A recent episode of Australian Reality Television program Territory Cops (S3 Episode 7) available on 10 Play. The episode has 4 incidents and the handout has a retrieval chart for students to record key information from each event. Of particular interest is a serious crash that has resulted in the critical injury of one female driver. The investigative process the detectives use is outlined. There is also a hooning incident. Beneath the retrieval chart are 4 short response questions about hooning. The final activity is an extended response (paragraph) in response to the hooning incident. Students are required to cite relevant Queensland laws which would likely have been applied if this crime was committed here instead of NSW. Links to QLD legislation are provided for students to access via laptops. Pedagogical Tip: I utilise the broadcast strategy approach (Barry & King, 1998) previewing the questions prior to playing the episode so that students know what to listen out for. 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 worksheet for viewing the Australian factual television series Highway Patrol. The episode (Season 3, Episode 8 “Head On”) is available on 7Plus streaming services. The 2012 episode has 3 key scenarios (attending the scene of a head-on collision, apprehending a high-range drink driver and dealing with a P Plater who is speeding). The worksheet includes questions about the processes police take to determine who was responsible for the crash. It also includes a retrieval chart for the 2 other incidents in the episode. (I have provided a teacher answer version of this part of the worksheet.) The worksheet also includes an extended response (paragraph) question about the high-range drink driver and what punishment he would likely have received if he committed this offence in QLD instead of NSW. I have included screen shots of relevant legislation for students to refer to when crafting their response. Pedagogical Tip: I utilise the broadcast strategy approach (Barry & King, 1998) previewing the questions prior to playing the episode so that students know what to listen out for. 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 draft feedback which is used for achieving feedback consistency across classes. You can either highlight the feedback that applies to the student or delete out the comments that don’t apply. Feedback is organised under specific sub headings. Some of them are related to specific cognitive verbs being assessed.

A lesson (PPT) designed for use early in the unit which establishes context for how Australian women were treated during WW1-WW2. This helps to establish the inequalities that women were beginning to campaign against which leads into a depth study of the Second Wave of Feminism. By the end of this lesson, students should be able to answer the following questions: 1.What viewpoints did Australian women have about World War One? 2.How did gender role expectations impact the lived experiences of women during this era? What challenges did Australian women face during The Great Depression? 4.How did the role of women on the Australian home front change during World War Two? It begins by showcasing taken-for-granted values and assumptions during this era. It then looks at the work performed by women on the homefront during WW1. There are some clips from the ABC TV series ‘ANZAC Girls’ showing the experiences of nurses stationed overseas during the war. This is followed by information about an organisation which actively discouraged women from taking on more than a supportive role (The Australian Women’s National League). Subsequently, the goals and motives of The Women’s Political Association are explored as they were one of the more ‘radical’ groups at the time. 2 sources discussing the significance of WW1 on beliefs about the roles of women in society are provided for discussion. The second portion of the lesson explores the impact of the Great Depression and utilises clips from ABC TV series ‘Further Back in Time for Dinner’ (https://iview.abc.net.au/video/CK2033H004S00) to allow students to empathise with the experience of families during this decade. The final third of this lesson is looking at the experiences of women during WW2 and the opportunities for war-related employment which emerged. Sources including propaganda posters promoting working for the Australian women’s land army, a Land Army volunteer’s personal recollections of her service and a table showing the pay disparity between men and women in between 1939-45 are included on the slides. Issues around having access to childcare, equitable pay and sexual freedoms are introduced. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). Designed as part of a unit entitled Women’s movements since 1893 which has the scope to span from when Women’s suffrage in New Zealand became law to the present. Our school decided to focus on the Second Wave of Feminism for our assessment (while briefly touching on the other waves of feminism).The other resources are also available in my store - Aussie_Resources. The end of term assessment for this unit was an essay under exam conditions.

