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 THE SIXTIES The War In Vietnam (SBS) is available on Click View or Enhance TV There are 30 short response questions with lines for students to write their answers on. I have also included a scanned copy of the answers I wrote during the lesson. I use this to help students to expand upon their answers when we go through the sheet at the end of the lesson. The bottom of the worksheet includes a list of names of historical figures from this era. For homework, students need to choose one of them and create a profile to share with the class (it can be a poster, infographic or PPT). Students must include info from both primary and secondary sources. They need to provide information about who/what influenced them and their political ideologies and associations. They also need to address how they influenced the Vietnamese Independence movement. **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. **

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 (although with drafting time it may take a few lessons depending on the needs and abilities of students). Going through the information from the task sheet so that students understand exactly what they need to do and have the opportunity to ask questions. It also introduces students to the street art stimulus examples that they will respond to in their assessment ‘Merry Crisis’ and ‘I Have a Dream. ’There is an article about each mural and why it was created. There is also information about how to find viewpoints about the street art (including where to look and what search stems to enter). There are also screenshot examples of comments about the street art (e.g. from Twitter, Facebook or Tripadvisor). Students are shown the section of the graphic organiser that they need to fill in (where they store their information that they need for body paragraph 2). There are also some clips explaining what art curators do as this is the role they will be utilising in their assessment.

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. A PowerPoint designed for use in a 70 minute lesson. A warm up game of real news vs fake news. This is followed by several slides which explain what students need to do to get good marks for their spoken presentation. This is followed by a variety of prompts for ‘30 second speeches’ every student has the opportunity to practice using the verbal and non-verbal speech techniques they learned earlier in the lesson.

A PowerPoint used during the assessment phase of the unit. It reviews the requirements for the source analysis and evaluation table for this task (IA2). It also provides students with a list of upcoming checkpoints so they know what they are expected to work on for homework. The lesson begins with a review of how to determine whether a source is trustworthy (reliable). The TADPOLE acronym can be used to help make this assessment. Some preparation tips are provided (as to fit within the word count students should have a plan in place before they begin writing). There are some example source tables for students to learn from. Then, at the end of the 17 slides, there is time for students to begin annotating the sources they have found and make dot points in their planning booklet. They are expected to have 3 tables done before the next lesson. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The end of term assessment for this unit was an Independent Source Investigation. The content would also be useful more broadly for students in other states and countries with an interest in the China (1931-1976). The other resources are also available in my store – Aussie_Resources.

A PowerPoint used during the assessment phase of the unit. It reviews the requirements for the CSOE (IA2). The lesson will help students to learn the purpose, structure and language of a Critical Summary. There are a few examples for students to read (in the hope that they identify good phrasing which they could use as sentence starters for their own). Three suggested structures are provided (taken from the History Skills Website). Afterwards, students have time to map out their ideas for their CSOE and begin writing. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The end of term assessment for this unit was an Independent Source Investigation. The content would also be useful more broadly for students in other states and countries with an interest in the China (1931-1976). The other resources are also available in my store – Aussie_Resources.

A lesson designed for a flipped classroom approach. The content of the Word Document was put onto the class One Note with sources attached so that students could work through the lesson independently at their own pace. (Ideal for leaving as a cover or during school closures). This lesson begins with an exploration of music which became popular during the cultural revolution. (Inquiry based learning approach). There is also information about which kinds of music were censored at this time. This is followed by a viewing activity and information about how Mao instigated the Cultural Revolution. A list of key events (up to Mao’s death) is provided. This is followed by information about the end of the revolution and its lasting significance. The document concludes with some checking for understanding questions. The resource includes: The word document referred to above (which includes key terms to add to the glossary and instructions for all activities in the lesson) A word document version of the webpage MAO-ERA. CHINESE REVOLUTIONARY MUSIC on ‘factsanddetails.com’ (in case the link disappears) Information about some revolutionary songs (for teacher reference) Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The end of term assessment for this unit was an Independent Source Investigation. The content would also be useful more broadly for students in other states and countries with an interest in the China (1931-1976). The other resources are also available in my store – Aussie_Resources.

