A PowerPoint designed to introduce students to their new topic: Russia. It begins with a popular culture text that some students may be familiar with (Fox’s animated Anastasia movie). This is used as a launching pad to introduce the last Tsar of Russia and his family. This is followed by a short clip about Anastasia and her fate (with questions for students to answer). This is followed by information about our IA2 assessment. Then the focus of the lesson begins with an introduction to the historical context of Russia (prior to the revolution). Students have to add key terms to their glossary (autocratic & tsars). Information about autocratic rule is included and the idea of ‘Divine Right’ is explained. There is a diagram of the feudal system to help students understand how society was structured. Students are introduced to terms including bourgeoise, proletariat and intelligentsia. This is followed by a brief bio of Nicholas II, his wife and the Tsaravivh Alexei. This is followed by a viewing activity about another key figure: Rasputin (and some viewing questions). The lesson ends with a look at Boney M’s song about Rasputin’s death. A reference list is also provided. 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.’

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.

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.

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 (although with drafting time it may take a few lessons depending on the needs and abilities of students). This lesson begins with an explanation of what students need to put into their introduction to their multimodal. There is an example that can be read and discussed to see where they are fulfilling criteria 1.1 and 1.2. The next slide contains some sentence starters to get them started. After writing their introduction there are some proofreading and editing steps. This is followed by an explanation of the purpose of a conclusion in a multimodal and the key things the marker would expect to see. There are also some sentence starters to prompt students. After completing the editing steps which follow, I outline some things students need to work on to be ready to present on time (e.g. palm cards). This is followed by a recommended structure for the PowerPoint.

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.

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.

A PowerPoint designed to elaborate on the differences between criminal and civil law. I have underlined key points which the students write down in their notebooks. The main content is a definition of criminal law, some examples of criminal laws (divided into 4 categories – traffic/road laws, property, public order and people.) An explanation of where serious crimes are heard and where less serious crimes are heard and the multiple aims of punishments handed down by the courts. Civil law is then defined along with examples including negligence and defamation. This is followed by a clip from The Weekly which includes an example crime and students must determine whether this is a civil or criminal case. After this students watch a video explaining our legal rights and responsibilities (what we must do if we are questioned by police and what would be a violation of our rights). Students are to take dot point notes for discussion. Afterwards information is provided about Legal Aid (a QLD service which provides free legal advice to people unable to afford legal representation). This is followed by information about what happens when you are charged with an offence and how the Magistrates court operates. Students watch a video about how to behave in court. They also learn about jurors and how they are selected. 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 multimodal presentation. 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 word search. If you need to check before you buy, have a look at some of the free resources in my shop for a sample of the quality and depth.’

A copy of the task sheet for the unit. This task is an extended response to stimulus task. This technique assesses the interpretation, analysis/examination and/or evaluation of ideas and information in provided stimulus materials. While students may undertake some research in the writing of the extended response, it is not the focus of this technique. According to the syllabus, “In Social and Community Studies, an extended response requires reasoned responses to specific questions. It allows students to demonstrate their ability to use investigative and thinking skills and to formulate ideas, make judgments and reach conclusions, which are part of the process of social investigation.” The task sheet includes suggested content for the speech students are required to write A stimulus (source) booklet with a fictional legal case which students are to use as their case study for their speech. A PowerPoint used in the assessment handout lesson. It includes the context statement, task description and information about the specific role students are playing in their speech (a police prosecutor). Regular checkpoints (mini deadlines) are established. This is followed by some more information about drink driving (the type of crime in the stimulus case). 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 multimodal presentation. 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 word search. If you need to check before you buy, have a look at some of the free resources in my shop for a sample of the quality and depth.’

