Unit plan designed for a 10-week term of 12 Essential English. It includes a subject description, a description of the unit, a list of unit objectives (from the syllabus), my planned teaching and learning cycle, the unit learning intentions and success criteria, assessment task details and a list of recommended resources. Also included are 3 word documents which I used on my word wall. Film specific language features – shot sizes, camera angles, lighting, colour, non-verbal communication, dialogue, audio, setting, props, costumes, characterisation, camera movement and symbolism. Film specific text structures – plot, character development, flashback, simultaneous time, montage, slow motion, accelerated video, time lapse, superimposition, transition, themes Colours and what they mean – blue, red, white, black, green, yellow, maroon and brown. The learning resources (PPTs, worksheets etc.) for the unit are also available in My Store.

Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts.” During this unit students learned about Hero and Villain films and how filmmakers use cinematic techniques to portray them and create an intended message. Their assessment at the end of this unit was to write a 4-6 minute multimodal (speech) to be delivered live or pre-recorded reviewing one of the three films shown within the unit. About the PPT: A lesson designed to help prepare students to analyse and evaluate the films they view in class. The lesson begins with an explanation of visual features. There are mini activities where students have to describe things they see in still images or clips e.g. the costumes in the Incredibles film and Spider-Man (2002). Students then learn about non verbal communication including body language and facial expression – they are then shown 4 pictures to describe. They then view a clip from Spider-Man which they will discuss after viewing. This is followed by an introduction to soundtrack (music and sound effects). They watch the trailer for Aquaman and list the sound effects they heard and the types of musical instruments which were featured. They then view a scene from Spider-Man (2002) and do the same. Then students learn about 6 main shot sizes. They then have the opportunity to identify these using stills from Wonder Woman 1 and 2. The next technique is camera angles (eye level, high angle and low angle). This is followed by a checking for understanding activity. Students are then taught about camera movement (panning, tilting, tracking and zooming). They then view clips which exemplify some of these techniques. Next up are editing techniques (montage, transition, simultaneous time, slow motion). These are exemplified via short clips (hyperlinks included in case embedded video does not work). If time, there is also information about traditional language features including characterisation, figurative language and emotive language.

Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts.” During this unit students learned about Hero and Villain films and how filmmakers use cinematic techniques to portray them and create an intended message. Their assessment at the end of this unit was to write a 4-6 minute multimodal (speech) to be delivered live or pre-recorded reviewing one of the three films shown within the unit. About the PPT: the PPT begins with an explanation of the unit and the upcoming assessment. There are some terms for students to add to their glossary and a brainstorming activity to see what films students have seen in recent years which feature heroes / villains. Some sample answers grouped under Marvel, DC and Warner Brothers are provided. Students are introduced to definitions of terms including hero, superhero, anti-hero, antagonist and villain. Students are introduced to the Gallery of Modern Arts which is part of the context for their assessment. They see images of the building and photographs I took in 2017 when I went to a Marvel specific exhibition. This is followed by information about the origins of super heroes (comic books). Specific references are made to Superman, Batman and Wonder Woman. There are some clips of early TV and film versions of these characters.

About the PPT: The lesson begins with an activity which asks the students to brainstorm some attitudes they associate with heroes. The slide includes a reminder of what an attitude is and some answers which pop up when you click. There is a viewing activity from YouTube about heroic archetypes which goes for 11 minutes which you can watch to gather further heroic traits from. This is followed by an explanation of what a nemesis is and some of their qualities. Next some common conventions of hero texts are explained. Joseph Conrad’s hero’s journey monomyth is explained. Some information about criticism of this monomyth is provided as well as information about the emergence of films which have female leads. Subsequently student are introduced to a music video report card which they will fill in as we watch the 3 films this term. Screen shots are included on the slides so I could explain the various parts. We quickly recap language features (especially cinematic devices) discussed in earlier lessons. More information is provided about music and sound effects (diegetic and non diegetic sound). Information about factors which influence the listener are explained and list of words for describing music care provided. Next the impacts of light and shadows are explained. The following are explained: high-key lighting, low-key lighting, backlighting and shadow. Next the following transitions are explained in more detail – fade, dissolve, wipe and cut. Themes are explained with a visual showing common themes. Lastly, students are introduced to the film they will watch in future lessons – Batman Forever. They watch the trailer, get some contextual information to add to their report card, are shown images of each of the characters and read a brief synopsis of the plot. About the Word Doc: A movie review retrieval chart for students to fill in during subsequent lessons. Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts.” During this unit students learned about Hero and Villain films and how filmmakers use cinematic techniques to portray them and create an intended message. Their assessment at the end of this unit was to write a 4-6 minute multimodal (speech) to be delivered live or pre-recorded reviewing one of the three films shown within the unit.

This is a quiz I devised to use with pupils on the last lesson of term. The answers for each round are included after the round. There are 10 questions per round. The music clips for the music round are provided via hyperlink. For the music round, two points should be awarded for each clip; 1 point for a correct artist, 1 point for a correct song title. I used the template from a free resource on here which had the same rounds but for 2012.

A PPT explaining the Soweto uprising and its aftermath. The last slide contains a homework activity which requires students to research differing interpretations of the Soweto uprising and write a response to questions. 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 the Anti-Apartheid movement in South Africa (1948-1994).

A Scope and Sequence suggesting topics to be covered throughout the term. A revision booklet to help students prepare for the external exam. Some elements are not complete but I left the formatting in just in case you had the time to add them (the evaluation and synthesis questions). 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 the Anti-Apartheid movement in South Africa (1948-1994).

