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.

A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 3: “Language that influences.” During this unit students learned how to create and shape perspectives on community, local and global issues in texts. Their assessment at the end of this unit was to write a 4-6 minute persuasive multimodal (speech) to be delivered live or pre-recorded about an issue of their choice. A lesson plan – designed for a supervision teacher. A worksheet of viewing questions for while watching the documentary. Lines are provided for students to write their notes on. Tip: If you have a small printing budget, worksheet can be copied and pasted into Class Note book and distributed to students that way.

A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 3: “Language that influences.” During this unit students learned how to create and shape perspectives on community, local and global issues in texts. Their assessment at the end of this unit was to write a 4-6 minute persuasive multimodal (speech) to be delivered live or pre-recorded about an issue of their choice. A PPT which structures the lesson. It began with 10 minutes of silent reading as a settling activity. This is followed by a reminder of what social issues are. This is followed by a viewing activity on ABC iView – You Can’t Ask That’s episode on ‘Domestic Violence’ (from series 4). There are 7 questions for students to answer as they watch. This is followed by some slides of research I found. It includes a definition of domestic violence and the types. There is some information about the QLD Domestic and Family Violence Protection Act (2012). Some key points from the Act are included in dot point form. After this students were split into groups and had to design a poster. There were 7 different options. This was followed by some information about conjunctions as a cool down. A worksheet with the viewing questions

A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 3: “Language that influences.” During this unit students learned how to create and shape perspectives on community, local and global issues in texts. Their assessment at the end of this unit was to write a 4-6 minute persuasive multimodal (speech) to be delivered live or pre-recorded about an issue of their choice. A PPT which structures the lesson. It began with 10 minutes of silent reading as a settling activity. This is followed by expectations for the viewing activity and a link to the clip on iView (You Can’t Ask That’s Alcohol Episode). Students have 9 questions which they need to listen out for as they view the episode (on PPT but also on a worksheet). After the viewing activity there are some answers which can be used to prompt a discussion. This is followed by information about where students can learn more about this topic if they choose to focus on it for their speech. After this, students are tasked with creating a PSA (public service announcement) poster about alcoholism. There are some prompts on the slide and some examples on the subsequent slides for before students get started. A worksheet with the viewing questions

A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 3: “Language that influences.” During this unit students learned how to create and shape perspectives on community, local and global issues in texts. Their assessment at the end of this unit was to write a 4-6 minute persuasive multimodal (speech) to be delivered live or pre-recorded about an issue of their choice. A PPT which structures the lesson. It began with a think, pair, share activity to define mental health. This is followed by some online definitions from the WHO and Beyond Blue & a 2-minute viewing activity. Some information about the benefits of staying well are provided. Students are then to brainstorm some strategies they could use to maintain good mental health. There are some tips that I’ve saved over the years from various places (e.g. Headspace) which I have scanned and use as discussion prompts. Then there is some information about stress and some stress triggers and anxiety and some symptoms of anxiety. There is a visual infographic from Beyond Blue containing statistics about Australians impacted by anxiety or depression. This is followed by a viewing activity about Post Natal depression from ABC iView (an episode from Season 7 of “You Can’t Ask That”).

A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 3: “Language that influences.” During this unit students learned how to create and shape perspectives on community, local and global issues in texts. Their assessment at the end of this unit was to write a 4-6 minute persuasive multimodal (speech) to be delivered live or pre-recorded about an issue of their choice. A PPT which structures the lesson. It begins with a cool down viewing activity – an emotive video from Green Peace which showcases the impacts on Orangutan’s. This is followed by some underlined notes for student to copy (a definition of palm oil). There are some pictures to aid visual learners. A brief history of the uses of palm oil through time is provided as well as information about the two types of palm oil (crude oil and kernel oil). The links to deforestation are then explained and images of endangered species are provided. Some other causes of deforestation are shown as well as information about air pollution and soil erosion. There are some short videos from Better Homes and Gardens from when Dr Harry visited organisations which assist with Orangutan conservation. There is also a short video from Behind the News (an Aussie kids TV program). Afterwards students need to read an article called “How the world got hooked on palm oil” and identify & label the persuasive language features within it. Afterwards, some information about suggested solutions are provided along with an explanation of why boycotting palm oil is not the answer. This is followed by a writing activity where students must write a body paragraph about the issue. There are some suggestions of what to include on the slide and some sentence starters. There is also a sample answer paragraph that I wrote to go through with students after they share their answers.