A PowerPoint used in a year 11 Modern History classroom. It begins with a viewing activity ‘A bite sized guide to the history of modern Western feminism.’ Following this there are slides talking about how gender stereotypes began to shift due to the work of the Women’s Liberation Movement. I get students to copy the underlined text and call on various students to read aloud other portions. Students are introduced to ‘consciousness raising’ a method used by 2nd wave feminists. Following this there is a quote from Zelda D’Aprano (a feminist from Melbourne) about the inspiration for using consciousness raising and what types of things they discussed. An extract from the Rivka Pile papers (University of Melbourne) is also included to demonstrate the significance of this strategy. Following this students are introduced to some gender theory including that gender is a social construct and the term ‘gender role’ is defined. This is followed by an exploration of visual sources (pictures from a children’s book from 1970) which reinforced traditional gender role stereotypes. This is followed by a list of issues that were being addressed by feminists by the 1970s including domestic violence, abortion law reform and availiability of childcare services (including day care and preschool). The introduction of women into Australian politics is discussed with reference to The Women’s Electoral Lobby and the ‘femocrats’ appointed to public service during Gough Whitlam’s time as PM. This is followed by information about the significant achievements which took place in the 1980s. The remaining few slides are about viewpoints about 2nd wave feminism. The lesson ends with a paragraph writing task which can be completed for homework if time gets away from you. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). Designed as part of a unit entitled Women’s movements since 1893 which has the scope to span from when Women’s suffrage in New Zealand became law to the present. Our school decided to focus on the Second Wave of Feminism for our assessment (while briefly touching on the other waves of feminism).The other resources are also available in my store - Aussie_Resources. The end of term assessment for this unit was an essay under exam conditions.

A PowerPoint used in a year 11 Modern History classroom focusing on the issues faced by women during the fourth wave of feminism. It begins by acknowledging some of the progress that has been made to the social, political, economic and cultural landscape for women. This is followed by an examination of some of the things that have gone unchanged including entrenched negative attitudes to women (examples are provided). Some issues faced by women are addressed including striking the balance between traditional mothering and home-maker roles and the demands of full-time work (which was addressed in journalist Virginia Haussegger’s pivotal opinion piece ‘‘The sins of our feminist mothers’’ (2002). After this an overview of a range of issues confronting women in contemporary society is provided. This includes viewing some infographics from the United Nations (2015) outlining some of the problems women in modern society face: violence, poverty and lack of representation in politics. This is followed by some information about discrimination that female politicians in Australia (Julia Gillard and Sarah Hanson-Young) have faced. There is also an issue of a lack of representation of women and their achievements in the media. This is followed by inforamtion about sexual harrasssment and the #metoo social media campaign / movement. This is followed by information about women having been excluded from ‘history’ or relegated to the sidelines (and the attempts to rectify this). The issues of representation of women on the internet (i.e. on sites like Wikipedia) and in films are briefly addressed. This is followed by information about the high rates of women being bullied online. The issue of Aboriginal women often feeling excluded from the mainstream feminist movement is addressed briefly. The final term to be explained is ‘double burden.’ This is followed by some checking for understanding questions which can be responded to verbally or in written form. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). Designed as part of a unit entitled Women’s movements since 1893 which has the scope to span from when Women’s suffrage in New Zealand became law to the present. Our school decided to focus on the Second Wave of Feminism for our assessment (while briefly touching on the other waves of feminism).The other resources are also available in my store - Aussie_Resources. The end of term assessment for this unit was an essay under exam conditions.

