A lesson designed for the beginning of term (where students spent the last two weeks of the previous term learning about the Russian Revolution). It is an introduction to the unit and the concept of Inquiry based learning. It begins with a recap of what we are learning about and the guiding questions for this unit. This is followed by an explanation of inquiry-based learning and the skills that they will gain from completing this unit. An overview of the important checkpoints for the upcoming assessment so students know they will be held accountable to mini-deadlines. This is followed by information from the senior modern history textbook about why inquiry is vital. Discussion of an obstacle for studying the Russian Revolution – two types of calendars and dates. This is followed by a video of how to create a key inquiry question (the first step in the assessment process). This is followed by some important points to keep in mind when writing the question. This is followed by some example inquiry questions for different topics to discuss their merits.

A lesson designed to teach students about the importance of conducting thorough background research prior to writing their sub questions, valuable online sources they have access to and how to perform a BOOLEAN search. This is followed by advice for forming sub questions (for when they are ready to do that part of their assessment). It begins with a history skills video about conducting background research and a discussion about the importance of coming up with a system that works for them for organising their research. Afterwards, students are introduced to the State Library of Queensland – a useful resource for inquiry tasks and how they can sign up. Screen shots are provided about how to run a search through their online data base. Students are reminded of the types of sources they should be looking for and how to determine if a source is useful. The lesson concludes with advice about creating sub questions, a video with examples and an examination of the sub questions in the QCAA example about Mao Zedong. Following this, students have time to begin conducting their background research.

A PowerPoint teaching students how to write a key component of their assessment – a rationale. It begins by explaining what a rationale is and why we use them in history. There is a video tutorial where another teacher explains the process for writing a rationale about the Frontier Wars during Australian colonial times. This is followed by a discussion of the suggested structure outlined in the video. Afterwards, the QCAA exemplar about Mao Zedong is unpacked and the essential features are noted. Possible sentence starters are provided. The lesson concludes with information about how to write a tentative thesis (which will be outlined in the rationale). There are three bad ones to look at and three good ones. Then students have time to begin drafting their tentative thesis statements.

The PowerPoint begins with a reflection about their rationale and another example for them to look at. This is followed by a reminder of upcoming assessment checkpoints (mini deadlines). Afterwards two prior knowledge checking questions are posed: are all historical sources equally trustworthy? How might the reliability of a historical document be affected by the circumstances under which it was created. This is followed by some writing tips for when writing about sources e.g. better words to use as an alternative for states. This is followed by an explanation of how to complete the source analysis tables for their assessment. It begins with an explanation of the analysing and evaluating criteria. There is a video demonstrating how to do this using the Myall Creek Massacre (Australian Frontier Wars). I provide a suggested word count for students based on the number of sources they have chosen. There is also a website with useful tips about refining your writing to remove unnecessary words. The PowerPoint includes tips for analysing and evaluating sources. This is followed by a breakdown of he criteria for analysing and what each descriptor is about. There are examples of each level of response (for a different topic). Some sentence starters are provided for the students to use and they have time to begin writing this section of their assessment.

A lesson designed to help students reflect on their successes / struggles when writing their source analysis & evaluation dot points within their assessment. There are some reflection questions. This is followed by an example source analysis completed by a past student (a soviet postcard - 1918). Through looking at the example analysis of a visual primary source and its strengths and weaknesses – students can see if they have any of these elements missing from their own analysis. This is followed by the same student’s analysis of a written secondary source.

