Two resources: A PowerPoint and Worksheet The worksheet is designed to step students through the lesson. It includes copies of the sources on the PPT slide and questions for them to answer. It is 6 pages. The PowerPoint is designed for use in a 70 minute history lesson. It begins with a summary of Bloody Sunday before giving a more in depth explanation of the event on the subsequent slides. There are underlined notes for students to copy. There is a photograph of the march and some information about the social and political problems which led the workers to write a petition to Tsar Nicholas II. A translated version of the petition is included along with some checking for understanding questions. The next source for exploration is Father Gapon’s description of what happened as the workers approached the winter palace. Then a visual source (a painting entitled ‘Death in the Snow’ is presented (along with 4 questions). Another political cartoon from a French weekly satirical magazine is also shown. Following this information about other events which impacted Nicholas’s popularity are shown including the war with Japan. Information about political opposition to the Tsar is included. There is an explanation of the various political parties and their aims. The October Manifesto (1905) is also explained. There is additional information about the actions taken to avoid a revolution. For homework students have to create a timeline covering 1905-1916. There are instructions on the slide for this task. Designed to meet the requirements of the senior Modern History syllabus (implemented in QLD in 2019), this unit falls under the category of ‘Ideas in the Modern World.’

This booklet has been designed as part of a unit of work on Catching Fire (the second book in the Hunger Games trilogy). It includes activities about characters, the setting and language features which students are to complete as they read the novel. There are also questions about the events/themes/character's perspectives et cetera for each chapter. This is all in preparation for a creative writing assessment where students take what they have learned to create two or three diary entries which provide insight into a minor character from the novel. In doing so they must reveal the personality of their character through what they see, think, feel, hope for and fear. Students were assessed on how purposefully they shaped their representations of people, places, events and concepts in the novel.

Hunger Games 1 Student Work Booklet. This booklet has been designed as part of a unit of work on moral issues. It includes activities about characters, the setting and language features which students are to complete as they read the novel. There are also questions about the events/themes/character's perspectives et cetera for each chapter. This is all in preparation for a feature article assessment where students respond to the following statement:‘In times of conflict people disregard the social and moral norms of the time. This has been reflected in various fictional texts.’ Students must form and argument and persuade their audience to accept your viewpoint. They also had to analyse quotes and examples from the novel and use them to justify their argument. Within their feature article they had to:  Use specific examples of moral issues from The Hunger Games.  Focus on one or two characters in the novel (and their perspective of the moral issue).  Quote from the novel and identify language features which help position readers to view the moral issue in a particular way. You must explain the effect of these language features  Include genre features such as a headline, by-line, two columns, images and captions  Write in 3rd person and use a range of language features to engage your readers (e.g. similes, metaphors, rhetorical questions etc.).

A PowerPoint presentation designed for use in a Grade 12 English class. it was designed to prepare the students for their external exam (where they have to produce an analytical essay in response to an unseen question / statement about the text). The lesson includes: • A warm up where students brainstorm some themes in the novel (20 options pop up as you click) • An explanation of the following themes: Theme 1: The Dangers of Totalitarianism; Theme 2: Psychological Manipulation; Theme 3: Physical Control; Theme 4: Control of information and history; Theme 5: Technology; Theme 6: Language as mind control; Theme 7: Philosophical Viewpoints; • Questions to prompt discussions Resources designed for the new senior General English 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 this text.

A PowerPoint presentation designed for use in a Grade 12 English class. it was designed to prepare the students for their external exam (where they have to produce an analytical essay in response to an unseen question / statement about the text). The lesson includes: • A warm up activity where students must find the language features in a song • An explanation of the term ‘stylistic devices’ from the syllabus • An explanation of ‘characterisation’ and a series of slides about this • Information about types of characters – sympathetic / unsympathetic, stereotypical etc. • Viewing activities to apply this new knowledge. • An explanation of ‘setting’ and ‘atmosphere’ + how some settings can be symbolic • An explanation of ‘tone’ and ‘mood’ • An explanation of ‘themes’ and ‘symbols’ • An explanation of literary voice and narrative viewpoint (e.g. external omniscient, internal, external limited, naïve) • An explanation of narrative structure and how this can effect meaning • A couple of examples from Nineteen Eighty Four Resources designed for the new senior General English 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 this text.