A PowerPoint used in a year 11 Modern History classroom focusing on the 3rd wave feminist movement (with a focus on the movement which existed in Australia although it does address the ideologies of the movement which began overseas). It begins with an outline of the learning intentions and success criteria for the lesson. There are some context setting notes for students to copy (defining third wave feminism etc.) This is followed by a brief viewing activity (‘A bite-sized guide to Third Wave Feminism.’) Some important key terms (intersectionality and marginalised groups) are defined. Following this reasons for the rise of the third wave of feminism in the 1990s are outlined. The unpopularity against feminism in this era is mentioned along with the reasons for this backlash. There is a quote from Anne Summers which referenced the roll back of programs which safeguarded women’s equality which started to occur in Australian politics in the 90s. The reasons why women turned their backs on feminism are listed (e.g. fearing appearing unfeminine / anti-men or ending up alone). Some key figures in this wave of feminism are introduced including Naomi Wolf (USA). Some types of feminism in this era are explained including Lipstick feminism and international feminism. The Toronto ‘Slut Walk’ is given as an example of a campaign that was used. Some advances made in Australia in the 1990s are listed including the first female premiers of Western Australia and Victoria. The lesson concludes with some questions to check for student understanding. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). Designed as part of a unit entitled Women’s movements since 1893 which has the scope to span from when Women’s suffrage in New Zealand became law to the present. Our school decided to focus on the Second Wave of Feminism for our assessment (while briefly touching on the other waves of feminism).The other resources are also available in my store - Aussie_Resources. The end of term assessment for this unit was an essay under exam conditions.

Three resources: A Powerpoint which teaches students how to analyse a specific type of source - songs. These primary sources provide a good insight into the values, attitudes and beliefs of a time period. The period we focused on was the second wave of feminism. The lesson provided an intro to what popular culture is, some questions to ask when analysing a song as well as a framework to use for writing about the source (COMA). Following this, a Jigsaw strategy is used so students become an expert about one of the 5 songs before moving to another group to inform them about that song. This is followed by a paragraph writing activity. Also included in this PPT is essay writing tips which can be used in a subsequent lesson if the Jigsaw strategy takes longer (depends on the number of students you have). A Handout for the students to complete during the Jigsaw strategy. It contains graphic organisers to support their analysis of the feminist anthem that has been assigned to them. Some information about each of the songs which are used in the Jigsaw activity. You need a few printed copies of the info for each song to be distributed to the students who are becoming an expert on that specific song. 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 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. A PowerPoint which begins by showing the rule of law pyramid and explains it. Requirements for laws are explained. Some elements of the pyramid are further explained including ‘presumption of innocence.’ Subsequently the 3 levels of government and their responsibilities are explained. As are the three pillars of the rule of law (judicial, legislative & executive). Information is provided about who enforces the law and the court system. There are some graphs of crime trends in Queensland. This is followed by an explanation of ‘statutory interpretation.’ The terms ‘onus of proof’ and ‘standard of proof’ are explained. Information is provided about the difference between criminal and civil cases. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

Warm up worksheet – labelling cognitive verbs {Infer, Discuss, Interpret, Decide, Recommend, Apply, Select, Define}. Handout – a series of sources about a break in to a business (Jb Hi Fi) – newspaper article, crime scene photograph, extract from Criminal Code Act 1989, a criminal history, victim impact statement, interview transcript & textbook excerpt. It includes a retrieval chart for planning a response to an extended response exam question. 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. It begins with a discussion of the criteria being assessed in their exam and what it means to ‘analyse’ and ‘evaluate’ in legal studies. Students are taught what to look for to determine the ‘nature’ and ‘scope’ of a legal issues. They are shown what a source might look like in their exam. As a class we go through the sources and complete the graphic organiser. Following this the structure for an extended response is explained. Students must write their response and if it is not completed in the lesson, it becomes homework. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

A differentiated exam which was made for QCIA learners who have learning difficulties which prevent them for doing the exam sat by the remainder of the class). The Queensland Certificate of Individual Achievement (QCIA) recognises the achievements of students who are on individualised learning programs. The exam has been tailored to the needs of the learners. It provides a word list of terms encountered in the unit at the front which students can refer to for spelling and prompts when writing their answers. It includes a couple of questions where the students must write their own definitions of key terms and some where they have been provided with the definition and must label the term and provide some examples. It also includes a match the definitions question. Then there is a question type where students are provided 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. To differentiate, QCIA students are provided with sentence starters to help them answer the questions, the length has also been reduced. Where possible the stimulus is the same as the exam being sat by mainstream students. Some of the questions have been modified / simplified. This exam contains more short response questions and a cloze passage in lieu of an extended response. Additionally, questions specific to the students QCIA goals have been incorporated. 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.

