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 revision sheet designed to prepare students for a 90 minute short response examination. It covers topics including The Fair Work Act (2009), Workplace Rights, Employee & Employer Rights and Responsibilities, The 10 National Employment Standards, Bullying & Harassment, Unfair Dismissal and Unions & Industrial action. A practice exam designed to give students the opportunity to practice meeting the key criteria Social and Communities study criteria explained in a series of accessible ‘I can’ statements.

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. PowerPoint designed to wrap up the previous unit and introduce the next unit. It includes an explanation of reflecting on learning in preparation for students to complete a reflection sheet. Introduction of key terms - personality, extraverts, introverts and ambiverts. Students watch a clip explaining the differences between extroverts and introverts. I displayed images of famous extraverts and introverts that students may be familiar with. A clip about Keanu Reeves (a well known introvert) and another example Dr Seuss (Theodor Geisel). A paragraph writing activity for students to consolidate their learning. A quiz for students to determine whether they are predominantly an extrovert or introvert. A TED talk about the pro’s of being an introvert. Unit reflection handout. Lesson plan

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 lesson designed to teach students how to define identity and list some factors which influence our identity, explain the difference between sex and gender, liist some of the stereotypes which exist about men and women and explain how gender can influence your personal identity. It includes a sorting activity where students view 13 things that influence someone’s identity and rank them in order of importance to them. This is good for promoting discussion. Introduction to key terms - sex and gender. A few clips to view which contain stereotypes - students to list them in a table and then discuss after each clip. There is also a clip on gender in advertising from ABC’s the checkout which students watch and then write a paragraph to summarise what they learned.

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 lesson plan A PPT - The lesson begins with two warm up questions (getting students to consider how the school helps students to resolve conflict). This is followed by a revision activity (the definitions of 5 conflict resolution strategies are provided - students must name them). An explanation of what conflict is and some other terms e.g. ‘pinch point,’ frustration, defensiveness and baggage. This is followed by a list of common elements to conflicts (reasons why people fight). This is followed by tips of how to respond to problems (to avoid exacerbating the problem). This is followed by an activity where students view a clip from Everybody Loves Raymond (this clip will be used for the teacher assessment exemplar for the rest of the term). Students fill in a graphic organiser based on what they observed. Some tips for resolving conflict e.g. Active Listening are provided. Afterwards, there is an overview of the 3 conflict choices for students to pick from to respond to in their assessment.

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) and recommended sentence starters. PPT - The lesson begins with an explanation of the importance of linking your ideas with in your paragraph and a list of conjunctions (joining words). This is followed by a recap of what the cognitive verb ‘compare’ means and some ‘clever connectives’ from Logon Literacy which can be used in compare paragraphs. An overview of possible sentence starters for this paragraph is followed by a teacher example - which is colour coded on the slide. Students then write their paragraph and then follow the prompts to double check their paragraph. This is followed by new learning - a conflict resolution strategy (apologising). This term is explained and information is provided about when it is a good idea to use this strategy. This is followed by some discussion questions e.g. ‘what makes a good apology?’ Afterwards there are two clips to be viewed from Everybody Loves Raymond and students watch to see how the characters apologise and whether they appear to be sincere or not.