A PowerPoint presentation designed for use in a Grade 12 English class. It includes: • A summary of Chapter 1 and screen shots from the movie to illustrate key characters and locations • Important things to note about chapter 1 • Notes about how Orwell developed the setting (including quotes) • Information about surveillance and the ministries • Details about the protagonist Winston Smith and his diary • Important people that we meet in this chapter – Julia and O’Brien • The small distractions available to citizens – Victory Gin & Victory Cigarettes • The answers to the Ch 1 questions in the student work booklet (also available in my store) • A summary of Chapter 2 (including info about the junior spies) • Information about Hitler Youth (who were likely the inspiration for the junior spies in the novel) • Answers to the Ch 2 questions • A summary of Chapter 3 • Information about the Panopticon (18th Century) which may have influenced Orwell • Answers to the Ch 3 questions • A summary of Chapter 4 • Answers to Ch 4 questions • A summary of Chapter 5 • Answers to Ch 5 questions • A map showing Oceania, Eastasia and Eurasia • Some character profiles (to check what information students have located thus far) Resources designed for the new senior General English 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 this text.

A PowerPoint presentation designed for use in a Grade 12 English class. It includes: • Instructions for reading activities including what important information to record about the characters, • Historical context for Nineteen Eighty Four (when it was written, what the world was like post WW2 (during the Cold War), Orwell’s inspirations) • Key political terms – communism, fascism, totalitarianism, dictatorship etc., • Historical figures – Adolf Hitler, Benito Mussolini, Joseph Stalin, Leon Trotsky • Examples of propaganda and rewriting history used by Stalin • Examples of propaganda and censorship in Nineteen Eighty Four • Orwell’s reasons for writing the text – i.e. showcasing his concerns for the future Resources designed for the new senior General English 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 this text.

A PowerPoint used to teach chapters 16-21 of Phillip Gwynne’s 1998 novel Deadly Unna? As these chapters weren’t crucial to the task, I summarised them rather than reading them with the class. This PowerPoint contains a summary for each chapter and then slides with chapter questions (no answers). The PPT also includes a creative writing activity for fast finishers (a way of exploring perspective). Resources designed for 10 English in Queensland, Australia. It is part of a novel study unit which culminates in a 90-minute examination (500 to 800-word essay). Students had 1 week notice of the question and could bring 100 words of notes in with them. Within this unit students explored how an author’s use of language features, images and vocabulary contributed to the representation of themes in the novel. They also gained a deeper understanding of key literary techniques, including (but not limited to) characterisation, plot, and setting.

Part of a set of resources created for a senior Modern History class in Australia (QCAA syllabus). The assessment to be completed in this unit is a ‘Independent Source Investigation’ where students must develop their own key research question, write a rationale, locate sources, analyse and evaluate those sources and write a critical summary of evidence. This is a scaffolding booklet which takes students through the planning and writing phases of their assessment. It begins with prompts to select an individual / group to focus on. It provides tips for writing a key inquiry question and an example for a different topic from the QCAA exemplar for IA2. Then, to assist the students to write 3-5 sub questions, there is information about each historical concept (which they could choose to use as a frame for their questions). There is a template for reflecting on the worth of their key and sub questions. After this students can create a tentative thesis statement / hypothesis. There is information to help students to do this. (Eventually this will be incorporated into their rationale section of their assessment). There are a series of tables where students can store the information / sources they found. There is a column for analysis and a column for evaluation where students can make dot points to gather their ideas ready to be turned into a succinct response in their assessment. This is followed by writing tips for the rationale and critical summary of evidence, referencing tips and a self-review checklist for students to use to check their work prior to submitting a draft. There is also a peer review form for students to use to receive feedback from a ‘critical friend.’

