Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for Humanities students in other states and countries with an interest in colonialism and Australia’s Frontier Wars (1788-1930s). This PowerPoint teaches a communication skill that students need to know and be able to do for their exam (synthesising). It features a video explaining the concept and a visual chart for how to synthesise. This is followed by some key questions you may ask when interrogating sources, tips for how to introduce (cite) the authors of sources in their paragraphs and tips for talking about two authors simultaneously. Screen shots are used to show how synthesising is assessed in the new Modern History GTMJ. This is deconstructed and key ideas including ‘historical argument’ are explained. This is followed by slides which feature an example historical argument as well as tips for writing topic, supporting and linking sentences. Afterwards we review the synthesizing question from the practice exam looking at the information that was pulled from the 3 sources and how the author used this to write their response. This is followed by exploring sources about the Kalkadoon people of North West Queensland. Students will wrie a paragraph synthesising evidence from Sources A, B, C & D to form a historical argument about whether the Kalkadoons were justified in waging war against the pastoralists. To be successful students must be able to do the following at the end of this lesson: Define synthesise and explain how this differs from summarising and analysing List some questions you may ask when interrogating sources. Write a paragraph synthesising things they have learned from a range of sources about The Kalkadoons. 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.

Part of a set of resources created for a year 11 Engineering Skills class in Australia (new syllabus). The other resources are also available in my store - lrigb4. 1)** A PowerPoint **reviewing how to write a procedural text (one of the text types the students’ will need in Engineering Skills). It explains what a procedural text is giving examples from everyday life (real world context). Give tips for writing a procedural text (e.g. tense, not first person). An activity to check students’ understanding of active verbs. Explaining how their procedural plan aka plan of the making component of the assessment is a procedural text and must follow these genre conventions. It also gives students some common active verbs used in Engineering to use within their procedural text. A template plan of the making for students to complete as part of their preparation for making a sheet-metal tool box.

This 9-page booklet/resource provides 8 tips to improve your writing. These can be applied to a range of text types including narratives, essays and newspaper articles. Each tip comes with examples, activities or a suggested word bank for students to try to incorporate in their writing going forward.

Part of a set of resources created for a year 7 English class in Australia (ACARA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons. The focus text is ‘Black Snake: The Daring of Ned Kelly’ by Carole Wilkinson. 1) A PowerPoint for a lesson designed for the introductory phase of a 7 English unit on Ned Kelly. It is designed to provide context (teach students what Australia was like during Ned Kelly’s lifetime). By the end of the lesson, students should be able to explain what you think life would have been like for early settlers (and add some key points to the ‘L’ section of their KWL chart). There are slides on: what men and women wore, the various social groups {convicts/ex convicts, free settlers, selectors, squatters, troopers & hawkers}, bushrangers, transportation, housing and housekeeping, common foods, lifestyle, the gold rush and tools/resources. The slides include descriptions and images. Subsequently, students glue in the character table (retrieval chart) and begin reading the ‘What if you were there’ section at the opening of Chapter 1 of Black Snake. They should be recording key details about the various characters they come across as they read. The students should also be developing novel-specific vocabulary – keeping a track of any slang words, idioms or other language features we notice as they read. There are 3 checking for understanding questions at the end. 2) Character Retrieval chart (handout)

A PowerPoint explaining the assessment task to students and what they are being marked on. This is interlaced with tips and activities for the various criteria. There are tips for writing dialogue (reviewing punctuation rules), past vs present tense, homophones etc. It also includes a list of common errors made by students in the previous year for this task. A planning booklet for students to use to brainstorm their ideas prior to writing their short story (aka imaginative recount). It includes prompts and graphic organisers which students can work through in class and for homework. A series of PowerPoints designed for the drafting phase of the unit. Each begins with a mini lesson with a specific focus (e.g. characterisation, juxtaposition etc.) they then focus on students writing a particular part of the narrative in the lesson (e.g. orientation) with hints, examples and reminders. A graphic organiser for students to write their short story (imaginative recount) into. A draft feedback form which lists common errors that students make. The teacher merely needs to highlight the feedback which applies to the student. This speeds up the drafting workload for the teacher and ensures all students are receiving consistent feedback based on the cognitive verbs prioritised in the unit. Part of a set of resources created for a year 7 English class in Australia (ACARA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons (with extra activities as a back up if the class is advanced). The focus text is ‘Black Snake: The Daring of Ned Kelly’ by Carole Wilkinson.