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 which goes through some of the key terms that students were to find for their Inquiry booklet. This is helpful to run before they write their essay as it allows those who have misunderstood key terms to go back and amend theirs. Key terms which are defined are: scam, fraud, identity theft and financial fraud. There is a ‘brain break’ clip (from the comedy film ‘Identity Thief’) followed by a series of slides about particular types of identity theft. I have underlined key parts that students should write down. These notes are useful for students to refer to as they look for case studies to include in their essay as they can provide helpful search terms. Students are reminded about the cognitive verb ‘explain’ and how this relates to criteria 1.2 and 1.3 in this subject. They are given some general sentence starters that can be used when explaining and an example question which we talk through as a class (think alouds) and consider how we would answer it. There is information about the difference between a task that asks you to ‘describe’ and one that asks you to ‘explain.’ I then use the film Shrek as an example with the screen split into two and a series of dot points which exemplify description vs explanation. Afterwards, there is an example paragraph about the evolution of the radio (which contains spelling errors and does not follow TEEL). Students are to mark it using the ‘I Can’ checklist and discuss how it could be improved. To link this to our assessment, we discuss how students will need to explain the case studies they have found about people who have been victims of identity theft. There is a graphic organiser which students can use as they read their case studies to ensure they have enough information to be useful in their essay. There is a time filler activity at the back of the slide in case the lesson progresses more quickly than expected. It contains some helpful tips from the University of Queensland about how to protect your identity. NB: This resource also includes a handout given to students in the lesson and an article which students can use to practice filling in the graphic organiser.

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 is designed to help students prepare to write about specific case studies of people who have had their identity stolen. It revises key terms (viewpoint and perspective) and how this differs from bias. It also includes opportunities to practice identifying viewpoints in websites / news stories about identity theft / financial fraud. What you get: A PowerPoint which I use to facilitate the lesson (I have a lot of visual learners). It goes through the structure for body 2 where students will have to utilise the skills they learn today. We revisit the cognitive verb ‘explain’ and the graphic organiser that we intend to use to retrieve information from the sources we find. Then there is a ‘we do’ activity where the class reads an article entitled ‘From catfish to romance fraud, how to avoid getting caught in any online scam’ together and fills in the graphic organiser. Then there is a ‘you do’ where students view a clip from 60 minutes and fill in the same graphic organiser. Afterwards, there are some post viewing discussion questions. Students are then introduced to the cognitive verbs 'compare’ and ‘contrast.’ For the remainder of the lesson, students use the internet to find example case studies. NB: This resource also includes a handout which includes two articles that contain viewpoints about Identity Theft as well as some sentence starters which students can use when comparing and contrasting viewpoints (a skill they are required to demonstrate in their upcoming 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. This lesson was designed to assist students to write a paragraph for their upcoming assessment which shows a range of viewpoints about identity theft / financial fraud (e.g. victim, victim’s family, scammer, Australian police, Australian government). It includes some recommended content to be incorporated into this paragraph (which students work out how to incorporate into a TEEL structure).It includes a review of Criteria 2.2 which is entirely assessed in this paragraph. This is followed by an explanation of where to find viewpoints.To ensure students get off to a good start, there is advice about how to plan and write a clear topic sentence for their paragraph. The lesson is broken up by a brain break video and then students are to complete their paragraph. There is also information about the next paragraph students are to write (and a homework task).

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 is designed to teach students visual analysis skills required for their assessment. Students have to identify at least two of these for each of the stimulus pieces provided. There are images provided for each of the terms which provide useful discussion starters. The techniques include: body language / facial expressions, framing, the rule of thirds, lines (straight and curved), colour, layout and size. This is followed by a range of images which students can practice analysing. Depending on the amount of time and their needs / abilities this can be done verbally or in written paragraph form. I do, we do, you do’s can also be analysed.

