A practice exam designed to give students the opportunity to practice meeting the key criteria and writing an essay under time constraints. The examination is an 800-1000 word essay in response to historical sources (2 hrs + 15 minutes planning time). Included in this resource are: A task sheet for the practice exam which includes scaffolding and a reflection for students to complete at the end. 12 sources which I chose along with their reference details and appropriate context statements. A booklet of lined paper for students to write their response on A peer review checklist to be used in a subsequent lesson 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). In Unit 2, students form their own knowledge and understanding about movements that have emerged in the Modern World. Our class focused on the removal of discrimination and exploitation based on sexism. Through our depth study we investigated the Women’s Rights Movement focussing on the changes in goals, strategies and challenges across the ‘waves’ of feminism between the late nineteenth century and today. 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 which begins focusing on some of the key skills students need when engaging with sources in Modern History. It focuses on advertisements from the past which reinforced traditional gender role stereotypes and those which referenced the feminist movement in an attempt to sell more products. It begins by unpacking the A standard criteria for analysing and evaluating so that the students are aware of what they are expected to produce if they are aiming for top marks. It includes a list of the features of evidence that students should look for when examining sources. It introduces the C.O.M.A acronym which can be useful for engaging with visual sources in particular. Then the concept of gendered marketing is introduced with a range of advertisements provided which can be used for discussion or for practicing written analysis. The lesson includes a contrasting advertisement campaign to the many sexist adverts (Virginia Slims cigarettes). The ads for Virginia Slims cigarettes used the slogan “You’ve come a long way baby.”The purely female targeted tobacco brand used a feminist theme for they advertising campaign for over 20 years. This is followed by an example paragraph that showcases how this advertisement could be featured in an essay. There are prompting questions to guide students to unpack this example and determine its strengths and weaknesses. 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.

Three resources: A Powerpoint which teaches students how to analyse a specific type of source - songs. These primary sources provide a good insight into the values, attitudes and beliefs of a time period. The period we focused on was the second wave of feminism. The lesson provided an intro to what popular culture is, some questions to ask when analysing a song as well as a framework to use for writing about the source (COMA). Following this, a Jigsaw strategy is used so students become an expert about one of the 5 songs before moving to another group to inform them about that song. This is followed by a paragraph writing activity. Also included in this PPT is essay writing tips which can be used in a subsequent lesson if the Jigsaw strategy takes longer (depends on the number of students you have). A Handout for the students to complete during the Jigsaw strategy. It contains graphic organisers to support their analysis of the feminist anthem that has been assigned to them. Some information about each of the songs which are used in the Jigsaw activity. You need a few printed copies of the info for each song to be distributed to the students who are becoming an expert on that specific song. 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.

What sort of things you will need to include in your music video review. Practicing analysing narrative music videos (describing plot and identifying themes) Discussing how you determine whether a music video is effective Viewing Justin Timberlake’s Mirrors music video and an exemplar response to this clip. More clips to analyse using the music video report card (also included).

7 resources created for a year 8 English Unit studying war poetry. A PowerPoint explaining the assessment - creating a poetry anthology featuring a minimum of 3 poems. It explains what an anthology is, its components (e.g. title page, table of contents, etc.), what they are being assessed on, planning steps and some homework to get them started. An example analysis of the poem Beach Burial (in a table outlining the structural requirements and expected langauge features) A PowerPoint lesson designed to take students through the example analysis of Beach Burial. A document with the STEP UP acronym for students to use to analyse their 3 poems. A PowerPoing to help students write their analysis of poem one. A PowerPoint explaining how to write the preface and reference list (with examples) A completed anthology exemplar (created by a student)

PowerPoint. Learning about William Blake and British Colonial Expansion. They will learn about a fundamental ideology of the period: The divine right of kings. Students will read ‘A War Song to Englishmen’ which is accompanied by my annotations (which they may copy into their poetry booklets if they wish). Discuss how everything he wrote was infused with religious meaning so you will see that this poem operates on two levels. We will then compare this to another First World War poem written by American poet Robert Frost. After reading the poem, students will research Frost to gain further context. Afterwards they will highlight the poetic devices used in ‘Not to Keep.’ Venn Diagram for comparing the two poems a table used for analysing the poems to prepare students for their exam (these will become their revision tools)

POWERPPOINT: Learning about the key concept socio-cultural context, what it means and how to use it when analysing poems. The difference between worldview and mindset (plus the factors which influence these). Intro to some other key terms you will need to know for this unit. An explanation of critical literacy terms including intended reading, connotation, marginalised, silenced, form, theme, symbol, atmosphere and tone. Afterwards there is a cloze strategy to check whether students havee understood and remembered these terms. Extra resource: The Poetry Booklet used for this unit which includes poems from The British Colonial Expansion period, The Crimean War, World War 1, World War 2 (specifically Hiroshima), The Vietnam War and more contemporary conflicts. Each section includes a brief spiel which provides historical context. For some of the more famous poets, information has been provided about their background. Images and a reference list are included.

