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 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. PowerPoint 1 ‘Taking a closer look at One Stray Bullet’ - ** Reviewing what happened in the opening of chapter 3 ‘One Stray Bullet.’ This short piece of fiction told from the perspective of Ned’s sister Kate is one of the passages that students can choose for their written literary transformation {imaginative recount / short story}. The focus of this lesson is exploring characterisation (one of the creative writing techniques the author has used effectively in this extract) in order to prepare learners to develop their characters adequately within a small word limit. It includes a highlighting activity (colour coding the action/dialogue/actions/descriptions of the various characters in the passage.) The lesson also provides further historical context into the Fitzpatrick incident. It also includes scaffolding for if they were to re-write the opening of this narrative from the antagonists (Constable Fitzpatrick’s) perspective. There are 8 sentence starters to aid students to begin writing a practice narrative from Fitzpatrick’s perspective. There is a proofreading checklist for students to use after they have written their orientation. This passage can be used to gauge the students current writing abilities. PowerPoint 2 - Developing setting Assessment expectations – what language features students need to use to get a C, B & A. Reviewing key parts of speech that students need to know and use in their short story assessment (adjectives, adverbs, verbs & abstract nouns). Learning how to establish setting in a narrative. Top writing tips with example sentences. The importance of showing not telling. The importance of avoiding cliches. Planning to write a story from Mrs Kelly’s perspective (based on the events in One Stray Bullet). The lesson concludes with a creative writing activity where students write their own description of The Kelly House imagining that they are Ned’s mother.

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 begins by defining ‘personality’ and ‘identity’ and contains brainstorming prompts for students. This is followed by a classifying and TEEL paragraph writing activity where students consider what things most impact their sense of self. Following this, students read information about introverts and extroverts and summarise what they have learned. They then apply these terms to people they are familiar with. Lesson 2 introduces students to the BIG 5 personalities (aka OCEAN model). They read the definitions and consider which ones apply to them. They then look at a list of typically masculine and feminine traits and record those which they believe describe them (reflective task). Afterwards they view 2 images and have to describe how the people are feeling and what makes them think this. Subsequently they read a paragraph about understanding body language. Afterwards they explain the difference between open and closed body language. To foster emotional intelligence, students read a range of situations and write down what emotion they would be feeling. Another activity involves looking at a list of gestures / expressions and explaining what each generally means. Lesson 3 has a revision activity about the Big 5 personality types. Afterwards, students are asked to define conflict and create a Y chart about what conflict looks like, feels like and sounds like in this community / our school. There are questions about how to deal with conflict at school (to see what students already know). Students are then to try and define 5 conflict resolution strategies based on an image. They can also provide an example from their own life if they can think of one. There is then a brainstorming activity where students list the world conflicts they can recall. They also can list how world leaders have resolved conflict in the past. 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. 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

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 4 - students are to write a paragraph describing themselves. Students are introduced to the key term ‘friendship.’ They are asked to describe their friendship group in a few sentences. Students are to brainstorm the main reasons they fight with parents, siblings and friends. A metaphor (relationship bank accounts) is explained. Students list the deposits and withdrawals they make in three relationships of their choosing. Students read an explanation of some of the reasons why we fight with people we love: jealousy, one-way relationships, rejection, stress, disloyalty, revenge and peer pressure. Next to each they need to list examples of this from popular culture texts (e.g. movies, tv programs, celebrity feuds etc.) Lesson 5 introduces students to the key terms ‘interpersonal’ and ‘intrapersonal intelligence.’ Following this, there is a passage about workplace behaviour which they need to read. There is a workplace scenario which students can read and respond to. Students then need to define aggressive, assertive and passive communication based on what they read in a handout / further research. There is a classifying activity for students to test their understanding of these terms. There is a paragraph writing activity about what students believe they should do if a work colleague does something that annoys them. Afterwards 3 workplace scenarios are listed. Students need to rate how stressful they would find that situation from 1-5 and how they would try to solve it. Lesson 6 introduces students to the key term ‘self-concept.’ This is followed by an explanation of 5 different ways you could describe yourself. Afterwards, ‘self-esteem’ is defined along with terms optimism and pessimism. Two things that influence our self-esteem are noted. Students are to summarise what they have learned in this lesson. Afterwards they read information about ‘characteristics of low self esteem’ and how this can affect your quality of life. Some causes of low self esteem are explained as well as some tips for how to build one’s self esteem and who you could go to for help. The lesson concludes with a poster making activity (tips for improving self-esteem). 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. This lesson begins with a warm up - there are a list of personality traits on the slide - students have to write down those which they believe applies to them. There is a video about the Big 5 for students to watch as a refresher. Afterwards students are to write a series of paragraphs explaining what personality types they think they have (using the Big 5). There is an example on the slide to give students possible ideas / sentence starters. There are also prompting questions to help students to clarify their thinking. Afterwards, there are 2 clips from the 1990 film Home Alone for students to watch and identify the personality traits and types they observe.

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.