A PowerPoint designed to assist students to fill in the first portion of the inquiry booklet. It begins with a pre reflection (which is used to set a base of what students knew prior to their investigation). This is followed by an interesting video about email scammers (a James Veitch TED talk). This transitions to a discussion about the impact of social media on our lives. Students then read an article about the pros and cons of social media. They take the most important points and record them in their Inquiry booklet. They then watch a clip from Weekend Sunrise discussing whether social media has made the world a better place and a Sunrise segment about people with social media addictions. Afterwards, we look at Linked In as a type of social media used by professionals. 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. A mini lesson used at the beginning of a computer lesson where students have the opportunity to work on the front section of their Inquiry booklet. For part 1C the students need to fill in a graphic organiser listing three types of art and how they convey a message. The PowerPoint provides some information and examples about some of these: yarn bombing, stencil graffiti, bottle cap art, recycled 2D and 3D art and tape 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 (with some back up content in case students finish early). The end of term assessment for this unit was a 90 minute short response examination. A PowerPoint designed to teach students about gender roles (particularly those from past decades) with lots of visual stimulus to aid visual learners. It begins with revision of what the term ‘gender’ means. Afterwards students can copy additional terms into their glossary (gender identity & gender expression). There are visuals on the slide to prompt a discussion about about body language / posture e.g. typically male ways of sitting vs female ways. There are two clips from the 1959 film ‘Some Like it Hot’ (a comedy which features two males hiding from the mafia by dressing as females). These clips show the expectations of women at the time in a humorous way. This is used to segue into learning the terms ‘femininity’ and ‘masculinity’ & the fact that there is no necessary association between being biologically female and being ‘feminine’, or between being biologically male and being ‘masculine’. Revisit the concept of gender roles and that there has been a shift away from the traditional gender roles of previous decades. Students are to brainstorm traditional roles for men and women. This is followed by information about how gender roles are learned. Students are to copy notes about gender socialisation. This is followed by an image of the Disney princesses and other TV programs (e.g. I Love Lucy) which shows how popular culture can impact and reinforce gender roles. Students view some vintage Woman’s Weekly & Housekeeping Monthlymagazine covers from the 1940s and must answer questions about them in their book. There is a viewing activity (the trailer for Mona Lisa smile) and a teacher’s contract from 1923 outlining the expectations of American teachers.There is also a guide for women published in a magazine in 1955 followed by questions to check for understanding.

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 lesson which focuses on developing student ability to define, describe and explain (cognitive verbs which they will need for their upcoming assessment).It also builds student knowledge of how the media perpetuates gender stereotypes. It begins with a revision activity (a match the definitions task).This is followed by looking at what it means to define, describe and explain.Looking at some example questions which use the cognitive verb ‘explain.’ Some sentence starters which can be used for explaining are provided (from Pat Hipwell’s Logon Literacy explain poster). Then, using the Gradual Release of Responsibility method there is a ‘we do’ practice explain question to be done as a whole class and one to be done with their elbow partners (the person sitting beside them). This is followed by a self reflection tool for the student to see how confident they feel at this point. After this, the lesson moves onto practicing some question types similar to those on the exam that we have encountered thus far.There is a set of ‘you do’ questions about a person and what can be inferred from their interests and appearance and whether it is fair to ‘judge a book by its cover.’ This is followed by a look at another question which will require students to unpack an advertisement and “explain the effect the advertisement could have on female and male audiences.” As this is intended for a year 12 class, the advertisements are quite mature. They are derogatory advertisements produced for the men’s fashion brand Suitsupply which was founded in 2000 by Fokke de Jong in Amsterdam. This is meant to generate discussion about the fact that ‘sex sells’ and without rules to curtail advertising companies, some really messed up advertisements can be created. They are to make connections between the sexualisation of women in ads and how this can inadvertently reinforce negative perceptions of women and their value in society. This ties in nicely with our second part of the unit which is about discrimination. After doing the suit supply paragraph together, there is a Madison Avenue advertisement about cooking equipment for the students to analyse on their own and complete a practice response about.

A PowerPoint used in a year 11 Modern History classroom. It begins with a viewing activity ‘A bite sized guide to the history of modern Western feminism.’ Following this there are slides talking about how gender stereotypes began to shift due to the work of the Women’s Liberation Movement. I get students to copy the underlined text and call on various students to read aloud other portions. Students are introduced to ‘consciousness raising’ a method used by 2nd wave feminists. Following this there is a quote from Zelda D’Aprano (a feminist from Melbourne) about the inspiration for using consciousness raising and what types of things they discussed. An extract from the Rivka Pile papers (University of Melbourne) is also included to demonstrate the significance of this strategy. Following this students are introduced to some gender theory including that gender is a social construct and the term ‘gender role’ is defined. This is followed by an exploration of visual sources (pictures from a children’s book from 1970) which reinforced traditional gender role stereotypes. This is followed by a list of issues that were being addressed by feminists by the 1970s including domestic violence, abortion law reform and availiability of childcare services (including day care and preschool). The introduction of women into Australian politics is discussed with reference to The Women’s Electoral Lobby and the ‘femocrats’ appointed to public service during Gough Whitlam’s time as PM. This is followed by information about the significant achievements which took place in the 1980s. The remaining few slides are about viewpoints about 2nd wave feminism. The lesson ends with a paragraph writing task which can be completed for homework if time gets away from you. 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.