In this lesson students will watch the 52-minute documentary entitled ‘Inside Mao’s China’ on YouTube. This worksheet includes a summary of this 2016 documentary and 18 questions for students to answer as they watch. Afterwards there are some activities designed to hone students’ skills. Firstly, they are given a source (quotations from Mao) and students must evaluate its usefulness and justify their answer. (There are hints in the document). Secondly, they are given 2 propaganda posters which they need to thoroughly analyse. Students must complete a table using the PICTURE acronym (explained in document). Finally, they are given two photographs which they must complete a CAMPORUM table for (this is a combination of analysing and evaluating). A homework activity is included (students must create an infographic to demonstrate their learning. (A document explaining infographics is provided for student reference.) Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The end of term assessment for this unit was an Independent Source Investigation. The content would also be useful more broadly for students in other states and countries with an interest in the China (1931-1976). The other resources are also available in my store – Aussie_Resources.

A lesson designed for a flipped classroom approach. The content of the Word Document was put onto the class One Note with sources attached so that students could work through the lesson independently at their own pace. (Ideal for leaving as a cover or during school closures). The resource includes: The word document referred to above which includes a link to a video looking back on the cultural revolution (made for the 50 year anniversary) and 3 viewing questions. Information about the historical concept of empathy (what it means and how this differs from sympathy.) Looking at a type of source where this skill can be applied: autobiographies. Information about the difference between a biography and an autobiography are provided. A series of extracts from 2 autobiographies are provided. Students are to read both and then choose one to complete a CAMPORUM table about. Typed extracts from two memoirs which students will engage with in the lesson (Mao’s Last Dancer and Wild Swans) A table explaining CAMPORUM with hints of what students should look be looking for when analysing and evaluating the source **Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The end of term assessment for this unit was an Independent Source Investigation. The content would also be useful more broadly for students in other states and countries with an interest in the China (1931-1976). The other resources are also available in my store – Aussie_Resources. **

A PowerPoint designed for the assessment handout lesson. It begins with a warm up (Treasure Hunt) where students are given their task sheet and the QCAA exemplar. (There are a list of questions they have to respond to.) Following this, information from the task sheet is shown (i.e. context, task, conditions, checkpoints). I also have a marking summary (how many points they get for each skill). We then look at the ISMG (Instrument Specific Marking Guide) and unpack what each of these mean – using elaborations from the QCAA’s subject reports. Examples of good key and sub questions are included to demonstrate devising and conducting.

A mini lesson on how to write a key inquiry question and relevant sub questions. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The end of term assessment for this unit was an Independent Source Investigation. The content would also be useful more broadly for students in other states and countries with an interest in the China (1931-1976). The other resources are also available in my store – Aussie_Resources.

3 resources to scaffold the assessment task below (a powerpoint, a research document and an essay scaffold). Task: 1. Research an individual or organisation (past or present) whose deep connection to Christ and Christianity resulted in life/historical changing experiences. Suggested people and organisations are listed below. 2. Explore the life and mission of this person or mission statement and legacy of this organisation and make comment on how they used their belief to make the world a better place. 3. Present your assignment as a profile of information – a research project following the format of a mini essay or a Google Site with a timeline. Your profile of the individual or organisation should cover the following four areas: o Life story (faith journey) o Beliefs and teachings (philosophy / mission statement) o Significant event/s in their life (time of change) o Legacy (what they left behind – what we can learn from them)

A PowerPoint for an English meeting - offering advice to new staff in the department. It includes an example scope and sequence. It lists ideal opening and closing procedures that we would expect to see teachers completing at the start and end of each lesson. Bloom’s taxonomy - a list of verbs useful when writing questions / tasks for school. Two templates for a lesson sequence Three lesson plan templates A feedback form I use when observing other teachers

PPT 1: Learn how to understand a question (a vital exam skill) and strategies for completing a multiple choice exam. The PowerPoint includes practice multi-choice questions. As a consolidation of learning, there is an activity where students go back through their notes / KWL chart and write some multi-choice questions on the topics covered thus far and then swap with a friend and answer their questions. PPT 2: Explains what a time-line is (and has examples). It proves a list of 7 steps for children to complete to make a timeline. It goes through the must haves. The lesson then moves onto source analysis it includes a google doc with a variety of sources about the atomic bomb dropping on Hiroshima and Nagasaki and a range question types (multiple choice and short response questions). This can be worked through as a class or independently depending on the skill level of the students.

