A resource which I think Legal Studies / Civics teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. It is a jeopardy game (template freely available from slides carnival websites). It provides definitions and students have to know the term. (I have placed the answers in the notes section of the PPT slides). Information about the rules of jeopardy can be found via Google or on Wikipedia.

A Unit plan designed for a 9 week term. It includes syllabus objectives, a description of the unit, assessment task details and a list of recommended resources.A Scope and Sequence suggesting topics to be covered throughout the term is provided. A Learning Intention and Success Criteria handout for students to glue into the front of their work books 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 unit allows students to demonstrate planning, evaluation and inquiry by investigating the role technology, in particular the internet and social media, plays in their own life. They will explore the advantages and challenges associated with changing technology and how they can be safe when using it. Students will evaluate and analyse how science and technology has advanced the way we interact and improve our way of living. Students will learn how science and technology can help out society in the 21st Century. They will also learn the effects that science and technology have on society.

A PowerPoint to support a viewing lesson. Students are to watch an episode of RBT (available on ClickView or for streaming via 10 Play). This is designed to get students familiar with some of the traffic crimes and how to describe them in written form (paragraphs). We did a couple of these viewing lessons and worksheets are also available in my store. 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.

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. 5 modified revision activities for students with verified learning disabilities. It includes match the definitions, a categorising activity and a comic strip.

A glimpse into history! This source can be used to explore what Queensland students were learning about the First World War as it was occurring. This monograph begins with a poem entitled ‘Gaba Tepe’ by Dr J. Laurence Renioul. (Gaba Tepe, is a headland overlooking the northern Aegean Sea in what is now the Gallipoli Peninsula National Historical Park). The next section is entitled ‘Remember Anzac.’ A year had elapsed since the first ‘School Paper’ about the Anzacs. The article speaks about why the Anzacs should not be forgotten by Australians. It includes quotes from the writing of Australian poet Henry Lawson. This article also includes new information about the experiences of those landing on Gallipoli (including recollections of returning soldiers). It includes artwork depicting men throwing bombs over their trench walls and photographs of the doctors and nurses captioned ‘heroes of the Dardanelles.’ The next section is entitled ‘Anzac day’ which is about the first commemoration of 25th April 1915 Australian troops landed on Gallipoli in Turkey. In Queensland Anzac Day 1916 was organised by the influential Anzac Day Commemoration Committee. They ensured the day revolved entirely around commemoration. The article speaks about the need to provide national protection for the graves of WW1 soldiers as well as “tender care for their living dependants; local honour boards and rolls; national monuments” and a war museum to house “appropriate souvenirs and historic records.” Information is provided about the progress of the war and how the war has blurred boundaries between countries as they have had to work together. There is a poem called ‘Knitting’ by Ella Wheeler Wilcox which reveals the women on the home front’s contribution to the war. This is followed by a section called ‘The Good Samaritan of the Dardanelles (information about Private William Simpson and his Donkey). Next is a section entitled ‘The Australians in France’ taken from London’s Daily Mail. The next section ‘Reville – Carry on!’ about the buglers and the songs they played including ‘Reville,’ the ‘Last Post and the ‘Tattoo.’ It concludes with reflections of how we should think of the war in the years to come and how we should care for our returning soldiers. Author details: Queensland. Dept. of Public Instruction Made in: Brisbane Publisher: Department of Public Instruction Source type: Monograph (a detailed written study of a single specialized subject or an aspect of it.) Source origin: These books were given to students in Queensland schools during World War One. This was the property of Violet Coley (daughters of Philemon and Sylvia Coley) when she was a student in Coleyville. Coleyville is a rural locality in the Scenic Rim Region, Queensland, Australia. The locality is named after Violet’s parents who emigrated from Halesowen, Worcestershire, England, in 1866 and settled in the area.