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 colonialism and Australia’s Frontier Wars (1788-1930s). A PowerPoint which begins with a review of primary and secondary sources (with examples). This is followed by an explanation of the cognitive verb ‘analyse’ and a process for analysing. I have provided a list of questions which can be used for analysing visual/written sources and some for analysing artefacts. I have used the C.O.M.A acronym for analysing visuals and provided a list of questions you can ask at each stage (with examples from the Frontier Wars). An opportunity to practice this skill is provided (I do / we do depending of ability of your class). There are also tips for comparing two images. The lesson concludes with a TEEL/PEEL paragraph writing activity. A handout explaining the C.O.M.A acronym and other methods you can use for analysing visuals Updated PPT and Worksheet used for a more interactive (collaborative learning) focused class room. 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.

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 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 a quiz about their experiences in the workforce & a categorising activity where they look at elements that make a good job and list them in order of preference. Students are introduced to key terms - full time, part time, casual and temporary employee. They view a short YouTube clip about workplace myths to generate interest in the topic. Then they are introduced to The Fair Work Act which is one of the key pieces of legislation they need to refer to throughout the unit. There is a cloze passage for them to complete and some discussion points. A handout which explains the 10 National Employment Standards which all Australian workers are guaranteed. For homework students were to fill in the far right column ‘How does this help create a healthy workplace?’ 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.

During this module students investigate their personality type and explore how people manage conflict. They apply conflict management strategies to real life contexts and make decisions about what strategies are most effective. This is a work booklet pack which was designed for use during the 2020 COVID 19 pandemic. It would also be useful for students who are absent for medical / personal reasons. The content within this resource could be adapted into PowerPoints or worksheets for use in the classroom. This work pack contains three lessons worth of content. Lesson 1 - This lesson has a pre-test for students to fill in - it is supposed to show what students know prior to completing the research task for their assessment. Lesson 2 - This lesson contains tips which students can use to research key terms they need for their report. The tips include ‘skimming and scanning,’ the Big 6 steps for researching & how to do a BOOLEAN search. It also includes information about aggressive, passive and assertive communicators. Reasons why people may opt for each communication style are outlined as well as the pro’s and con’s of each style. Tips for how to be more assertive are shared along with an example assertive conversation (transcript). Following this are tips for how to respond to criticism (using ‘clouding’ or ‘probing). Lesson 3 - students have time to research their key terms for their report. They complete section 1A of their booklet (including a bibliography). 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.

Social & Community Studies focuses on personal development and social skills that lead to self-reliance, self-management and concern for others. In studying Social & Community Studies, students will learn about: personal skills, interpersonal skills and citizenship skills. This resource is a powerpoint for teaching students about conflict and various conflict resolution strategies. It should take 2 lessons. It begins with a warm up activity which encourages students to reflect on what matters to them. This is followed by an activity where students must describe 3 characters (which helps build their vocabulary for describing character traits). Arguments are defined and common causes of conflict are listed. Three discussion questions are posed. Three levels of arguments are outlined. There is a graphic organiser which students will use to fill in their observations of arguments from the TV show Everybody Loves Raymond. There are post-viewing questions for students to discuss. To consolidate their learning students complete a Y chart about what conflict looks like, feels like and sounds like. Afterwards the lesson zooms to focus on conflict in the workplace. 5 common strategies for dealing with conflict are explored (some are better than others). Students should consider the pros and cons of each strategy and which personality types might gravitate to which strategy. The lesson concludes with a research activity.

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 PowerPoint designed to inform students about the additional protections provided to parents in the workforce. It begins with a warm up - a paragraph writing activity about unions and how they support workers. A key term - what constitutes a ‘workplace’ followed by a checking for understanding activity. A review of term ‘workplace rights’ and a list of rights you should have at work. Sources of employment rights and obligations - a workplace rights pyramid. An overview of the communication skills students need for their exam and the key topics (content) students need to know. How to answer a short response question (using the RAF acronym). This is followed by a scenario reading activity (involving a pregnant employee) and students have a chance to practice using RAF to offer their interpretation of the case in a concise way. Before students read the scenario, I give an explanation of the cognitive verb ‘interpret’ and some clever connectives which can be used when interpreting and students view a clip explaining redundancy. Students read the case study and complete a graphic organiser (answers provided on subsequent slides). They then write a TEEL paragraph in response to a question similar to one they will encounter in their exam. Afterwards we look at other rights for women in the workplace (around breastfeeding and pregnancy). To conclude this lesson we go through a list of ‘I Can’ statements which break down the criteria into simple terms for students to understand.