A year 8 Eng PowerPoint designed to introduce students to the concept of intended reading while touching on the idea of resistant reading. It includes questions they should ask themselves when reading a poem to help them identify the intended meaning of the text. It includes the words to Donald Bruce Dawe’s poem Homecoming and some follow-up questions to help the students learn to do this together. They are then given a poem to read independently and suggest what the author’s intended reading might be.

6 resources developed for a year 8 English Unit. a task sheet explaining their assessment (a multimodal presentation that explains a current social issue and uses poetry to challenge how people think and feel about the issue. ) An example PowerPoint created by a student for their assessment. A written exemplar in a table (which highlights the structural requirements and expected language features) A planning booklet for students to use as they prepare to write their assignment A PowerPoint for a lesson taking them through what to write for body paragraph 1 A personal checklist for the student and parent to use once they have completed their first draft to make sure they have everything they need.

PPT designed to take 1 or 2 lessons. It is about early Japanese victories in the Second World War focusing on the fall of Singapore. Includes maps showing Singapore and explanations of why it was a priority target. There are slides showing historian's views on the significance of this event (for the war and for Australia). There is a short video showing this event (from the film Paradise Road (1997)). Then it introduces a source (information about An Australian POW: Vivian Bullwinkel). Students read through this source and complete the source analysis activities. The remainder of the lesson looks at what life was like for POW's especially those forced to work on The Thai–Burma Railway

Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). This lesson includes: 1 x PowerPoint 1 x Booklet containing sources and activities which help students to practice synthesising and forming historical arguments based on information from sources 1x synthesis poster that I made on the Canva website Context: My school runs this program in Alternative Sequence (yr 11 and 12s in together) due to the small size of the school. The sequence of this lesson: This lesson followed on from a lesson about evaluating sources. It begins with some advice about evaluating taken from the QCAA’s 2021 Modern History subject report. This is followed by a warm up where students are shown 5 example exam questions and they have to explain what they believe the question is asking them to do. This is followed by viewing a visual source and students have to suggest what the explicit and implicit meanings are. This is followed by another visual source where they have to suggest the intended reading and the ideologies showcased by the source. Following this, the learning intentions and success criteria are unpacked before turning our attention to the core skill for the lesson: synthesis. It begins by defining this term and looking at some words which may appear in a question which would hint that you are being asked to synthesise. This is followed by a 6 step process that students can use when synthesising. This is followed by an example student response to IA1 (essay under exam conditions) taken from the QCAA’s 2021 Modern History Subject Report. After reading this exemplar the class discusses the merits of this work. Following this, the year 12s begin working through the synthesising work booklet while I take the year 11’s through some more explicit teaching. It begins with what questions to ask yourself when interrogating sources. This is followed by tips of how to introduce the authors of sources (as this helps the reader know how credible the points are). There are tips for how to talk about two sources simultaneously. We then unpack how synthesising is assessed in the QLD Modern History criteria (guide to making judgements). The importance of creating a sophisticated historical argument is emphasised. This is followed by an example historical argument for a different topic. This is followed by instruction on how to create a purposeful topic sentence for each body paragraph. Next information about what should be featured in supporting sentences and the final linking sentence is provided. Then year 11’s begin working on the independent work booklet while I go through the answers with the year 12s. Students complete any unfinished portions of the booklet for homework.

A PowerPoint which I think History teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. Constructive criticism is also appreciated. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for English students in other states and countries with an interest in German Nationalism between 1914–1945 (World War I begins –World War II ends). A 95 slide PowerPoint which can be used in various ways including: Delivered in lecture style during an introduction to the subject day (2 hour block) Delivered over a couple of lessons during the unit Sent to students for them to read during at home (COVID) learning along with a worksheet which specifies what information students need to look for The PowerPoint includes: An introduction to important terms (race and racism). Information about different types of racism. Information about how Nazi racism degenerated into genocide. Information about the Nazification of Germany (by 1934). A review of what Hitler wanted. Methods Hitler used to pursue his aims. How the Schutzstaffel (SS) was used as a tool of Nazi terror. How propaganda was used to reinforce the appeal of Nazism. Methods Goebbels used to spread propaganda. Examples of anti-Semitic propaganda. Warning signs before the Holocaust (classification, vilification, symbolisation, discrimination and polarisation). Information about the establishment of ghettos. Defining dehumanisation and looking at how this was achieved. How Jews were treated under Nazism. A timeline of anti-Semitic laws and policies (1933-1939). An important event: Kristallnacht. Engaging with sources about Kristallnacht. The lead up to the Holocaust (different phases). The Wannsee conference where ‘the final solution’ was developed. The outcomes of the conference. The tactics the Nazis used to get the Jews to leave the Ghettos. Information about the concentration and extermination camps. Images of the entrance to Auschwitz, the Boxcars, an image of Auschwitz taken from the air, an image of a wooden barrack in Auschwitz Birkenau, a image of the Auschwitz gas chambers, images of sonderkommando processing the bodies into the crematorium etc. which help students to understand the parts of the camp and the level of destruction. The legacy of the Holocaust and the Nuremberg war crimes trials. The development of the United Nations. Different historical perspectives (Orthodox, Revisionist, Intentionalist, Functionalist).