A worksheet for a viewing lesson designed to pique student interest in road laws at the beginning of a new unit. This resource includes the handout for students to complete and a modeled response (teacher answers). The handout includes a retrieval chart for students to record information including: the result of the first breathalyzer test, the quantity and type of alcohol consumed, second reading, conviction etc. It also includes some short response questions and an extended response question which requires students to write a paragraph citing relevant QLD traffic laws which would be applied if this incident had occurred in QLD instead of NSW. The episode is available on Click View and a link is included at the top of the handout. Pedagogical Tip: I utilise the broadcast strategy approach (Barry & King, 1998) previewing the questions prior to playing the episode so that students know what to listen out for. 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 worksheet for a viewing lesson designed to pique student interest in road laws at the beginning of a new unit. This episode included a few low range drink driving offences and one drug related offence. This resource includes the handout for students to complete and a modeled response (teacher answers). The handout includes a retrieval chart for students to record information including: the result of the first breathalyzer test, the quantity and type of alcohol consumed, second reading, conviction etc. It also includes some short response questions and an extended response question which requires students to write a paragraph citing relevant QLD traffic laws which would be applied if this incident had occurred in QLD instead of NSW. The worksheet includes screenshots from relevant legislation which students must draw on in their response. The episode is available on Click View and a link is included at the top of the handout. Pedagogical Tip: I utilise the broadcast strategy approach (Barry & King, 1998) previewing the questions prior to playing the episode so that students know what to listen out for. 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 recent episode of Australian Reality Television program Territory Cops (S3 Episode 7) available on 10 Play. The episode has 4 incidents and the handout has a retrieval chart for students to record key information from each event. Of particular interest is a serious crash that has resulted in the critical injury of one female driver. The investigative process the detectives use is outlined. There is also a hooning incident. Beneath the retrieval chart are 4 short response questions about hooning. The final activity is an extended response (paragraph) in response to the hooning incident. Students are required to cite relevant Queensland laws which would likely have been applied if this crime was committed here instead of NSW. Links to QLD legislation are provided for students to access via laptops. Pedagogical Tip: I utilise the broadcast strategy approach (Barry & King, 1998) previewing the questions prior to playing the episode so that students know what to listen out for. 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 worksheet for viewing the Australian factual television series Highway Patrol. The episode (Season 3, Episode 8 “Head On”) is available on 7Plus streaming services. The 2012 episode has 3 key scenarios (attending the scene of a head-on collision, apprehending a high-range drink driver and dealing with a P Plater who is speeding). The worksheet includes questions about the processes police take to determine who was responsible for the crash. It also includes a retrieval chart for the 2 other incidents in the episode. (I have provided a teacher answer version of this part of the worksheet.) The worksheet also includes an extended response (paragraph) question about the high-range drink driver and what punishment he would likely have received if he committed this offence in QLD instead of NSW. I have included screen shots of relevant legislation for students to refer to when crafting their response. Pedagogical Tip: I utilise the broadcast strategy approach (Barry & King, 1998) previewing the questions prior to playing the episode so that students know what to listen out for. 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 lesson which zooms into the focus for our assessment – traffic crimes. It begins with an amusing video (a car insurance commercial) to engage the students. This is followed by a discussion question (brainstorming activity). Info is provided about a law students may not be familiar with (about the usage of mobile phones while driving). Afterwards students are shown a visual stimulus (data) in a QLD Road crash weekly report. We practice extracting information (statistics) from this and explaining them as students may like to use this kind of information as a hook in the introduction of their multimodal speech. Another data set (Fatalities by characteristic from Jan 2015-Dec 2020) is shown. Following this, students copy notes about drink driving and how alcohol affects the body. They are shown the QLD law which is used to convict people driving with alcohol or drugs in their system. They are also shown a news article which shows the consequences of drink driving. Students have to practice identifying viewpoints in stimulus texts so they can discuss the various perspectives voiced in the article. If time permits, students may watch an episode of RBT or this can be saved until another 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 – 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.’

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.)

Several resources for scaffolding the assessment An A standard exemplar speech which can be deconstructed with the class to discuss the positive attributes Sentence starters for QCIA students on a modified program (organised for each section of the speech) A PowerPoint template with pre populated headings for students to use as a guide for creating their own An exemplar PowerPoint presentation (A standard)

A PowerPoint to support a viewing lesson. Students are to watch an episode of RBT (available on ClickView or for streaming via 10 Play). This is designed to get students familiar with some of the traffic crimes and how to describe them in written form (paragraphs). We did a couple of these viewing lessons and worksheets are also available in my store. 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.

A lesson designed to teach students how to read legislation and explain it in written form. It begins with a warm up quiz to test students retention of information from earlier in the unit (e.g. define key terms, + some multiple choice - why we have laws, what happens when laws are broken, police officers duties etc.) Then it includes an overview of some driving laws which exist to protect us followed by some print and video public service announcements showing the risks of actions like speeding, drink driving etc.) to prompt discussion. Some other laws including smoking, alcohol and violence related laws are also included. Students are then introduced to the Criminal Code Act 1899 (QLD) as this is a document students will engage with during their assessment. They are shown the table of contents and how to use it to find the specific crime they are looking for (screenshots are included in the PPT). Using Wilful Damage as an example we read the definition and the elaboration provided in the sub sections. We then look at the punishment and some information from a law firm about when wilful damage is defendable. Students are shown a table (graphic organiser) which they are to use to write a summary of that law in their own words. We then looked at the specific instances when a higher penalty would be given for this crime, how to report wilful damage and what to do if you have been accused of committing this crime (and the differences in penalty for someone over 18 vs a minor). Students then engaging with the Summary Offences Act of 2005 and have to complete the same graphic organiser for the crime ‘public nuisance.’ This is followed by an explanation of what a penalty unit is and what the current QLD penalty unit is worth (as of 1 July 2020). The lesson concludes with a viewing activity where a lawyer discusses public nuisance in QLD. To be successful at the end of the lesson, students should know: • How to navigate the legal documents and how to reference them appropriately (the section and the relevant sub sections.) • What are penalty units? • How much are penalty units worth? • Why repeat offenders have heavier penalties. 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.