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. An inquiry booklet which students complete in the early phase of the unit. They then use what they find to write their report. This booklet includes: a pre quiz (to see what students already know), key terms to be defined, a place to reflect on and record what they know about their own personality (including where they feel they fit in the Big 5 personality types). It also includes questions to investigate (they must keep a record of their sources and evaluate them), a space to record their analysis of the two people from their chosen conflict scenario, a table for comparing their personality traits (using Big 5), a graphic organiser for collecting information about a range of conflict resolution strategies and a SWOT analysis to be completed at the end of the assessment. A handout with 3 conflict scenarios which students can choose from to respond to in their report. Two are from films (10 Things I Hate About You & Remember the Titans), the last is from the media (Taylor Swift vs Katy Perry). The handout provides a summary of the conflict scenario, information about Person A & B and quotes from the specific conflict scene. A template for students to write their report into.

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.

Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for Humanities students in other states and countries with an interest in colonialism and Australia’s Frontier Wars (1788-1930s). The PowerPoint begins with some tips for the upcoming practice examination. Just like the real exam, the students are provided with the sources a week before (although in this exam I let them have all the sources rather than half). Afterwards, students were to brainstorm everything they could remember about the Queensland Frontier Wars. Talk through some things they may have recalled (linking to prior knowledge / lessons). Explain when and how European presence in QLD began (Moreton Bay district). Students are to copy key notes from the page. Read some primary sources and focus on the language choices within them. This is followed by a couple of secondary sources which showcase different historian’s perspectives. There are some questions for students to answer. Afterwards, I briefly introduced some massacres which occurred in QLD. This was followed by a focus on Inquiry questions and how a historical inquiry works (ready for term 2). 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.

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. 1. A PowerPoint explaining what unions are and why they exist. It includes a clip from Behind The News (2016) giving a historical overview of the origin of unions. It includes an explanation of collective bargaining within Australia. I then provide a specific example of a union - the Queensland Teachers’ Union. It includes a video about what the QTU achieved in its first 120 years. Information from their website about the benefits of belonging to a teacher’s union. The 11 steps in the enterprise bargaining process and how belonging to a union is protected under the Fair Work Act (2009). This is followed by two case studies for students to read and respond to. A handout which goes along with this 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 - 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

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.

Two word documents of sentence starters to help students to write their essay about identity theft / financial fraud. Sentence starters for QCIA students on a modified program (organised for each paragraph of the essay - cloze passages) Sentence starters grouped by cognitive verb (helping to build student assessment literacy - they need to work out which sentence starter option works best for their needs) Two exemplar essays which can be deconstructed with the class to discuss their pro’s and con’s 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.

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. An explicit scaffolding lesson to help students to begin writing their essay about identity theft / financial fraud. I always encourage students to write their body paragraphs before writing their introduction but make sure they have a clear idea of what their thesis statement (overall argument) will be so they can link to this in their body paragraphs. This is for a low literacy class so it assumes they are mostly unfamiliar with the genre. It explains what a thesis statement is and has prompts for how to write one.It provides specific advice about criteria 2.3 (which requires students to make a decision and justify it) as this decision / recommendation will naturally influence their thesis. It specifically unpacks the term ‘recommend’ and provides some sentence starters for recommending. There is a gradual release slide where there is an I do, we do and you do for making recommendations about an unrelated topic. This is followed by a brain break video about catfishing a teen using social media. After students make a decision for their assessment topic and draft their thesis, this is followed by a review of TEEL paragraph structure. Finally, time is provided for them to begin writing body paragraph 1 (utilising teacher prompts on the slides).

This is a draft feedback checklist created to aid the teacher to provide consistent feedback to students about their assessment in a timely manner. It has comments for the various parts of the assessment - the inquiry booklet and the essay. It also includes some proofreading and editing steps. This style of feedback is not indicated on the actual draft itself, but as a separate document, which means that the learner has to locate the issues in their draft for correction. A lifesaver for busy teachers! You can reduce the number of points or use this document as a template to modify to suit your own tasks.