A ppt which includes workbook expectations, notetaking expectations, behaviour expectations and an assessment outline. This is followed by some context information about the drive to imperialism. The early imperialism era (15th Century) is explained. Students take notes about the economic theory of mercantilism and are introduced to terms like ‘mother country’, ‘colony’ and ‘raw materials.’ Information about early imperialist powers (Portuguese, Spanish, French, British and Ottomans) is summarised. Then there is an explanation of the period when imperialism went out of fashion (the first half of the 19th Century). Some of the obstacles are explained – yellow fever, malaria, sleeping sickness and the nagana disease. An explanation of how the economic theory of ‘free trade’ (Adam Smith’s laissez-faire theory) spelled the death of mercantilism. Why imperialistic activity re-emerged with dramatic suddenness in 1870. The reasons for the renewed ‘drive for empire’ are explained. Resources designed for the senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for students in other states and countries with an interest in The Scramble for Africa.

A PowerPoint for a skills focused Modern History lesson focusing on Summarising. It begins with a settling activity (writing definitions of key historical concepts into glossary - empathy, cause & effect, historiography). This is followed by an explanation of paraphrasing, summarising and quoting. I have provided an example of each using the transcript of President Roosevelt’s declaration of war post Pearl Harbor. I have explained some things that you see in sources that students may not be familiar with [sic] and ellipses (…). Subsequently I provided sources about Imperialism for students to summarise to practice the skill. There is a worksheet which contains the sources and room for the students to write their summaries. There is also a TEEEL paragraph writing activity for the final source. Resources designed for the senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for students in other states and countries with an interest in Imperialism / The Scramble for Africa.

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 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 a match the definitions activity to see what students remember. This is followed by a warm up where students are shown 6 example exam questions and they have to explain what they believe the question is asking them to do. 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 (about The Boer War) 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.

The home front: Australian commitment to war This powerpoint is designed to teach students about The Australian Government’s reasons for joining the war. Changes to the running of the nation during the war including the use of WARTIME GOVERNMENT CONTROLS such as internment, censorship, conscription, rationing and propaganda. These terms are defined, the PowerPoints also include images of propaganda posters used to explain these to civilians and persuade them to do their part for the war. The PPT also includes sources scanned from various textbooks and comprehension questions. It also includes information about the bombing of Darwin during the war & the Japanese submarine attacks on Sydney. Interspersed throughout the lesson are 'checking for understanding' questions to help students to revise the key lesson concepts.

A PowerPoint which lists each of the characters in the play alongside key points about them (with images from the Baz Luhrmann movie). Activities to check for student understanding (including filling in a character tree.) This is followed by an explanation of key themes in the play (fate, love, hate, authority, time/timing). It concludes with an exploration of The Prologue which opens the play (Act 1). An updated version of this PowerPoint which removed the key themes which has been replaced with information about the life and times of Shakespeare. (It also includes classroom rules as it was used at the beginning of a new term). Part of a set of resources created for a year 10 English class in Australia (ACARA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons (with extra activities as a back up if the class is advanced).

A task sheet for a year 10 English assessment (Australian curriculum). Also provided is the planning and writing steps in a scaffolding document. The scaffolding is invaluable as it helps students to plan to address the key criteria prior to writing the task. In particular they evaluate how text structures and language features can be used to influence audience response.

A resource taken from an Australian 10 English Unit entitled 'Contemporary literature.' In this unit students compare and contrast the social, moral and ethical themes in a range of contemporary literature texts, including films and the close study of a novel. Students evaluate how text structures, language and visual features can be used to influence audience response. This PowerPoint provides a dot point summary of these chapters and is followed by chapter questions which could have been set for homework or could be used within the lesson to check for student understanding. I have added one YouTube clip showing a relevant scene but you could add more if your learners prefer the broadcast strategy.

Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for Humanities students in other states and countries with an interest in colonialism and Australia’s Frontier Wars (1788-1930s). This PowerPoint teaches a communication skill that students need to know and be able to do for their exam (synthesising). It features a video explaining the concept and a visual chart for how to synthesise. This is followed by some key questions you may ask when interrogating sources, tips for how to introduce (cite) the authors of sources in their paragraphs and tips for talking about two authors simultaneously. Screen shots are used to show how synthesising is assessed in the new Modern History GTMJ. This is deconstructed and key ideas including ‘historical argument’ are explained. This is followed by slides which feature an example historical argument as well as tips for writing topic, supporting and linking sentences. Afterwards we review the synthesizing question from the practice exam looking at the information that was pulled from the 3 sources and how the author used this to write their response. This is followed by exploring sources about the Kalkadoon people of North West Queensland. Students will wrie a paragraph synthesising evidence from Sources A, B, C & D to form a historical argument about whether the Kalkadoons were justified in waging war against the pastoralists. To be successful students must be able to do the following at the end of this lesson: Define synthesise and explain how this differs from summarising and analysing List some questions you may ask when interrogating sources. Write a paragraph synthesising things they have learned from a range of sources about The Kalkadoons. 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.

During this module students investigate their personality type and explore how people manage conflict. They apply conflict management strategies to real life contexts and make decisions about what strategies are most effective. This is a work booklet pack which was designed for use during the 2020 COVID 19 pandemic. It would also be useful for students who are absent for medical / personal reasons. The content within this resource could be adapted into PowerPoints or worksheets for use in the classroom. This work pack contains three lessons worth of content. Lesson 1 begins by defining ‘personality’ and ‘identity’ and contains brainstorming prompts for students. This is followed by a classifying and TEEL paragraph writing activity where students consider what things most impact their sense of self. Following this, students read information about introverts and extroverts and summarise what they have learned. They then apply these terms to people they are familiar with. Lesson 2 introduces students to the BIG 5 personalities (aka OCEAN model). They read the definitions and consider which ones apply to them. They then look at a list of typically masculine and feminine traits and record those which they believe describe them (reflective task). Afterwards they view 2 images and have to describe how the people are feeling and what makes them think this. Subsequently they read a paragraph about understanding body language. Afterwards they explain the difference between open and closed body language. To foster emotional intelligence, students read a range of situations and write down what emotion they would be feeling. Another activity involves looking at a list of gestures / expressions and explaining what each generally means. Lesson 3 has a revision activity about the Big 5 personality types. Afterwards, students are asked to define conflict and create a Y chart about what conflict looks like, feels like and sounds like in this community / our school. There are questions about how to deal with conflict at school (to see what students already know). Students are then to try and define 5 conflict resolution strategies based on an image. They can also provide an example from their own life if they can think of one. There is then a brainstorming activity where students list the world conflicts they can recall. They also can list how world leaders have resolved conflict in the past. Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons.

A PowerPoint designed to elaborate on the differences between criminal and civil law. I have underlined key points which the students write down in their notebooks. The main content is a definition of criminal law, some examples of criminal laws (divided into 4 categories – traffic/road laws, property, public order and people.) An explanation of where serious crimes are heard and where less serious crimes are heard and the multiple aims of punishments handed down by the courts. Civil law is then defined along with examples including negligence and defamation. This is followed by a clip from The Weekly which includes an example crime and students must determine whether this is a civil or criminal case. After this students watch a video explaining our legal rights and responsibilities (what we must do if we are questioned by police and what would be a violation of our rights). Students are to take dot point notes for discussion. Afterwards information is provided about Legal Aid (a QLD service which provides free legal advice to people unable to afford legal representation). This is followed by information about what happens when you are charged with an offence and how the Magistrates court operates. Students watch a video about how to behave in court. They also learn about jurors and how they are selected. 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.’

Resource 1: 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 In the Turmoil of the Russian Revolution (2017) is available on ClickView. There are 24 questions for students to record information about as they watch. Additionally, there are 5 extended response post-viewing questions for students to complete for homework. Resource 2: A scanned copy of my handwritten answers which I completed during the lesson and then used to check students’ understanding.

