also a peer review form for students to use to receive feedback from a ‘critical friend.’

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.

A QCIA cover sheet recommending adjustments to be made and individual learning goals to be assessed (for QCIA learners who have learning difficulties which prevent them for doing the assessment as it was) A modified task sheet for students on a modified program (called QCIA students in QLD). Depending on the student they can opt to do a speech with a shorter time limit (in front of a smaller audience) or a spoken discussion with the teacher. The modified Inquiry booklet for these QCIA students. Key changes include: for the definitions and explanations section at the front there are grey textboxes which contain information that students can read first and then use to create their response. The graphic organiser for engaging with the legislation has been modified. (I have provided them with the definition for the first two crimes and they have to explain whether it is a good law and how it impacts people living in Queensland. For the remaining 2 they also have to do the definition.)

A PowerPoint used to teach chapters 11-15 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 links to ClickView where parts of the film Australian Rules have been snipped which illustrate events from that particular chapter (I did not show the film in its entirety as it has some parts where it differs from the novel). This PPT also includes the questions for chapters 16-17 (no answers). 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 student work booklet for use while reading the novel Deadly Unna? It includes: a synopsis, a list of the key themes, a retrieval chart for recording language features they encounter, a retrieval chart for recording the most effective textual structures within the novel, a table for recording key details about the characters (character names pre-filled), a set of post reading questions (for once they have finished reading the novel), some information about an event which inspired the novel & some activities to help students gather their ideas for their essay under exam conditions. 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.

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.

A PowerPoint used to teach chapters 22-28 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. It also includes a homework / fast finishers activity where students need to find evidence for 2 themes in the novel. 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 29-35 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 links to ClickView where parts of the film Australian Rules have been snipped which illustrate events from that particular chapter (I did not show the film in its entirety as it has some parts where it differs from the novel). 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 lesson to inform students about what criteria I am looking for in their upcoming essay exam. The task conditions are explained e.g. what students can bring in with them to their exam. An explanation of analytical essays is provided. It includes an explanation of the cognitive verbs: Explain and Analyse. There is also information about what language features they need to use in their essay (e.g. evaluative language, high modality language, specialised language, third person, embedded clauses, synonyms and linking words). Some important punctuation rules are summarised. Some sample questions are available for discussion. The Criteria for the task is unpacked (in student friendly terms). 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.

This lesson teaches students about the genre conventions of an essay. It begins with a warm up proofreading activity (an extract from p 10 of the novel). This is followed by an explanation of the term ‘Analyse’ with a QCAA poster. Following this there is information about how an essay is structured. The CAT acronym is used to explain the structure of an introduction. There is a table breaking down the structure of a body paragraph (extended TEEEL) and some tips about what should go in their paragraphs (Language features and text structures). Finally, the RAG structure is used for breaking down the elements of a good conclusion. Following this, there is a practice question which I teach with think alouds and co-construction. 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.

Resource 1: A Unit plan designed for a 10 week term (with the assessment taking place in week 8 to allow time for beginning the next unit). The unit plant includes syllabus objectives, a description of the unit, assessment task details and a list of recommended resources (including visual media) Resource 2: A Scope and Sequence suggesting topics to be covered throughout the term is provided. It shows the balance between teaching content and practicing exam cognitions and building students communication skills. Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - Aussie_Resources.

A Unit plan designed for taking up 7 weeks out of a 10 week term (students begin learning for new topic in remaining weeks due to year 12’s having a short term 4). It includes syllabus objectives, a description of the unit, assessment task details, information from the syllabus about Inquiry based learning + the extended response genre and a list of recommended resources. A Scope and Sequence suggesting topics to be covered throughout the term is provided within this document. A Learning Intention and Success Criteria handout for students to glue into the front of their work books

A copy of the task sheet for the unit. This task is an extended response to stimulus task. This technique assesses the interpretation, analysis/examination and/or evaluation of ideas and information in provided stimulus materials. While students may undertake some research in the writing of the extended response, it is not the focus of this technique. According to the syllabus, “In Social and Community Studies, an extended response requires reasoned responses to specific questions. It allows students to demonstrate their ability to use investigative and thinking skills and to formulate ideas, make judgments and reach conclusions, which are part of the process of social investigation.” The task sheet includes suggested content for the speech students are required to write A stimulus (source) booklet with a fictional legal case which students are to use as their case study for their speech. A PowerPoint used in the assessment handout lesson. It includes the context statement, task description and information about the specific role students are playing in their speech (a police prosecutor). Regular checkpoints (mini deadlines) are established. This is followed by some more information about drink driving (the type of crime in the stimulus case). 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 multimodal presentation. 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 word search. 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.’

‘I can’ statements which break down the criteria into simple terms for students to understand (also assists teachers to mark the assessment with ease) An inquiry booklet which students complete in the early phase of the unit. They then use what they find to write their speech. This booklet includes key terms to be defined, a place to reflect on and record what they know about the reasons for laws and other important information which they will need for their speech. It also a space to record their analysis of the stimulus provided to them (a legal case which forms the basis of the evidence for their speech). It also includes a graphic organiser for collecting information about the relevant laws which are applicable in this case and scaffolding for what should be included in the speech and PowerPoint presentation. A reflection to be completed at the end of the assessment including a SWOT analysis evaluating their strengths, weaknesses, opportunities and threats. An exemplar A standard inquiry booklet which can be used to assist with the marking process / to model key sections to the students.

An example IA1 task for the ‘Women’s movements since 1893’ which is studied as part of Unit 2 of 11 Modern History in Queensland, Australia. The examination is an 800-1000 word essay in response to historical sources (2 hrs + 15 minutes planning time). Included in this resource are: 12 relevant sources which showcase a range of perspectives on second wave feminism, have a mix of primary and secondary sources and include some visual sources, a song, extracts from textbooks, newspapers etc. The reference details and appropriate context statements for these sources. A booklet of lined paper for students to write their response on An exemplar response which received top marks (the student redacted some words using a black highlighter during the exam as they knew they were over the word count). This essay has been annotated by the marker which colours representing the various criteria (analysing, evaluating) or important features (e.g. putting forward historical argument, linking back to that argument etc.) 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.

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.