My school runs a 10 Legal Studies elective designed to give students a taste of Senior Legal Studies. This is a Unit Plan for a unit designed to give students foundational knowledge about Australian law and government. It contains: • Subject description • Unit description • Assessment details (formative and summative) • Suggested resources (textbooks, websites, videos etc.) • Teaching and learning cycle • Learning intention & success criteria • Reflection questions for teachers at the end of the unit

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. It is a practice exam containing 6 short response questions around things like: • The role of the upper and lower house • The independence of the judiciary • How statute laws are created I have also included a sheet that contains sample answers which I made to unpack with students after the practice and the PowerPoint that goes with it. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

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. It is a practice exam for 10 Legal Studies containing 1 extended response question and specific scaffolding (graphic organisers) for students to use in their exam planning time. The topic for this one was voter apathy. I have also included the 8 sources which were provided to students a week before the exam (and a fresh copy in the exam). I have also included an exemplar for a different question.

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. A PowerPoint designed for use in the lead up to the exam to teach students about quotas and referendums. After defining each of these terms, an explanation is provided of the double majority requirement for passing a referendum and the reason for this. It also goes through the steps for a referendum to occur using the 2023 ‘Voice to Parliament’ debate as an example. I include the draft question and the final question, screen shots from social media in the lead up to the vote, screen shots from the yes/no pamphlet produced by the government as well as screen shots I took on the night of the vote calculation showing the progressive count. This is followed by some multiple-choice questions to check for understanding. Then just for interest there is an infographic about the other unsuccessful referendums in Australia’s history. Following this there is some specific information about Part B of the exam (extended response) as students will be given their seen sources during this lesson (a week prior to the actual exam). Their exam topic is on the representativeness of parliament. The slides contain an example response for a criminal law topic: drug possession so that students can see the skills in practice but with a different context. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

This lesson is designed as part of an Australian year 9 English unit. The first assessment for this unit is a persuasive essay. This PowerPoint first explains the assessment and the criteria students will be marked against. Subsequently, it goes through essay genre conventions (defining terms like thesis statement, explaining what should go in an intro, body and conclusion, explaining how texts should be referenced in text and in a bibliography). This PowerPoint also includes example paragraphs from a range of texts which show Australian stereotypes including The Simpsons Australia episode, Crocodile Dundee and men of the open spaces. Handout - planning steps to be completed prior to writing Handout - scaffolding for essay which tells students what they must write for each paragraph.

A writing booklet which I made to scaffolding the writing portion of the assessment. Tip: I keep these in the classroom so that I have evidence of student work for if they are absent on the due date. I also share this booklet to students electronically on the class One Note for if they would prefer to type into it. A PowerPoint to take students through the first writing session – developing their thesis statement and writing body paragraph 1.

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. The lesson begins with a settling activity where students copy terms into their glossary (inform, describe, explain and persuade). This is followed by a Viewing Activity: How shopping Apps dominate fast fashion and appeal to young people. Students are given some tips for how to reduce their expenditure on new clothes (ideas came from a podcast I listened to.) There was a brainstorming activity (to see what students retained from previous lesson about fast fashion). Students had to draw a table in their books to complete as they watched a report made by the ABC program ‘Foreign Correspondent.’ They had to make a list of environmental impacts and social impacts (impacts on the people). Following this, students learned about 3 types of appeal that they can use in a persuasive speech. We then discussed why teenagers should care about the environment (linking this to values, attitudes and beliefs). Finally, we reviewed the P.E.R.S.U.A.D.E Acronym (which lists 8 different persuasive techniques which students can use in their assessment and in the writing activities in class this term). Then students had to write a TEEEL paragraph about ‘Fast Fashion’ which was both informative and persuasive (to consolidate their knowledge).

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.