A glimpse into history! This source can be used to explore what Queensland students were learning about the First World War as it was occurring. first section of this monograph is includes information about Australian soldiers being trained in Egypt and about the decision to land at Gallipoli. Next is a poem entitled ‘The Sailing of the Long Ships.’ This is followed by information under the heading ‘The Months of Battle’ about the solders experiences in Gallipoli. Images are provided of some men of the Australian 10th Light Horse in the trenches. Another poem ‘The Grey Mother’ (by Lauchlan Maclean Watt) is featured. The ‘grey mother’ is a metaphor for Great Britain and her children are the colonies and dependencies of the British empire. This is followed by a section called ‘The Return’ about evacuating the ANZACs. It includes details about the numbers that had to be evacuated, the military strategy used to plan this evacuation with as little loss of life as possible. It was implemented under the cover of nightfall. A description of what remains there today (1916) – empty trenches, a hulk or two on the beach, shattered piers – is provided along with a belief that the spirit of the Anzacs will live on in this place. Statistics of the numbers lost in the war are provided. Along with a statement about the significance of the Anzacs: “The word has already passed the nation’s lips to the nation’s heart, and the world will not willingly forget it.” A poem called ‘Pro Patria’ (latin for to die for one’s country) written by O.S is featured. This is followed by information about ‘The Victoria Cross’ and its recipients. Source name: The School Paper: ANZAC Day 1916 (for classes V and VI) Author details: Queensland. Dept. of Public Instruction Made in: Brisbane Publisher: Department of Public Instruction Source type: Monograph (a detailed written study of a single specialized subject or an aspect of it.) Source origin: These books were given to students in Queensland schools during World War One. This was the property of Violet Coley (daughters of Philemon and Sylvia Coley) when she was a student in Coleyville. Coleyville is a rural locality in the Scenic Rim Region, Queensland, Australia. The locality is named after Violet’s parents who emigrated from Halesowen, Worcestershire, England, in 1866 and settled in the area.

A glimpse into history! This source can be used to explore what Queensland students were learning about the First World War as it was occurring. The first section of this monograph is includes information about the Gallipoli landing. Latter sections feature poems and stories. Source name: The School Paper: ANZAC Day 1916 (for classes III and IV) Author details: Queensland. Dept. of Public Instruction Made in: Brisbane Publisher: Department of Public Instruction Source type: Monograph (a detailed written study of a single specialized subject or an aspect of it.) Source origin: These books were given to students in Queensland schools during World War One. This was the property of Violet Coley (daughters of Philemon and Sylvia Coley) when she was a student in Coleyville. Coleyville is a rural locality in the Scenic Rim Region, Queensland, Australia. The locality is named after Violet’s parents who emigrated from Halesowen, Worcestershire, England, in 1866 and settled in the area.

This is part of a series of resources developed for a year 8 English class in Australia. The first resource is a list of context-specific spelling words for the first six weeks of the term (24 words per week). The second is a PowerPoint introducing the unit and key terms. It specifies the difference between a theme and an issue, gives examples of specific social issues and it has a viewing activity to help students understand a particular social issue (poverty). Finally, it includes some images and creative writing prompts to get students thinking and writing themselves.

The first lesson to introduce students to the ‘Art and Community’ unit. It introduces students to some key terms they need to know for the unit. I use underlining to indicate to students what notes they need to copy from slides. There is information about some types of art (mosaic, sculpture, recycled art, collage, street art and wheat pasting). There is a viewing activity (a news story about street artworks made early on during the COVID 19 Pandemic). This is followed by some information about the upcoming assessment task and dates so students know where they are heading. Students also learn about the purpose of art which they will have to write about in the front section of their inquiry booklet. The lesson ends with an interesting viewing activity of the 100 most creative street artworks. There is also information about bottle cap art as our school decided to do a fun end of term activity where the students made one collective street art for display at the school.

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 Unit plan designed for term 4 (a shorter term.) It includes syllabus objectives, a description of the unit, assessment task details and a list of recommended resources.A Scope and Sequence suggesting topics to be covered throughout the term is provided. A Learning Intention and Success Criteria handout for students to glue into the front of their work books A template for recording differentiations made to accommodate NCCD students. (The NCCD is an annual collection of information about Australian school students with disability. The NCCD enables schools, education authorities and governments to better understand the needs of students with disability and how they can be best supported at school.)