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.

A QCIA cover sheet recommending adjustments to be made and individual learning goals to be assessed (for QCIA learners who have learning difficulties which prevent them for doing the assessment as it was) A modified task sheet for students on a modified program (called QCIA students in QLD). Depending on the student they can opt to do a speech with a shorter time limit (in front of a smaller audience) or a spoken discussion with the teacher. The modified Inquiry booklet for these QCIA students. Key changes include: for the definitions and explanations section at the front there are grey textboxes which contain information that students can read first and then use to create their response. The graphic organiser for engaging with the legislation has been modified. (I have provided them with the definition for the first two crimes and they have to explain whether it is a good law and how it impacts people living in Queensland. For the remaining 2 they also have to do the definition.)

Sources about the Baden-Clay case – 18 pages. A document with sources for various topics including coercive control and trial by media. It includes: a transcript of the Victim Impact Statement from Allison Baden-Clay’s mother, a UQ law journal article about the case, various news articles and an extract from the Cambridge Senior Legal Studies Textbook. Scaffolding booklet which includes a section for students to define key terms, a place for them to store any additional sources they gathered, sections for them to plan how to address different criteria e.g. nature and scope, viewpoints, PowerPoint to get students started on the planning booklet Sentence Starters written to assist students with writing the various sections of their essay. NB: In my PPTs I typically underline the information that I want students to write. The rest I use as talking points / visual aids. 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. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

My school runs a 10 Legal Studies elective designed to give students a taste of Senior Legal Studies. This is for a unit designed to give students foundational knowledge about criminal law with a focus on an intimate partner homicide case from Brisbane, Queensland. What is included: Scope and Sequence – lays out the topics taught in each lesson across the 10-week term. There are 2 lessons a week. Some of these lessons are also available for sale at my store. Learning Intentions and Success Criteria Handout – included on learning wall and printed in A5 for students to glue into their books and refer to throughout the unit. Unit Plan – which contains: • Unit description • Assessment details (formative and summative) • Suggested resources (textbooks, websites, videos etc.) • Teaching and learning cycle • Reflection questions for teachers at the end of the unit 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.

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. Scaffolding – a booklet which defines each of the cognitive verbs students need to use in the assessment (identify, define, search, collect, select, analyse, evaluate, organise, synthesise, communicate). There is a table of contents to take you to the specific section you need. The first section goes through what makes a good definition and some thinking prompts. The search section discusses BOOLEAN Search and how to determine if a source is reliable (CARS acronym). Select introduces students to the retrieval chart in their Inquiry booklet and what should go in each column. There are thinking prompts for analysing, evaluating and synthesising. There is a legal studies report structure. There is also a referencing guide for how to cite legal sources. Inquiry Booklet – the e journal that students filled in during their research process. It includes retrieval charts for nature and scope, viewpoints and for gathering and evaluating sources. Posters which I displayed on the word wall in my classroom

A set of PowerPoints which I think History teachers will find helpful. If you use them, and like them, please come and give me a positive star rating / review. Constructive criticism is also appreciated. PowerPoint 1: Kokoda lesson 1 • context o What happened after Pearl Harbor? o Japanese imperialism • Where is New Guinea? What was it called back then? • What were conditions like on the Kokoda track? • Viewing activities clips from Getaway, the 2006 Kokoda film • The experiences of Australian soldiers in the Kokoda campaign o*** Number of Australians killed or injured in Papua New Guinea o The Kokoda track and what it looks like o Images of the golden stairs o Dysentery o What they ate o What they carried o The psychological impact* • Links to other sources (including videos) which you might like to explore with your class (with descriptions) Homework Sheet Definitions to find for a glossary, a photograph (source) to view and answer questions about, two written sources to view and answer questions about PowerPoint 2: Kokoda lesson 2 • The four groups who fought in New Guinea in 1942 (Australians, Americans, New Guineans and The Japanese) • View an SBS news story about a fuzzy wuzzy angel being reunited with an Australian that he saved • Who were the ‘fuzzy wuzzy angels?’ • The Japanese offensive continued • How the Kokoda campaign ended

