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 – Aussie_Resources. Assessment scaffolding resources A list of key terms, language features and text structures that students can use to assist them with their planning A writing booklet which includes a suggested structure for the speech along with sentence starters to prompt student responses A PowerPoint template which has been pre-filled with appropriate headings for the assessment A handout outlining how to reference the following text types in APA formatting: websites, newspaper articles, magazine articles, televised news segments

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 – Aussie_Resources. 3 resources: The task sheet and criteria for a year 10 multimodal task requiring students to analyse and evaluate 2 news media texts. A second task sheet with criteria for a student who is being assessed at a grade 6 level (due to being on an Individualised Education Program). A cover sheet to be placed on the front of the work of the student being assessed at below grade level with possible modifications listed on it. This makes it easy to highlight the appropriate ones and then include this as evidence of differentiation for parents / the school. Students will learn to create a multimodal presentation to articulate complex ideas (i.e. an evaluation of news media). They will learn to use persuasive vocabulary and language features, as well as evidence, to justify their opinions. They will also learn to use visual features to persuade in their presentation (i.e. effective PowerPoint images, titles, etc.). Lastly, they will learn how to effectively use non-verbal persuasive techniques to present their speech/presentation.

A revision sheet for students to use in lessons prior to their exam. It gives them an opportunity to practice the types of questions they will encounter in their exam. For each question there are numbers in brackets which indicate to students which criteria is being assessed in this question. It begins with questions about what the cognitive verbs ‘decide, justify and explain’ mean. This is followed by questions asking studetns to define key terms and provide examples e.g. Australia’s Sex Discrimination Act, cisgender, sexual harrassment etc. Following this, a list of scenarios are provided and students must circle which are examples of gender discrimination. Next students must brainstorm some stereotypes about the following groups which are perpetuated in the media: mothers, single women, fathers and single men. After this they explain the impact of these stereotypes (in a short response question). They view an advertisement (men’s underwear) and answer 3 questions about this. They receive a profile of a person and answer 3 questions about this. These are followed by a question about what it means to be feminine and masculine. After this they read a small case study involving discrimination and have to identify and explain the viewpoints in this scenario. Following this they must answer some short response questions about this scenario. The final question is an extended response where students must engage with a range of visual and written sources and use these as evidence within their response. 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 90 minute short response examination.

A selection of thirteen sources which I gathered for a practice exam on eugenics in Germany during World War Two. These are a mix of primary and secondary sources. Context statements are provided to assist students with their analysis and evaluation of these sources. Could be used for a practice exam or to practice skills during lessons / for a revision sheet.

A PowerPoint designed to introduce students to their new topic: China. It begins with some interesting facts about China (with statistics written in 2019 and 2020). This is followed by information about our overarching learning intentions for the unit. A visual timeline of the weeks to complete the task is displayed on the board to emphasise to students why it is important to knuckle down. Then the focus of the lesson begins with an introduction to the historical context of China. Information about how a person’s name is written in sources is provided along with an explanation of the Wade-Giles and Pinyin systems. This is followed by information about what traditional China was like (during the Qing dynasty). There is information about the roles of women and children. An explanation of the prevalent belief system (Confucianism) is provided. A key idea: ‘The Mandate from Heaven’ is explained along with how power could change hands (how dynasties were challenged and overtaken). A summary of each part of the social structure (taken from Inquiry 1 textbook) is displayed to inform students about the relative status of Shenshi, Peasants, Artisans, Workers, Merchants, Traders, Professional Soldiers. Information is provided about their beliefs and foreign policy. The lesson then looks at how the Qing Dynasty was overthrown. Information is provided about The Taiping Rebellion and The Boxer Rebellion. A key figure (Sun Yat-Sen / Sun Yixian) is introduced. This is followed by information about an event: the 1911 Xinhai Revolution. There is a 9 minute YouTube clip for students to watch and then there are some notes for them to copy down (underlined). Finally, summary of events up to the Warlord era (1916-27) are provided.

6 resources utilised in a 12 English Authority unit in Queensland Australia. 1) A PowerPoint taking students through the history of Sudan. It begins by introducing students to key terms including: coup, constitution, fundamentalist, Islam, junta and secession. These terms are integral to understanding the events in Slave as the author's life was influenced by the political events occurring in society at the time. After a brief overview of the early history, it delves into the civil war (1980s-1990s). Lastly it looks at contemporary politics (since 2002). 2) A handout of the notes about the history of Sudan (which were taken from the Oxford dictionary of contemporary world history). This can be given to students who struggle to summarise or used for purposes of revision. 3) Further research about Slave and the Nuba culture. 4) A handout to be given to students at the beginning of the term explaining the purpose of the unit and outlining what the two items of assessment are. 5) A diagram which shows the various influences on the author as she wrote her autobiography.