Resource 1: A copy of the seen sources for the practice exam which were provided to students a week prior to the practice examination (to mimic the real assessment conditions). Resource 2: A copy of the practice exam which can be sat over two lessons to provide the full 90 minutes plus planning time. This is a short response exam with responses ranging between 50-250 words per question. This exam is split into two parts. Part A includes a section where students must define key terms and provide examples. There is a section where they must explain gender stereotypes about men and women and provide examples. Then, students are provided with a picture of a person and some information about them which they use to respond to questions about what traits they have, what assumptions people might make about the person’s sexuality and whether it is fair to make assumptions about people based on their appearance. Following this, there are 2 scenarios of workplace discrimination which students must read. They choose one to complete a graphic organiser table (identifying the various viewpoints in the scenario). This is followed by an extended response question about this scenario. In Part B: Students are provided with another practice question where they see an image of a person and read information about their occupation and interests/hobbies before responding to questions about them. Following this, students read a news article entitled ‘What media teach kids about gender can have lasting effects, report says.’ They must write a 100 word response to a question about this article. The next source for the exam is a men’s gillette razor advertisement. Students must explain the effect the advertisement could have on female and male audiences. The same style question is posed again for a Burger King advertisement which uses sex appeal to sell the product. After this, students must explain Australia’s Sex Discrimination Act (1984) and the types of discrimination it prohibits. Finally, the examination concludes with an extended response question where students must decide if the representations of gender in the media have a negative or positive impact on people and justify their answer with evidence from at least 2 sources. 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.

Prior to students learning about moral issues in The Hunger Games, they must first learn what morals are and have a chance to identify them in other texts. This PowerPoint teaches students what terms including moral, morality and immoral mean. Students are also introduced to the news genre and its purpose. They learn about how regular news stories are structured and their common language before reading a news story with a moral issue in it. After reading the article there are a series of comprehension questions which could be answered individually or as a class depending on the abilities of your learners. These questions increase in difficulty and were written using verbs from Bloom's taxonomy. Resource 2: A copy of the newspaper article students explored in this lesson (taken from an Australian newspaper in 2017).

Resource 1: PowerPoint This lesson introduces the concept of lying broadly before zooming in to focus on how the moral issue is shown in the novel. Students are introduced to the types of lie (white lie, fabrication, bold faced lies). Discussion questions are posed on the PowerPoint to encourage students to share their views on the issue. There is a short clip from the film Liar Liar to provide a humorous stimulus for discussion. Following this students will read the feature article 'Are white lies dead in the age of social media?' As they read the various language and visual features will be pointed out to them (as they will be writing a feature article for their mid term assessment). After reading the article there are activities for students to complete including defining some terms from the article and answering literal, inferred and applied level comprehension questions. Subsequently, the lesson introduces the various types of lies in the novel. The PPT includes extracts from the text where people are shown discussing lying or telling a lie. These extracts are followed by discussion/comprehension questions. Resource 2: a feature article taken from 'The Australian' (newspaper) in 2017 about white lies which students will explore in this lesson.

A PowerPoint designed to introduce year 9 students to photography. It addresses areas including the Importance of knowing your subject, audience, and medium. Introduction to key terms e.g. body language, visual features, foreground, and salience. A range of images (e.g. from Vietnam war) with questions to prompt student analysis and discussion. Some info about framing your subject and the rule of thirds.

Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons. The first of two lessons about Unfair Dismissal in Australia. It begins with a video of leading industrial advocate Miles Heffernan explains what your rights and options are if you believe that you have been unfairly dismissed, and what the difference is between unfair dismissal, unlawful dismissal and unlawful termination. A definition of Unfair Dismissal is provided along with an explanation of who to turn to if you believe your employment has been terminated unfairly. It includes some short response and summarising activities in response to videos (including news footage about unfair dismissal claims). The second ‘Unfair Dismissal’ PowerPoint. It includes revision questions and a flow chart for the process for bringing an unfair dismissal claim. The impacts of unfair dismissal on a work environment. Processes that employers should follow before terminating someone. Examples and non examples. An interesting case study involving McDonalds reported on Sunrise in 2015 with post-viewing questions. An explanation of ‘onus of proof’ and some justifiable reasons to dismiss an employee. Reasons you cannot be fired (a review of discrimination). A handout to be used across both lessons (with the questions, key information and writing space). A long case study about a man sacked over eating a Snickers bar and a shorter version of the same case study which I used with the class.

