This lesson is designed to encourage students to write their own definitions of key terms to include in their essay. It explains what makes a good definition and looks at a structure for crafting detailed definitions. We look at criteria 1.1 (where they are assessed on their description of concepts and ideas) and what they need to do to get a C, B and A. We also look at what makes a definition ‘bad.’ This is followed by an ‘I do’ (a teacher example of how to define ‘identity theft’ and a checklist of questions to ask after writing a definition. Then there is time to practice writing definitions as a class ‘we do.’ Afterwards there is a section where we discuss why it is important to keep a bibliography of references for all definitions (even those you have paraphrased). For low-ability classes we use citethisforme.com and it has been a godsend. For the remainder of the lesson the student made a start on defining the key terms they needed for their assessment Inquiry booklet. 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.

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 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. This is a fun viewing activity designed to be used at the end of the previous term to introduce students to the idea of short term accommodation (e.g. Air bnb) as the character in the show has issues with hers. I have included a worksheet for watching Season 1, Episode 1 of Fisk (available on iView and Netflix). The work sheet also includes post viewing research activities NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

A reading comprehension activity I made using the THREE LEVEL GUIDE structure The article is about the effects of social media on teens.

The Key Focuses of the unit are teaching students about: ○ Christian vocation: working for Christ (living his mission by serving other people.) ○ Seven sacraments esp. Baptism and confirmation ○ Gifts of the Holy spirit (character traits) ○ Serving Christ through worship and prayer (through communion & Eucharist) ○ doing God’s work when we speak out against injustice (CSTs) ○ Human dignity ○ Authentic freedom This is a PowerPoint designed to teach students about the Gifts of the Holy spirit. It begins with a film explaining why we are baptised as at Baptism, we receive seven special gifts from the Holy Spirit. These gifts help us to make good choices, and to serve God and others. Subsequently the PowerPoint goes through each of these gifts. The presentation also includes information about the twelve fruits of the Holy Spirit and a journal writing activity to finish off the lesson.

A PowerPoint designed for a year 9 Theology unit on Social Justice. It introduces students to each of the Catholic Social Teachings (What they are and how they can be upheld). This can be a useful starting point for discussion of students own values or can be used to then encourage students to identify scripture which supports each of these CST's.

This is a great resource for high school teachers which can be used as a fun activity for the ends of lessons, in homerooms for National Science Week or for transition / induction days. It includes a combination of multiple-choice questions, true/false questions and fact-based questions. This quiz contains questions about the branches of science, famous scientists & their inventions, modern technology, the periodic table, animals, biology, phobias, representations of science in popular culture and much much more. In the past I have run this like around-the-world or pac man https://reliefteachingideas.com/2013/07/28/pac-man/

Three resources used in a 9 Theology unit on social justice and the work of laypeople. 1) a PowerPoint introducing students to Inquiry Based Learning. It includes the two big questions of the unit (aka fertile questions). Students to complete a KWL chart before learning to develop sub questions to answer the two big questions. It then talks students through a process that they can use to begin finding answers to these questions. It includes an explanation of BOOLEAN search practices which can be used when researching online to produce more relevant results. 2) A list of prayers required to be taught throughout the year (grade 9) 3) A table which explains the various steps of TELSTAR (the structure used for this Inquiry unit)

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 PowerPoint to introduce the students to the unit. It includes an overview of classroom expectations including notetaking and workbook expectations (as it is the first unit for the year). It includes an overview of the topics to be studied this semester, time to go through the Learning Intentions & Success criteria for this unit and to set some personal learning goals for the semester. Following this, the students are shown an engaging video (a Dove commercial) to get them thinking about the influence the media has on our sense of identity. There are some key terms for students to add to their glossary (identity, sex, gender, cisgender & gender identity). There is an explanation of the gender symbols and their roots in Roman mythology. There is a quick quiz to get students to reflect on their own households and the roles performed by the different genders. There is also some screenshots of a 1970s childrens book which shows some of the outdated beliefs about what boys and girls could do for students to discuss. If time permits, there is an interesting foreign Nike advert (with English captions) which can prompt valuable discussions. A template for a title page that students decorate and place at the front of the display folder where they keep their worksheets. A copy of the Learning Intentions & Success Criteria for the term which we unpack in the first lesson and glue at the front of our book to refer to throughout the unit. 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

A lesson designed to provide students with an understanding of events between the Warlord era (1916) to the establishment of the Chinese Communist Party. The lesson includes definitions for terms including Kuomintang/Guomindang, Communism (which students need to add to their glossary) Information is provided about the diverse nature of warlords. The impact of the Treaty of Versailles meeting in 1919 (and the decision not to return the Shandong province to China) is briefly mentioned. This leads to an exploration of the May Fourth Movement, the New Culture Movement and the Guomindang (Nationalist party). Sun Yat-Sen’s 3 guiding ideological principles are shown. Information is provided about how he was inspired by the 1917 Marxist revolution in Russia. Information about how Marx’s theory had to be modified to fit China’s situation (is provided). This is followed by details about how the CCP formed (with the help of a Comintern Agent) in 1921. A brief bio of the following figure is provided for students to copy down (Jiang Jieshi/Chiang Kai-Shek). Why the CCP initially allied itself with the Nationalist party and how this relationship became fractured. A brief bio of Mao Zedong / Mao Tse-Tung is introduced. **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.**

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

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 unit designed in an Australian Catholic school which could be easily modified for other contexts. The unit entitled 'Walking in Christ's Footsteps' poses two big questions to students - Do people in my community walk in Christ’s footsteps? Why should I walk in Jesus Christ’s footsteps? It then outlines the learning activities which will occur. The unit has been designed to follow the TELSTAR method of inquiry and has drawn on a range of recommended Inquiry Based Learning pedagogy. It has been designed to be as interactive as possible. Within the unit students will explores how Jesus lived on Earth and the examples he left for us. They will learn how lay people from various Christian churches within their local community walk in Christ’s footsteps (aka live their Christian vocation. They will discover why we have the sacraments of initiation (baptism, confirmation and the eucharist.) They will see how Christians serve Christ through worship and prayer but also through charity (living his mission by serving other people and speaking out against social injustices.) Their final assessment is to interview lay people from a range of churches in their local area and write a report to demonstrate their findings.

Three resources designed for a year 9 theology unit where students interview lay people from various churches in their hometown to develop an understanding of the role of the laity within each church. According to the curriculum they must "examine ways in which believers live their Christian vocation, and distinguish between their participation in the priestly, prophetic and kingly work of Jesus Christ." !) Task sheet for their summative assessment item (an ethnographic study.) An ethnographic study is a method of investigation that studies the culture of a society using research as well as field reporting techniques like interviewing. Their findings will be presented in a report format. 2) A booklet to guide students through their ethnographic study (including developing appropriate questions, researching Jesus' values and actions, researching each church prior to the interviews etc.) It also includes a retrieval chart for students to record the answers to their interview questions into & an explanation of how students should set out their report and what should be in it. 3) A report template for the students to write their final report into.