A PowerPoint to introduce the students to the unit. It begins by defining law. Following this students brainstorm Australian laws / QLD laws that they are aware of (there are some prompts on the slide to assist them to do this). This is followed by an explanation of the difference between customs, rules and laws. The two main sources of law in Australia (case law and common law) are explained. This is followed by a video about how laws are made in Australia. There are some notes to take about the three levels of government and the laws they are responsible for. This is followed by a checking for understanding activity (students must put a list of laws into the appropriate column). Next is information about who enforces the law, a definition for crime, several interesting news segments from YouTube showcasing some crimes that have occurred since 2019 which leads to a discussion of why laws exist. This is followed by a list which categorises some types of crime and a review to sum up the 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 – Aussie_Resources. Designed for use in 70 minute lessons. The end of term assessment for this unit was a multimodal presentation. 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 word search. 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 (with additional activities for fast finishers). A PowerPoint focusing on bullying in the workplace and the toll it can take on an organisation. It includes a definition of bullying and an explanation of what counts as ‘unreasonable’ behaviour. Students will view a video from ReachOut.com about workplace bullying with various examples. It includes a think pair, share to get students to reflect on their own experiences as well as notes to copy about examples of bullying. It also includes information about what doesn’t count as workplace bullying and who gets targeted the most. The four types of bullies described by Drs. Gary and Ruth Namie are explained and then students complete a short response writing task. Subsequently, students watch a viewing activity about how to stand up to a bully. This is followed by an explanation of employer responsibilities for addressing bullying and tips for what individuals should do when they are being bullied by coworkers and how the Fair Work Commission can help. A lesson plan

A PowerPoint which can run for a few lessons which is about the Second Wave of Feminism. It begins with an explanation of feminist theory taken from a Sociology textbook. This is followed by information about the origins of the feminist movement in the 1960s (USA). The perspectives of Marxist feminists vs Radical feminists are explored. Some context of what was happening in the 1960s was provided (e.g. Civil Rights movement, Peace movement, Music revolution, Sexual revolution etc.) A source of feminist ideologies (Betty Friedan’s ‘The feminine mystique’) and its impact on women’s thinking is explored. This is followed by information about how Australian women’s movements were influenced and shaped by international developments. The goals of these women were explored. The methods used by the women’s liberation movement in the 60s and 70s are listed. Australia’s Bar Room Suffragettes (from Brisbane) are provided as an example. This is followed by an explanation of women’s quest for equal pay. The Women’s Action Committee (WAC) - a group of feminists from Melbourne - are introduced along with their specific goals. Information about a key goal (abortion law reform) is provided. This is followed by information about some key feminists: Germaine Greer, Anne Summers & Zelda D’Aprano. The slideshow concludes with things that improved the lives of women during this era (birth control - the contraceptive pill, equal pay for ‘work of equal value,’ more accessible childcare arrangements, shifting expectations of parenting so that fathers took on more responsibility in child rearing, more representation of women in politics & other legal achievements.) 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.

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 match the definitions warm up activity where students have to identify the correct meanings of various cognitive verbs. A PowerPoint 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. I usually get students to copy the underlined text. The lesson then focuses on how the adversarial court system works in comparison to an inquisitorial system. There is an explanation of which section of the constitution provide for the creation of federal courts. There is an explanation of the various types of courts in Australia. The following roles are explained: magistrate, judge, jury, Prosecution, defence, solicitor, barrister, bailiff, interpreter, media, clerk, defendant and witness. Information about specialist courts and tribunals is also provided e.g. the Administrative Appeals Tribunal. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

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 (although with drafting time it may take a few lessons depending on the needs and abilities of students). Going through the information from the task sheet so that students understand exactly what they need to do and have the opportunity to ask questions. It also introduces students to the street art stimulus examples that they will respond to in their assessment ‘Merry Crisis’ and ‘I Have a Dream. ’There is an article about each mural and why it was created. There is also information about how to find viewpoints about the street art (including where to look and what search stems to enter). There are also screenshot examples of comments about the street art (e.g. from Twitter, Facebook or Tripadvisor). Students are shown the section of the graphic organiser that they need to fill in (where they store their information that they need for body paragraph 2). There are also some clips explaining what art curators do as this is the role they will be utilising in their assessment.

An assessment piece designed for a Social and Community Studies unit focusing on Street Art. it is an eExtended response to stimulus – multimodal response. The stimulus (examples of street art) are provided to students each year and students select 2 to discuss in their speech. This resource includes: A copy of the task sheet for the unit which includes a suggested structure for the speech and PowerPoint students are required to produce A copy of the stimulus (artworks) provided to students ‘I can’ statements which which break down the criteria into simple terms for students to understand (also assists teachers to mark the assessment with ease) A QCIA cover sheet recommending adjustments to be made and individual learning goals to be assessed for students on a modified program (called QCIA students in QLD) Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - Aussie_Resources.