One PowerPoint taken from a year 10 English unit taught in an Australian school. This PowerPoint is comprehensive and could be used over a few lessons. Within the unit Students compare and contrast the social, moral and ethical themes in the novel 'The Hunger Games.' Students are being prepared to evaluate how text structures and language features can be used to influence audience response. This presentation focuses on two moral issues within the text: Inequality and murder. It begins with a definition of inequality and listing the various types of inequality. This is followed by a YouTube video (a vox pop about Inequality in America) to clarify student's understandings of these issues. Subsequently, students are introduced to the Universal Declaration of Human Rights and some of the important articles within this document. Students watch a clip from the second film and must identify which of those rights are being violated in the text. Information is provided contrasting life in District 12 with life in The Capitol. Extracts are provided for students to analyse to see how Collins constructs this inequality through her use of language devices. Different examples of inequality within the novel are provided. Reflection questions are provided at the end of this section for students to demonstrate what they have learned. In the murder section students are introduced to the terms murder and manslaughter and the differences between these crimes. Discussion questions are provided to get students to share their views on this issue. The PowerPoint then looks into the Christian perspective on murder focusing on scripture including one of the ten commandments. Following this the focus turns to killing within The Hunger Games and the various characters attitudes towards this. Film clips, quotes or summaries of each time Katniss kills in the games are provided.

This resource includes: An exemplar written by a student who wrote their essay about ‘coercive control’ to an A standard An exemplar written by a student who focused on ‘trial by media’ and got 24/25 A series of PowerPoints which were used in lessons to scaffold this task (as students are in year 10 and have only done legal studies in year 9 and this year) NB: In my PPTs I typically underline the information that I want students to write. The rest I use as talking points / visual aids. 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. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

Unit plan designed for a 10-week term of 12 Essential English. It includes a subject description, a description of the unit, a list of unit objectives (from the syllabus), my planned teaching and learning cycle, the unit learning intentions and success criteria, assessment task details and a list of recommended resources. Also included is the Learning Intentions & Success Criteria handout which students glue in their books + a more comprehensive Know-Do-Think table which teachers developed as a shared understanding of what we were looking for when marking the assessment.

This resource includes:  A PowerPoint used to take students through the requirements of the task and to help them complete part 1.1 of the assessment (responding to the event brief).  The task sheet  The planning booklet which steps students through the theory part of the assessment (planning, evaluating, reflecting)  The writing booklet where students type their good copy (headings and prompts included) Resources designed for use in an 11 Hospitality Practices class in Australia (2019 curriculum). Unit 1: Introduction to Hospitality, Topic 2: Cafes, preparation and service of non-alcoholic beverages. My school has 70-minute lessons. The assessment at the end of this unit was running a pop up café. Students had to complete a planning booklet documenting their decisions in the lead up to the event.

A PowerPoint presentation designed for use in a Grade 12 English class. it was designed to prepare the students for their external exam (where they have to write an essay in response to a question / statement about the text). The lesson includes: • A quick quiz (11 questions) to establish prior knowledge (answers pop up when clicked) • An explanation of language features (with examples provided). Terms included: paradox, oxymoron, allusion, binary oppositions, portmanteau, motif, metaphor, extended metaphors (aka conceit), personification, simile, symbolism, • Information about the following techniques in Nineteen Eighty Four: allusion, binary oppositions, portmanteaus, symbolism, • A language features quiz to check for understanding (6 questions) Bonus resource: A word document table for assigning students a specific chapter to analyse (to contribute to the Class One Note) Resources designed for the new senior General English 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 this text.