A PPT to help students to learn about key figures including: H. F. (Hendrik Frensch) Voerwoerd, B. J. (Balthazar Johannes) Vorster, Joe Slovo, Ruth First, Oliver Tambo, Walter Sisulu, Albertina Sisulu, Chief Albert Luthulli, Steven Biko, Kalushi Drake Koda, Desmond Tutu etc. It includes images and information from various websites including Encyclopaedia Britannica and South African History Online. 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 the Anti-Apartheid movement in South Africa (1948-1994).

A PPT with a focus on types of secondary sources and their levels of reliability. It begins with a warm up where students list the types of secondary sources they are familiar with. There is a review of the meaning of bias and the distinctions between a balanced source and one which is pro / anti a specific topic. These is also info about how to determine the usefulness and reliability of a source. Students are given a worksheet with most of the information in the O-P-V-L chart pre filled. They copy the information in for the sections which are missing from their handout. The source types included are: biographies, statistics, textbooks, documentaries, journal articles, historical novels, poems, songs and biopics. 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 the Anti-Apartheid movement in South Africa (1948-1994).

A worksheet designed for watching episodes 5 and 6 of Madiba (2017). This lesson was used when the year 11’s were on camp as a form of revision for the year 12’s. Episodes available on ClickView. 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 the Anti-Apartheid movement in South Africa (1948-1994).

A PPT which goes through important events between 1984 and 1994. It includes photographs, textbook extracts, research from websites etc. to help students gain an understanding of this era. By the end of the lesson students should be able to answer the following question: What roles did de Klerk and Mandela play in the path to democracy? 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 the Anti-Apartheid movement in South Africa (1948-1994).

Unit plan designed for a 10 week term of 11 &12 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. 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 the Anti-Apartheid movement in South Africa (1948-1994).

A PPT summing up the key events in the second half of the 1970s. It includes information about the 1976 Internal Security Act, the renewed use of death sentences, the emergence of the Black Consciousness Movement, the trade embargo established by the UN (1977), Botha’s ascension to PM (1978). There is also some information about the beginning of the 1980s including the formation of the United Democratic Front. 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 the Anti-Apartheid movement in South Africa (1948-1994).

A worksheet to be used while viewing the Bio pic ‘Long Walk to Freedom.’ It includes during viewing questions and post viewing questions about key people, key events, ideologies/beliefs/motives and some empathy-based questions. There is also a homework activity which requires students to do some further research about Mandela. 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 the Anti-Apartheid movement in South Africa (1948-1994).

A PowerPoint presentation which continues on from the Historical Context lesson. It introduces students to various South African politicians from 1924 onwards beginning with James Hertzog. Ideologies / motives + political actions are outlined. Students take notes from the underlined information. Early laws like the ‘Immorality Act’ (1927) are explained. The Sauer Report (1948) is explained. There are some extracts from biographies and autobiographies about Nelson Mandela as well as the Cambridge Senior Modern History textbook. This is followed by laws and policies introduced by the National Party after the General Election up until 1957. 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 the Anti-Apartheid movement in South Africa (1948-1994).

The PPT begins with a warm up to help students to retrieve prior knowledge. This is followed by Carlton university’s tips for analysing and evaluating primary sources. Students are then given a worksheet which contains the O-P-V-M chart with some elements removed which students will fill in as the lesson takes place. The PPT goes through each source type beginning with letters giving information about things to keep in mind regarding origin, purpose, value and limitations. There is a letter from Nelson to Winnie which we read and discussed the language choices. There was also one from Winnie to Nelson (1970). Following this information about Winnie Mandela from the South African History website was provided. The next source type was photographs. I utilised a range of photographs about Winnie Mandela. Following this, political cartoons. This was followed by an acronym called P.I.C.T.U.R.E which is handy for unpacking visual sources. There is information about techniques which cartoonists often use to convey meaning (including allusion, symbolism, irony). Then some cartoons from Zapiro and Len Sak were included for students to get an idea of different styles. The next source type was news media which covers newspapers, tv reports, radio reports and eye witness accounts. Following this, official government documents and other government records e.g. speeches and memorandas. 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 the Anti-Apartheid movement in South Africa (1948-1994).

This PPT was used to introduce an alternative sequence class (11 and 12 students in the same class) to the external assessment. It includes information from QCAA’s subject reports which explains the assessment conditions. This is followed by a series of slides explaining each criterion and looking at example questions. For some of the question types there are recommended response structures and sample answers. 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 the Anti-Apartheid movement in South Africa (1948-1994).

A word document (Cornell Notes template) which I explain to students before the lesson. I then deliver the lesson in a lecture style format where students choose what to write down. A PPT which I use for my lecture-style lesson. It introduces students to the Dutch East India Company and their influence in Africa. Terms like Boer and Afrikaners are introduced. Information about the conflict between the British colonisers and the Boers is provided. This is followed by information about how the Boers attained self government. The use of language as propaganda is explored e.g. terms like ‘kaffir.’ The PPT ends with some checking for understanding questions. 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 the Anti-Apartheid movement in South Africa (1948-1994).

A PPT which explains the lead up to the Sharpeville Massacre including the formation of the PAC. There are terms for the students to add to their glossary including separate development and bantustans. There are images from the massacre, a brief YouTube Video and information from written sources including the Hodder textbook, various newspaper articles. Students read these sources and have a table that they must complete where they list the source and describe the perspective evident in the source. 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 the Anti-Apartheid movement in South Africa (1948-1994).

A PPT used to combine information from a range of sources about the aftermath and the formation of Umkhonto weSizwe. Information about international reaction to the images of the massacre is provided. The subsequent riots are explained. The government’s reactions including declaring a state of emergency and banning the ANC & PACs are explained. The reasons why ANC decided to adopt armed struggle as a strategy are explored using a range of source. After reading through and discussing these sources, there is an EA style synthesis activity for the students to complete. 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 the Anti-Apartheid movement in South Africa (1948-1994).