A PowerPoint taking students through the assessment task (a 4-6 minute multimodal presentation). It includes a list of possible issues under the following categories: environmental issues; human rights issues; mental health issues and cultural / heritage issues. The requirements for filming their speech are included. Information about devices available to film their speeches on are provided. information is also provided about the live presentations and the requirement to submit a recorded draft. The importance of not getting an N is explained. Following this, the criteria is explained (I have turned these into student friendly “I can” statements.) Following this there is an exemplar speech about “Youth Mental Health” to read as a class. Afterwards the various parts of a persuasive speech are explained [thesis > introductions > body paragraphs > conclusion]. Then students are shown the specific structure intended for their 4 body paragraphs. Then they have time to work on their planning booklet. A copy of the “I Can” Statements The planning booklet which students used (it contained research prompts and planning steps before they began writing)

A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 3: “Language that influences.” During this unit students learned how to create and shape perspectives on community, local and global issues in texts. Their assessment at the end of this unit was to write a 4-6 minute persuasive multimodal (speech) to be delivered live or pre-recorded. This PowerPoint introduced students to a First Nations topic - the potential for an Indigenous Voice to Parliament (which was a recommendation in the Uluru statement from the heart). It began with some context about the 2017 convention held at Uluru. It looks at the proposals made. Some information from the Reconciliation Australia website is provided re the need for a First Nations Voice and the need for a referendum to achieve this. The draft referendum question and the wording to be added to the constitution is included. Sourced from https://fromtheheart.com.au/ Information about what the constitution is and its establishment is provided. An ABC news clip from August 2022 when PM Anthony Albanese proposed the referendum is included. Some visuals of the Campaign Slogans are included as well as some quote from respected Indigenous Australians.

The PowerPoint which guides the lesson. There is a viewing activity from ABC iView about Juvenile detention and some research which I found online. At the end of this PPT are some slides taking students through our school’s oral assessment policy and rules for submitting pre-recorded speeches. A handout which contains two settling activities to use at the beginning of the lesson. Firstly, there is a jumbled-up paragraph about recycling. Students need to read this and number 1-6 the correct order. Secondly, there is a persuasive text about climate change. Students need to identify and label the persuasive language features in this stimulus text. A homework task [retrieval chart] where students are to research juvenile detention (in Australia). A lesson plan – designed for a supervision teacher.

The first lesson to introduce students to the ‘Science and Technology’ unit. It begins with a pre-unit survey to identify what students already know and to prompt class discussions. It features an infographic about identity crime within Australia which has some interesting statistics to unpack. Afterwards, students take notes about the key terms (science and technology) before exploring some of the advances with using technology to access healthcare. This includes some news stories from the beginning of 2020 when COVID 19 necessitated swift upgrades in this field. It is a good lesson for engaging students in the topic and getting them to think about the impact of technology on people’s lives. It also includes some videos of cool technology innovations if you get through all the lesson content. 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. This unit allows students to demonstrate planning, evaluation and inquiry by investigating the role technology, in particular the internet and social media, plays in their own life. They will explore the advantages and challenges associated with changing technology and how they can be safe when using it. Students will evaluate and analyse how science and technology has advanced the way we interact and improve our way of living. Students will learn how science and technology can help out society in the 21st Century. They will also learn the effects that science and technology have on society.

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 also includes space for them to copy the notes that have been underlined in the PPT presentation. The PPT begins with answers to the homework analysis activity – analysing a visual source about the revolution. This is followed by information about two key revolutionaries: Vladimir Lenin and Leon Trotsky. There is a YouTube viewing activity about how these two men rose to power. Students have a graphic organiser to fill in as they watch. ‘Leninism’ is explained followed by information about the return of the Bolshevik revolutionaries from exile. Information about why this is a turning point is provided. After this ‘The July Days’ is explained as well as lessons that Trotsky took away from this. Information about the rising political support for the Bolshevik party is provided. Subsequently, information about how the provisional government was overthrown is included. A timeline of the October revolution is provided followed by some checking for understanding activities. The homework task is then explained. (I usually tell students to take a photo of the homework instructions). Additional videos are linked for if you need to kill time. 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 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.’