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 - Arguments are defined and common causes of conflict are listed. Three discussion questions are posed. Three levels of arguments are outlined. Assertive communication is explained (including examples). There is a ‘how assertive are you?’ quiz for students to complete. A list of assertion techniques are explained and examples are provided. This is followed by a classification activity - where students read examples and label them. Conflict resolution is defined along with a series of conflict resolution strategies. Lesson 2 - focusing on conflicts in our personal lives. In particular looking at conflicts with our friends as these are a natural part of growing up. Students read tips for keeping their friendships strong. Interpersonal skills such as active listening are explained. Advice for what to do if you don’t know how to reply to something a friend discloses to you. Some ‘blocks’ to really listening are described. Looking at when it is a good idea to give people space and if it is ever ok to lie to friends. How to let people in without feeling humiliated. After engaging with these materials, a range of scenarios are presented to students. Students then complete activities in a graphic organiser which help them to a) analyse the conflict / problem & b) recommend a solution. Lesson 3- focuses on conflict in the workplace. It includes advice about what to do if you experience conflict with your boss / manager. It includes information about why people (like customers) become challenging. There is information about what upset people want and a three prong strategy for dealing with difficult people. Tips for handling customer complaints are outlined. A series of comprehension questions follow this material. 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 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. 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. 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.

Excellent for preparing students for NAPLAN, narrative structure. Naplan expectations. Example stimulus. Writing task.

Types of appeal for analysing advertisements e.g. Humour, appeal to fear, celebrity endorsement, testimonial etc.

A comprehensive scaffolding booklet which students are to use to conduct their inquiry prior to writing their essay. Teachers may opt to provide some or all sections of this to students based on their ability. It can also be broken up into handouts and used within specific lessons (chunking) with incremental deadlines to ensure students are on track to have found useful sources and analysed/evaluated these making notes about key features to mention within their essay. The booklet includes: • A brainstorming mind map for students to reflect on what they have learned throughout the term (used to aid them to select a topic to focus on in their essay) • A list of key individuals, groups and events prior to and during the Vietnam War (they must investigate an individual / group) to learn about their social, political or ideological views & their impact on the independence movement • Tips for developing a key inquiry question (including an example for another topic) • Tips for developing apt sub questions which are open and incorporate any of the 7 historical concepts which are prioritised in the Queensland syllabus • A graphic organiser for the student to reflect on their key and sub questions • A retrieval chart for students to keep their research organised. Students were advised that they needed to “Locate at least 10 historical sources (minimum two books and five primary sources – the rest can be from journal articles / websites / online sources) that present the perspectives of different people in response to your questions.” • Graphic organisers (using T.A.D.P.O.L.E acronym for students to note key details from sources that are worthy of analysis in their essay. I also added a section where they are prompted to reflect on the usefulness and reliability of the source (as students should be evaluating some of the sources within their essay). • Tips for developing a hypothesis (students should do this prior to writing their essay). • Tips for writing the essay including a suggested word count breakdown for each paragraph. There is information about the TEEASC body paragraph structure recommended on the History Skills website (as an alternative to TEEL). NB: Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The content would also be useful more broadly for students in other states and countries with an interest in the Vietnamese Independence Movement (1945-1975). The other resources are also available in my store - lrigb4. The end of term assessment for this unit was an 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 - 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

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.

Resources for 2x 70 minute lessons at the beginning of a unit on Gender and Identity. A worksheet for a documentary viewing lesson. I utilise the broadcast strategy approach (Barry & King, 1998) previewing the questions prior to playing the documentary so that students know what to listen out for. The documentary Gendered Revolution is available on Click View https://clickv.ie/w/7Xcp. The worksheet includes a range of cognitions. There are several terms for the students to define (based on the explanations provided in the documentary). There are boxes for them to record the viewpoints of different people who are interviewed in the documentary. There are some questions which require the students to form an opinion about what should be done in particular scenarios. There are also some post viewing questions for after watching the documentary. A PowerPoint to use when going through the answers to the worksheet (it displays the questions and sometimes a sentence starter / some screenshots from the documentary to jog students memories.) 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.

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 designed to teach students about groups which have been marginalised in the past (LGBTQIA+) and the importance of inclusivity. It begins with a discussion of whether students have seen television show Queer Eye and why it is important for marginalised groups to have representation in the media. Following this students are introduced to groups outside of the outdated ‘gender binary’ (e.g. androgynous, gender fluid / gender queer, transgender etc.) and to theconcept of gender dysphoria / gender nonconformity. Students are to take notes and engage in discussions of visual stimulus and clips (including some from the reboot of Will and Grace.) This lesson also introduces students to the various types of sexuality (Asexual, bisexual, pansexual, homosexual and heterosexual). Teach students about the importance of respecting people’s preferred pronouns. The second part of the lesson is skills based where students are introduced to one type of question from their upcoming exam.They must make inferences about someone based on their appearance + information about occupation (job) and personal interests. We talk through an ‘I do’ where my answers have been colour coded to show where I have provided evidence / addressed different aspects of the question. Following this, students have to do their own.