A PowerPoint used in a year 11 Modern History classroom focusing on the 3rd wave feminist movement (with a focus on the movement which existed in Australia although it does address the ideologies of the movement which began overseas). It begins with an outline of the learning intentions and success criteria for the lesson. There are some context setting notes for students to copy (defining third wave feminism etc.) This is followed by a brief viewing activity (‘A bite-sized guide to Third Wave Feminism.’) Some important key terms (intersectionality and marginalised groups) are defined. Following this reasons for the rise of the third wave of feminism in the 1990s are outlined. The unpopularity against feminism in this era is mentioned along with the reasons for this backlash. There is a quote from Anne Summers which referenced the roll back of programs which safeguarded women’s equality which started to occur in Australian politics in the 90s. The reasons why women turned their backs on feminism are listed (e.g. fearing appearing unfeminine / anti-men or ending up alone). Some key figures in this wave of feminism are introduced including Naomi Wolf (USA). Some types of feminism in this era are explained including Lipstick feminism and international feminism. The Toronto ‘Slut Walk’ is given as an example of a campaign that was used. Some advances made in Australia in the 1990s are listed including the first female premiers of Western Australia and Victoria. The lesson concludes with some questions to check for student understanding. 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.

A lesson which begins focusing on some of the key skills students need when engaging with sources in Modern History. It focuses on advertisements from the past which reinforced traditional gender role stereotypes and those which referenced the feminist movement in an attempt to sell more products. It begins by unpacking the A standard criteria for analysing and evaluating so that the students are aware of what they are expected to produce if they are aiming for top marks. It includes a list of the features of evidence that students should look for when examining sources. It introduces the C.O.M.A acronym which can be useful for engaging with visual sources in particular. Then the concept of gendered marketing is introduced with a range of advertisements provided which can be used for discussion or for practicing written analysis. The lesson includes a contrasting advertisement campaign to the many sexist adverts (Virginia Slims cigarettes). The ads for Virginia Slims cigarettes used the slogan “You’ve come a long way baby.”The purely female targeted tobacco brand used a feminist theme for they advertising campaign for over 20 years. This is followed by an example paragraph that showcases how this advertisement could be featured in an essay. There are prompting questions to guide students to unpack this example and determine its strengths and weaknesses. 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.

This resource will last multiple lessons. It begins with an introduction to the setting of Macbeth, the globe playhouse, the characters. It then goes through Act one of the play (summaries plus key quotes). It includes a fun video from Thug Notes which summarises the play. It also has a modernised script for Act 1 Scene 3.

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. 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 A QCIA cover sheet recommending adjustments to be made and individual learning goals to be assessed ‘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 template for students to type their report into (with instructions)

A lesson designed for 12 Authority (now 12 General) English in Australia. It includes: Chapter summaries Key Quotes Questions to check for understanding One video excerpt from Patrick Stewart Macbeth Film I have also attached an updated PPT which includes more group work activities to build discussion and knowledge of text in preparation for External Exam (unknown question)

A scaffolded lesson for use in a Social and Community Studies unit focusing on Street Art. The assessment at the end of the unit is an Extended response to stimulus – multimodal response. This resource includes: A PowerPoint which shows the students how to complete one part of their Inquiry booklet (the analysis of the Street Art). NB: I have selected an example that students are not allowed to use to demonstrate how to complete the table to an appropriate standard. 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.