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 lesson begins with a warm up - there are a list of personality traits on the slide - students have to write down those which they believe applies to them. There is a video about the Big 5 for students to watch as a refresher. Afterwards students are to write a series of paragraphs explaining what personality types they think they have (using the Big 5). There is an example on the slide to give students possible ideas / sentence starters. There are also prompting questions to help students to clarify their thinking. Afterwards, there are 2 clips from the 1990 film Home Alone for students to watch and identify the personality traits and types they observe.

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 lesson was designed for use after the students completed 4 weeks of at home learning (pandemic). It begins with a quiz (13 questions) which students answer in their books and then we discuss as a class. The quiz includes 2 videos from television shows (Scrubs & Boston Legal) for students to watch and then describe the personality traits of. This is followed by an explanation of the upcoming homework task and assessment task. It includes some research tips including how to conduct a more-efficient internet search using (BOOLEAN search).

To prepare students for their upcoming assessment (writing a historical essay about an individual / group involved in the independence movement that they have investigated) this lesson focuses on paragraph writing. This resource includes a PowerPoint, a handout of sources about the Viet Cong and a homework sheet about the TET offensive. A handout containing a range of source types including extracts from textbooks, online encyclopaedias, biographies, illustrations and photographs. The PowerPoint begins by introducing students to the question they need to respond to in paragraph form. They learn the meaning of the term ‘modus operandi’ which appears in the question. Students are reminded of the importance of synthesising (one of the criteria in the instrument specific marking guide for this subject). Synthesis is explained and then students have time to engage with the sources on the handout and write their TEEL paragraph. Students have a checklist to use post writing to ensure they have met the communication criteria. Afterwards students are called on to share their answers and feedback is provided from the teacher about their responses in terms of structure, content, synthesis, evidence of analysis/evaluation of sources within their response, word choices etc. Then, if time permits, this is followed by a brief introduction to a key event: The Tet offensive. There are some clips to view to provide students with a better understanding of this event in preparation for their homework task. A homework sheet that requires students to summarise the Tet offensive, look at a famous photograph from the time and research its context & answer some questions about this image. **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. **

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 (although with drafting time it may take a few lessons depending on the needs and abilities of students). This lesson begins with an explanation of what students need to put into their introduction to their multimodal. There is an example that can be read and discussed to see where they are fulfilling criteria 1.1 and 1.2. The next slide contains some sentence starters to get them started. After writing their introduction there are some proofreading and editing steps. This is followed by an explanation of the purpose of a conclusion in a multimodal and the key things the marker would expect to see. There are also some sentence starters to prompt students. After completing the editing steps which follow, I outline some things students need to work on to be ready to present on time (e.g. palm cards). This is followed by a recommended structure for the PowerPoint.

Resources for 2x 70 minute lessons at the beginning of a unit on Gender and Identity. 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 Gendered Revolution is available on Click View https://clickv.ie/w/7Xcp. The worksheet includes a range of cognitions. There are several terms for the students to define (based on the explanations provided in the documentary). There are boxes for them to record the viewpoints of different people who are interviewed in the documentary. There are some questions which require the students to form an opinion about what should be done in particular scenarios. There are also some post viewing questions for after watching the documentary. A PowerPoint to use when going through the answers to the worksheet (it displays the questions and sometimes a sentence starter / some screenshots from the documentary to jog students memories.) 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.

Two resources: A worksheet for students to complete while watching the 2020 film ‘Misbehaviour’ which is about events which took place in the UK during the second wave of feminism (protests against the 1970 Miss World competition).Claiming that beauty competitions demeaned women, the newly-formed Women’s Liberation Movement achieved overnight fame by invading the stage and disrupting the live broadcast of the competition. There are 9 questions and 2 post viewing questions. Teaching tip: I utilise the broadcast strategy approach (Barry & King, 1998) previewing the questions prior to playing the film so that students know what to listen out for. A PowerPoint to use after viewing the film to unpack the key ideas. It includes a synopsis of the film and goes through the answers to the worksheet (also providing information from press around the movie and about the women who inspired it). 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.

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.