A revision sheet for students to use in lessons prior to their exam. It gives them an opportunity to practice the types of questions they will encounter in their exam. For each question there are numbers in brackets which indicate to students which criteria is being assessed in this question. It begins with questions about what the cognitive verbs ‘decide, justify and explain’ mean. This is followed by questions asking studetns to define key terms and provide examples e.g. Australia’s Sex Discrimination Act, cisgender, sexual harrassment etc. Following this, a list of scenarios are provided and students must circle which are examples of gender discrimination. Next students must brainstorm some stereotypes about the following groups which are perpetuated in the media: mothers, single women, fathers and single men. After this they explain the impact of these stereotypes (in a short response question). They view an advertisement (men’s underwear) and answer 3 questions about this. They receive a profile of a person and answer 3 questions about this. These are followed by a question about what it means to be feminine and masculine. After this they read a small case study involving discrimination and have to identify and explain the viewpoints in this scenario. Following this they must answer some short response questions about this scenario. The final question is an extended response where students must engage with a range of visual and written sources and use these as evidence within their response. 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.

Resource 1: A copy of the seen sources for the practice exam which were provided to students a week prior to the practice examination (to mimic the real assessment conditions). Resource 2: A copy of the practice exam which can be sat over two lessons to provide the full 90 minutes plus planning time. This is a short response exam with responses ranging between 50-250 words per question. This exam is split into two parts. Part A includes a section where students must define key terms and provide examples. There is a section where they must explain gender stereotypes about men and women and provide examples. Then, students are provided with a picture of a person and some information about them which they use to respond to questions about what traits they have, what assumptions people might make about the person’s sexuality and whether it is fair to make assumptions about people based on their appearance. Following this, there are 2 scenarios of workplace discrimination which students must read. They choose one to complete a graphic organiser table (identifying the various viewpoints in the scenario). This is followed by an extended response question about this scenario. In Part B: Students are provided with another practice question where they see an image of a person and read information about their occupation and interests/hobbies before responding to questions about them. Following this, students read a news article entitled ‘What media teach kids about gender can have lasting effects, report says.’ They must write a 100 word response to a question about this article. The next source for the exam is a men’s gillette razor advertisement. Students must explain the effect the advertisement could have on female and male audiences. The same style question is posed again for a Burger King advertisement which uses sex appeal to sell the product. After this, students must explain Australia’s Sex Discrimination Act (1984) and the types of discrimination it prohibits. Finally, the examination concludes with an extended response question where students must decide if the representations of gender in the media have a negative or positive impact on people and justify their answer with evidence from at least 2 sources. 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.

A PowerPoint used to teach chapters 11-15 of Phillip Gwynne’s 1998 novel Deadly Unna? We would read one chapter at a time (or listen to the audio book on CD) and then students would answer the chapter questions. This PowerPoint contains a summary for each chapter and then slides with answers to the chapter questions. The PPT also includes links to ClickView where parts of the film Australian Rules have been snipped which illustrate events from that particular chapter (I did not show the film in its entirety as it has some parts where it differs from the novel). This PPT also includes the questions for chapters 16-17 (no answers). 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.

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.

A PowerPoint used to teach chapters 22-28 of Phillip Gwynne’s 1998 novel Deadly Unna? We would read one chapter at a time (or listen to the audio book on CD) and then students would answer the chapter questions. This PowerPoint contains a summary for each chapter and then slides with answers to the chapter questions. It also includes a homework / fast finishers activity where students need to find evidence for 2 themes in the novel. 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.

A PowerPoint used to teach chapters 29-35 of Phillip Gwynne’s 1998 novel Deadly Unna? We would read one chapter at a time (or listen to the audio book on CD) and then students would answer the chapter questions. This PowerPoint contains a summary for each chapter and then slides with answers to the chapter questions. The PPT also includes links to ClickView where parts of the film Australian Rules have been snipped which illustrate events from that particular chapter (I did not show the film in its entirety as it has some parts where it differs from the novel). 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.

A lesson to inform students about what criteria I am looking for in their upcoming essay exam. The task conditions are explained e.g. what students can bring in with them to their exam. An explanation of analytical essays is provided. It includes an explanation of the cognitive verbs: Explain and Analyse. There is also information about what language features they need to use in their essay (e.g. evaluative language, high modality language, specialised language, third person, embedded clauses, synonyms and linking words). Some important punctuation rules are summarised. Some sample questions are available for discussion. The Criteria for the task is unpacked (in student friendly terms). 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.

A PowerPoint used to teach chapters 36-41 of Phillip Gwynne’s 1998 novel Deadly Unna? We would read one chapter at a time (or listen to the audio book on CD) and then students would answer the chapter questions. This PowerPoint contains a summary for each chapter and then slides with answers to the chapter questions. The PPT also includes post reading questions and some assessment preparation. It explains the major text structure of the novel (division of book into ‘summer’ and ‘winter.’) Students are asked to determine what they believe the intended reading of the novel is. There is a paragraph writing activity about the representations of Australia within the novel. There are also key terms for students to define in their glossary. 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.