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. Three mini PowerPoints to be used in the drafting phase of the unit. These include information about what each section contains, key points to assist students to write theirs and examples. How to write a rationale for their report How to write an introduction for their report How to write a conclusion for their report A handout of key details to give to the students (so they can continue writing these sections of the report for homework) A unit reflection document

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. This is a PowerPoint designed to assist students to complete the Inquiry Booklet Section 5 (strategies which students can recommend for conflict resolution). It begins by looking at ‘forgiveness’ and the pros and cons of this strategy. It talks about the benefits of letting go of a grudge. It also talks about the concept of forgiving yourself. Following this students need to pick 4 conflict resolution strategies which could be applied to the scenario argument between person A and B they have been provided. There is a graphic organiser for students to fill in. (There are 2 teacher examples to help them. Afterwards, there is a checklist for students to use to help them to write their ‘recommend and justify’ section of the report. This is followed by a teacher example for a different conflict (Everybody Loves Raymond) and a student example for the ‘10 Things I Hate About You’ conflict scenario which can be evaluated (pros and cons) and checked against the ‘I can’ statements for criteria 2.3. A word document of sentence starters to assist students to write the recommend and justify paragraph Three completed report exemplars for the 2 conflict scenarios given to the students. These all did quite well (High B’s to A’s).

An assessment piece designed for an eSafety unit focusing on identity theft and financial fraud. It is a project with a written component (an essay) and a product (a brochure) This resource includes: A copy of the task sheet for the unit which includes a suggested structure for the report students are required to write ‘I can’ statements which which break down the criteria into simple terms for students to understand (also assists teachers to mark the assessment with ease) A QCIA cover sheet recommending adjustments to be made and individual learning goals to be assessed A modified task sheet for students on a modified program (called QCIA students in QLD) 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.

A PowerPoint designed to be delivered at the end of a term to introduce the next topic (Vietnamese Independence Movement). It is to be run in a quasi-lecture style. Students are given a Cornell notes template to take notes as the lesson proceeds. The lesson begins with three learning goals which helps students know what they need to listen out for as they note take. The lecture includes some information about The Cold War Era before introducing the origins and duration of the Vietnam War. It includes information about America’s involvement in the war. Groups including the Viet Cong and North Vietnamese army are discussed and cartoons and photographic sources are featured. Information about the terrain, climate and wartime experiences of soldiers and civilians are summarised. Clips from the film ‘Good Morning Vietnam’ are used to engage audio-visual learners. Key weapons (agent orange and NAPALM) are explained. As is the Viet Cong Tunnel system and their military tactics. This segues into the reasons for anti-war protest in America and includes information about how photojournalism influenced this movement. Clips from the films ‘Forrest Gump’ and ‘Love and Honour’ are used along with primary sources (photographs). **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. The end of term assessment for this unit was an essay. **

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 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 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.’

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).

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

A resource which I think Legal Studies teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. Task sheet – explaining task conditions, the criteria and the checkpoints (deadlines). The task was to compile a report to present a well-considered solution to a current legal issue involving rental contracts in Queensland (or Australia as a whole) but also required students to keep an inquiry booklet to demonstrate their research skills. PowerPoint – taking students through the assessment requirements and criteria, the scaffolding materials and an example report {for a criminal law topic}. Exemplar - a word document version of the exemplar which was shown in the PowerPoint. It is an exemplar of a legal report for a different topic {Drug Possession Queensland}.

About the PPT: A PPT designed to be used when handing out the assessment. It visually displays key information from the task sheet. There is some information about what I look for in a multimodal spoken presentation. I also have information about how to structure a PowerPoint (particularly if students plan on incorporating their spoken delivery into the slide). There are details from the school’s oral assessment policy – particularly around pre recording their submission. There is an example PPT which I created for Aquaman. There are also instructions for how to record themselves. About the Word Documents: A planning scaffolding document to be completed before students begin writing. A writing scaffold with lines for students to write on as students are required to handwrite their drafts to avoid AI usage. A B standard exemplar for The Incredibles A B standard exemplar for Justice League 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.

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

Includes 6 weeks worth of homework activities including chapter questions, a vocabulary list (and activities) and tips for creative writing. It steps students through an assessment task which requires students to write a short story (a transformation of a section of the novel and a preface justifying their creative decisions). Specific task details are below. Mode/Medium: Imaginative Written short story (fiction). Subject Matter: Throughout time short stories have captured the imaginations of both readers and listeners. A good short story will capture the interest of its audience and hold it to the end. Purpose: To entertain and demonstrate your knowledge of the short story genre. Task: For this task you have a choice: 1. Write an imaginative short story that creates a character or “gives voice” to a silenced or marginalised character in the novel that you have studied in class. 2. Place the character into the novel which you have studied in class. This can be at the beginning, the middle or end of a scene. For example, you might write from the perspective of someone who observed an event, assisted the protagonist or befriended them. Or you may create a new character. E.g. A new best friend for the protagonist. Your teacher will explain what it means to “give voice” to a character in a novel. Your character must interact with the novel’s protagonist. You may change the storyline and plot to accommodate your character if you desire, however, your story must remain true to the themes and setting of the novel. (E.g. you can’t turn it into a comedy or change the country where the novel is set). Requirements: Length is to be 400-500 words plus a 100 word preface explaining how the story is both original and imaginative. You must demonstrate that you have a sound knowledge of short story conventions and adhere to the short story structure. You can make your story both original and imaginative in the following ways: • Creative use of the conventions of a short story, for example a twist at the end. • Create non-stereotyped characters that make unpredictable choices. • Juxtapose related texts. • Promote alternative beliefs and values through your writing.