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 draft feedback which is used for achieving feedback consistency across classes. You can either highlight the feedback that applies to the student or delete out the comments that don’t apply. Feedback is organised under specific sub headings. Some of them are related to specific cognitive verbs being assessed.

A lesson (23 slide PPT) designed for use early in the unit which introduces students to key terms, ideas and concepts. The lesson begins with some terms to add to their glossary (patriarchy & reproductive rights). It is followed by a 13minute ClickView viewing activity (Feminism: Whatever Happened to Women’s Lib?) which is good for prompting discussions. Following this there are notes for students to take (underlined) as well as supporting materials from reliable sources. Information covered includes: ‘The first forms of feminism in Australia,’ ‘Early feminist organisations,’ ‘Important dates,’ and ‘The differences between Australian / British / American feminists in that era.’ This is followed by an exploration of what ‘Women’s rights’ were at the time (both in the family unit and at work) and what advancements the feminists wanted. Following this the achievements of Australia’s ‘first wave’ feminists are summarised including the right to vote (both state and national). This is followed by 7 checking for understanding questions. Afterwards students can create multiple choice questions for a class Kahoot which will be used for revision in later lessons. 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 lesson (PPT) designed for use early in the unit which establishes context for how Australian women were treated during WW1-WW2. This helps to establish the inequalities that women were beginning to campaign against which leads into a depth study of the Second Wave of Feminism. By the end of this lesson, students should be able to answer the following questions: 1.What viewpoints did Australian women have about World War One? 2.How did gender role expectations impact the lived experiences of women during this era? What challenges did Australian women face during The Great Depression? 4.How did the role of women on the Australian home front change during World War Two? It begins by showcasing taken-for-granted values and assumptions during this era. It then looks at the work performed by women on the homefront during WW1. There are some clips from the ABC TV series ‘ANZAC Girls’ showing the experiences of nurses stationed overseas during the war. This is followed by information about an organisation which actively discouraged women from taking on more than a supportive role (The Australian Women’s National League). Subsequently, the goals and motives of The Women’s Political Association are explored as they were one of the more ‘radical’ groups at the time. 2 sources discussing the significance of WW1 on beliefs about the roles of women in society are provided for discussion. The second portion of the lesson explores the impact of the Great Depression and utilises clips from ABC TV series ‘Further Back in Time for Dinner’ (https://iview.abc.net.au/video/CK2033H004S00) to allow students to empathise with the experience of families during this decade. The final third of this lesson is looking at the experiences of women during WW2 and the opportunities for war-related employment which emerged. Sources including propaganda posters promoting working for the Australian women’s land army, a Land Army volunteer’s personal recollections of her service and a table showing the pay disparity between men and women in between 1939-45 are included on the slides. Issues around having access to childcare, equitable pay and sexual freedoms are introduced. 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 PowerPoint used in a year 11 Modern History classroom focusing on the issues faced by women during the fourth wave of feminism. It begins by acknowledging some of the progress that has been made to the social, political, economic and cultural landscape for women. This is followed by an examination of some of the things that have gone unchanged including entrenched negative attitudes to women (examples are provided). Some issues faced by women are addressed including striking the balance between traditional mothering and home-maker roles and the demands of full-time work (which was addressed in journalist Virginia Haussegger’s pivotal opinion piece ‘‘The sins of our feminist mothers’’ (2002). After this an overview of a range of issues confronting women in contemporary society is provided. This includes viewing some infographics from the United Nations (2015) outlining some of the problems women in modern society face: violence, poverty and lack of representation in politics. This is followed by some information about discrimination that female politicians in Australia (Julia Gillard and Sarah Hanson-Young) have faced. There is also an issue of a lack of representation of women and their achievements in the media. This is followed by inforamtion about sexual harrasssment and the #metoo social media campaign / movement. This is followed by information about women having been excluded from ‘history’ or relegated to the sidelines (and the attempts to rectify this). The issues of representation of women on the internet (i.e. on sites like Wikipedia) and in films are briefly addressed. This is followed by information about the high rates of women being bullied online. The issue of Aboriginal women often feeling excluded from the mainstream feminist movement is addressed briefly. The final term to be explained is ‘double burden.’ This is followed by some checking for understanding questions which can be responded to verbally or in written form. 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.