During this module students investigate their personality type and explore how people manage conflict. They apply conflict management strategies to real life contexts and make decisions about what strategies are most effective. This is a work booklet pack which was designed for use during the 2020 COVID 19 pandemic. It would also be useful for students who are absent for medical / personal reasons. The content within this resource could be adapted into PowerPoints or worksheets for use in the classroom. This work pack contains three lessons worth of content. Lesson 4 - students are to write a paragraph describing themselves. Students are introduced to the key term ‘friendship.’ They are asked to describe their friendship group in a few sentences. Students are to brainstorm the main reasons they fight with parents, siblings and friends. A metaphor (relationship bank accounts) is explained. Students list the deposits and withdrawals they make in three relationships of their choosing. Students read an explanation of some of the reasons why we fight with people we love: jealousy, one-way relationships, rejection, stress, disloyalty, revenge and peer pressure. Next to each they need to list examples of this from popular culture texts (e.g. movies, tv programs, celebrity feuds etc.) Lesson 5 introduces students to the key terms ‘interpersonal’ and ‘intrapersonal intelligence.’ Following this, there is a passage about workplace behaviour which they need to read. There is a workplace scenario which students can read and respond to. Students then need to define aggressive, assertive and passive communication based on what they read in a handout / further research. There is a classifying activity for students to test their understanding of these terms. There is a paragraph writing activity about what students believe they should do if a work colleague does something that annoys them. Afterwards 3 workplace scenarios are listed. Students need to rate how stressful they would find that situation from 1-5 and how they would try to solve it. Lesson 6 introduces students to the key term ‘self-concept.’ This is followed by an explanation of 5 different ways you could describe yourself. Afterwards, ‘self-esteem’ is defined along with terms optimism and pessimism. Two things that influence our self-esteem are noted. Students are to summarise what they have learned in this lesson. Afterwards they read information about ‘characteristics of low self esteem’ and how this can affect your quality of life. Some causes of low self esteem are explained as well as some tips for how to build one’s self esteem and who you could go to for help. The lesson concludes with a poster making activity (tips for improving self-esteem). 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 Unit plan designed for a 10 week term of 11 Modern History. It includes a subject description, a description of the unit, a list of unit objectives (from the syllabus), inquiry questions to guide the unit, the recommended teaching and learning cycle from QCAA, a topic specific learning intentions and success criteria, assessment task details and a list of recommended resources. A Scope and Sequence suggesting topics to be covered throughout the term is also included within the document (as taught by me in 2020). A handout version of the learning intentions and success criteria for students to glue into their books and refer to throughout the term. NB: Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The content would also be useful more broadly for students in other states and countries with an interest in the Vietnamese Independence Movement (1945-1975). 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 an essay.

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.’

A PowerPoint which can run for a few lessons which is about the Second Wave of Feminism. It begins with an explanation of feminist theory taken from a Sociology textbook. This is followed by information about the origins of the feminist movement in the 1960s (USA). The perspectives of Marxist feminists vs Radical feminists are explored. Some context of what was happening in the 1960s was provided (e.g. Civil Rights movement, Peace movement, Music revolution, Sexual revolution etc.) A source of feminist ideologies (Betty Friedan’s ‘The feminine mystique’) and its impact on women’s thinking is explored. This is followed by information about how Australian women’s movements were influenced and shaped by international developments. The goals of these women were explored. The methods used by the women’s liberation movement in the 60s and 70s are listed. Australia’s Bar Room Suffragettes (from Brisbane) are provided as an example. This is followed by an explanation of women’s quest for equal pay. The Women’s Action Committee (WAC) - a group of feminists from Melbourne - are introduced along with their specific goals. Information about a key goal (abortion law reform) is provided. This is followed by information about some key feminists: Germaine Greer, Anne Summers & Zelda D’Aprano. The slideshow concludes with things that improved the lives of women during this era (birth control - the contraceptive pill, equal pay for ‘work of equal value,’ more accessible childcare arrangements, shifting expectations of parenting so that fathers took on more responsibility in child rearing, more representation of women in politics & other legal achievements.) 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.