I made this worksheet for a viewing lesson for my 10 Legal Studies class who were studying criminal law at the time. There are 17 questions designed to go with the first episode of season 1. The Twelve is an Australian television drama series available on streaming platforms including Binge and ClickView. Season 1 follows the story of Kate Lawson, who is on trial for the alleged murder of her niece. The series shows how the twelve jurors bring their personal lives and prejudices to the courtroom. The episode is 60 minutes.

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 a 70 minute lesson. The PPT begins with a reflection - recapping what students know about conflict. Students have the second opportunity to view the conflict scenario clip from Everybody Loves Raymond which will be used for the teacher example. I then model how to complete the table about the two people in the conflict (Marie and Frank). I show them where further information about the characters can be found (e.g. fan pages, Wikipedia, IMDB). Afterwards, students need to complete the Person A and B tables in their inquiry booklet (for the conflict scenario they have chosen). In subsequent lessons students will use this information to write paragraphs about each person for the findings section of their report.

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 lesson opens with a discussion point about a contested issue - the difference between vandalism/graffiti and ‘street art.’ It provides some information about why people are compelled to graffiti. There is a news viewing activity which sheds light on this topic and features an Australian street artist. This is followed by some note taking tasks (defining vandalism and graffiti). There is some contextual information about the history of graffiti and a Venn Diagram (comparison) activity. This is followed by a series of pictures which students need to classify as either graffiti or street art.

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.

The first lesson to introduce students to the ‘Science and Technology’ unit. It begins with a pre-unit survey to identify what students already know and to prompt class discussions. It features an infographic about identity crime within Australia which has some interesting statistics to unpack. Afterwards, students take notes about the key terms (science and technology) before exploring some of the advances with using technology to access healthcare. This includes some news stories from the beginning of 2020 when COVID 19 necessitated swift upgrades in this field. It is a good lesson for engaging students in the topic and getting them to think about the impact of technology on people’s lives. It also includes some videos of cool technology innovations if you get through all the lesson content. 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. This unit allows students to demonstrate planning, evaluation and inquiry by investigating the role technology, in particular the internet and social media, plays in their own life. They will explore the advantages and challenges associated with changing technology and how they can be safe when using it. Students will evaluate and analyse how science and technology has advanced the way we interact and improve our way of living. Students will learn how science and technology can help out society in the 21st Century. They will also learn the effects that science and technology have on society.

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 handout version of the teacher exemplar (for Everybody Loves Raymond conflict scenario) PPT presentation - This lesson is designed to scaffold students to write paragraphs about Person A and B for the findings section of their report. It begins with a review of the TEEEL paragraph structure. This is followed by slides exemplifying this with the teacher response. On the next slide there are sentence starters to assist students to write their own paragraph.

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 lesson begins with a short YouTube video to consolidate previous learning (The Big 5 personality types). The video considers how each personality type would react to being stranded on a desert island. The main task for this lesson is for students to fill in Section 1C of their Inquiry Booklet - including the section where they write about their attitudes, values and beliefs (towards education). There are example responses to help students. This is followed by a video clip from Boston Legal which students watch and then partake in a class discussion to reveal the personality traits and types they observe. Afterwards, students fill in the remaining information about themselves.

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).

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 handout version of the teacher exemplar (for Everybody Loves Raymond conflict scenario) A conflict triggers quiz for students to take during the lesson warm up (which can provide further vocabulary to explain what triggers the characters in their scenario) A PPT presentation - The lesson begins by looking at a list of reasons which can trigger conflict. Then students take the conflict triggers quiz and everyone discusses their findings. Explain how they can use this vocab in their upcoming task. Explain how to fill in the table for Section 4 of Inquiry booklet. Look at what the cognitive verbs ‘compare’ and ‘contrast’ mean as this is a key skill in their assessment. Show students the teacher example of the filled in graphic organiser. Afterwards, students complete their own table for their assessment. Finally, there is an explanation in layman’s terms of what criteria 2.2 is assessing in their report.

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.