A graphic organiser (worksheet) for students to fill in while watching the documentary ‘HITLER’S WORLD: THE POST WAR PLAN: NAZIFICATION’ (2017) available on ClickView at https://online.clickview.com.au/libraries/series/9204332/hitler-s-world-the-post-war-plan The documentary originally aired on SBS and funs for 45 minutes. I utilise the broadcast strategy approach (Barry & King, 1998) previewing the graphic organiser prior to playing the documentary so that students know what to listen out for. I then facilitate a class discussion to go through the answers once we have finished watching the documentary. I have also included notes taken by a student as a sample response.

PowerPoint contains summaries of scenes, key quotes, questions about the scenes

A lesson designed for 12 Authority (now 12 General) English in Australia. It includes: Chapter summaries Key Quotes Questions to check for understanding One video excerpt from Patrick Stewart Macbeth Film I have also attached an updated PPT which includes more group work activities to build discussion and knowledge of text in preparation for External Exam (unknown question)

An inquiry booklet which students complete in the early phase of the unit. They then use what they find to write their essay. This booklet includes: a pre quiz (to see what students already know), key terms to be defined, a graphic organiser to store their research in (with a column dedicated to evaluating the source). A scaffold to help students to write their essay (a breakdown of what to put in which paragraph). A SWOT analysis for the students to complete at the conclusion of their assessment. An exemplar Inquiry booklet which can be handy for those new to teaching Social. 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.

A PDF of plants which grow well in the North QLD region around Mount Isa. An article about when to prune which plants.

This lesson is designed to teach students what a ‘cooking philosophy’ / ethos is. Students will be choosing a specific celebrity chef for their upcoming assessment to create a brochure about. Within the brochure, this is one element they must include. It begins with a written definition which students must add to their glossary. There are screen shots of quotes from Gordon Ramsay and Jamie Oliver to use as examples. The remainder of the PPT is dedicated to engaging with some written and video content about various chefs and determine what attitudes, values and beliefs they hold and how this influences their cooking. The first chef is Mark Olive (a First Nations chef). There is a video clip and some screen shots from his Instagram which students use to extract information to summarise his ethos. This is followed by Australian chef Maggie Beer – there are 3 short videos as well as extracts from a Magazine article about her and information from the front of one of her cook books. Thirdly, British Chef Jamie Oliver (3 clips, 2 quotes and information from one of his cooking courses). Fourthly, Chinese-Australian Chef Kylie Kwong (1 video, 2 quotes). Finally, Australian chef Matt Moran (1 video and screen shots from his restaurant’s website). Resources designed for use in an 11 Hospitality Practices class in Australia (2019 curriculum). My school has 70-minute lessons. (2 x theory and 1 x prac). The assessment at the end of this unit was an event (pop up café) and a written portfolio of their preparation for this event.

A PowerPoint used to introduce students to the new unit. It includes discussion questions used to extract student prior knowledge (e.g. What is a celebrity chef) and a brainstorming activity (for students to list those that they are familiar with). There is a definition to add to their glossary (students copy underlined information). Then there is a brief bio of several chefs that will be encountered during the unit – Jamie Oliver, Kylie Kwong, Matt Moran, Maggie Beer, Neil Perry, Donna Hay, Poh Ling Yeow, Luke Nguyen and Mark Olive. There is information about how the chefs promote themselves and their merchandise. This is followed by some information about the upcoming assessment task – written component and practical component. There is a screen shot of a brochure created about Donna Hay. The lesson ends with an overview of the Unit Learning Intentions and Success Criteria. Resources designed for use in an 11 Hospitality Practices class in Australia (2019 curriculum). My school has 70-minute lessons. (2 x theory and 1 x prac). The assessment at the end of this unit was an event (pop up café) and a written portfolio of their preparation for this event.

A copy of the task sheet and scaffolding booklet for the Celebrity Chef unit. It includes a list of celebrity chefs that the students are allowed to choose from (for ease of coordinating prac lessons – only a certain number of recipes can be trailed). The scaffolding booklet is designed to follow an Inquiry based approach. Students must research the celebrity to learn about their signature dish/dishes, select an appropriate dish (based on the duration of our lessons, cooking budget and other factors), find out about the ingredients, utensils and cooking skills needed (in order to provide a brief explanation in a brochure designed to be given to students in a cooking class). follow this, students must write a justification for why they chose this dish and a brief bio of the chef which includes what they are famous for. There are also instructions for creating their brochure and for reflecting on the prac lesson where they re-create and plate the signature dish. A template for the brochure with pre-populated headings. A checklist used to assess students in the practical component of the lesson (the lesson where they cook the signature dish). Resources designed for use in an 11 Hospitality Practices class in Australia (2019 curriculum). My school has 70-minute lessons. (2 x theory and 1 x prac).