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 a viewing lesson designed to pique student interest in road laws at the beginning of a new unit. This episode included a few low range drink driving offences and one drug related offence. This resource includes the handout for students to complete and a modeled response (teacher answers). The handout includes a retrieval chart for students to record information including: the result of the first breathalyzer test, the quantity and type of alcohol consumed, second reading, conviction etc. It also includes some short response questions and an extended response question which requires students to write a paragraph citing relevant QLD traffic laws which would be applied if this incident had occurred in QLD instead of NSW. The worksheet includes screenshots from relevant legislation which students must draw on in their response. The episode is available on Click View and a link is included at the top of the handout. 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 a viewing lesson designed to pique student interest in road laws at the beginning of a new unit. This resource includes the handout for students to complete and a modeled response (teacher answers). The handout includes a retrieval chart for students to record information including: the result of the first breathalyzer test, the quantity and type of alcohol consumed, second reading, conviction etc. It also includes some short response questions and an extended response question which requires students to write a paragraph citing relevant QLD traffic laws which would be applied if this incident had occurred in QLD instead of NSW. The episode is available on Click View and a link is included at the top of the handout. 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.

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.’

Resource 1: A Unit plan designed for a 10 week term (with the assessment taking place in week 8 to allow time for beginning the next unit). The unit plant includes syllabus objectives, a description of the unit, assessment task details and a list of recommended resources (including visual media) Resource 2: A Scope and Sequence suggesting topics to be covered throughout the term is provided. It shows the balance between teaching content and practicing exam cognitions and building students communication skills. 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 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 begins with questions where they are provided the definition and must provide the correct word to label it and add an example. There is one question where they must provide their own definition and example for the term. There are a lot more visual questions for students (e.g. a few where they must respond to advertisements and the stereotypes about men/women within them). There is a list of scenarios which students must read and circle those which count as gender discrimination. There is also a question about sexual harrassmen where studetns are provided a visual infographic which they can use to explain why sexual harassment is bad. Following this they must write a short response to the question: What should someone do if they are being sexually harassed in their workplace? This requires them to make a recommendation and give some reasons why they think what they think. Attached to the exam is 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.

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.

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 final lesson for use before the practice exam. The focus is on inclusivity and the importance of stopping discrimination and harrassment in our communities. It begins with a warm up (completing a cloze passage about Australia’s Sex Discrimination Act). This is followed by a review of this act and the additions that were made in 2013 making it unlawful to discriminate against a person on the basis of sexual orientation, gender identity and intersex status under federal law. Students have to read an article(LGBT-inclusive education: To teach or not to teach?) and fill in a graphic organiser identifying the different viewpoints within the article. This is followed with a discussion about what is being taught in the Australian curriculum (in particular in terms of the sexual education curriculum). A question is posed: ‘What does LGBTQi±inclusive sexuality education look like?’ Answers from the United Nation are discussed. This is followed by a practice exam-style question. Students have to read the sources and identify the viewpoints within them about inclusive education. They use these to write a TEEL paragraph summarising the key points made in these sources which answers the question: “Why is inclusivity important? Explain what experts recommend should be done to make Australian schools more inclusive of LGBTQIA+ students.” The sources are provided on the subsequent slides. At the end of this lesson, students should be able to: define sex discrimination and provide an example, explain how the Sex Discriminatino Act applies to workplaces and education institutions and list some steps a person can take if they think they are experiencing discrimination.

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 second lesson on Australia’s anti-discrimination laws. The PPT begins with a viewing activity (studentsare to watch a clip and summarise what they have learned about the types of discrimination). Within the lesson students will be: Exploring employer and employee responsibilities (re inclusivity and combatting discrimination) Looking at how workplace dress codes can be sexist (and what employers should do about it) Learning what protections Australian law has in place for parents and would-be parents (and what they should do if they are denied these rights by their workplace) There are additional videos at the back of the PowerPoint for using if the students get through all the content planned for the lesson early.

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 which continues to explore gender discrimination and laws about discrimination (in Australia. It begins with a discussion about 3 more cognitive verbs students must demonstrate in their exam (decide, recommend and justify). There is a visual of the process for justifying from the QCAA which I use to explain this cognition further (it includes sentence starters). This is followed by an explanation of criteria 2.3 and what students must demonstrate to get an A in this criterion. There are some example questions for students to see what they look like in the exam. This is followed by some new content - Australian workplace rights. We unpack what a right is and look at rights that employees should have at work. We look at the Equal employment opportunity commission, what they do and how they are safeguarded by a number of state and federal anti-discrimination laws. We briefly touch on Federal laws (e.g. Australian Human Rights Commission Act 1986 & Fair Work Act 2009) and Queensland laws re discrimination (e.g. The Sex Discrimination Act & Queensland: Anti-Discrimination Act 1991 (QLD)). We also looked at which of Australia’s National Employment Standards link to these laws. We also look at what the Fair Work Act does to protect parents or those seeking to become parents from adverse action. This includes questions which cannot be asked when interviewing potential employees to prevent biases around hiring (e.g. women around age of having babies).This is followed by advice about what to do if you believe you are being treated unfairly at work. To conclude the lesson, we go through the type of question to expect on exam (a small scenario which they must read and identify at least 2 perspectives from).

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 designed to introduce the second focus of the unit - discrimination. The warm up is to copy 3 terms into their glossary (discrimination, gender discrimination and sexist). Then there is a discussion of an interesting moment in the 2021 Australian season of ‘I’m a celebrity get me out of here.’ There is an opinion piece which summarises what happened in the episode and the various reactions to it (from the celebrities and the author herself). There is a retrieval chart for students to use as they read the article to identify the various perspectives (they must identify 3 perspectives). During this activity it is easy to get students to begin using language of comparison. This is followed by a brainstorming activity to see what students know about discrimination and groups which have faced discrimination in the past. This is followed by an explanation about the differences between discrimination and prejudic. Additional discrimination subcategories/types are introduced - individual, institutional, direct and indirect. There is a checking for understanding activity where students are provided with 6 scenarios and must circle which of them are examples of gender discrimination. This is followed by statistics about gender discrimination and issues which have been experienced by women including the earning gap. Following this, students copy notes about Australia’s ‘Sex Discrimination Act’ (1984). This is one of the federal laws students should be able to refer to in their exam. As the exam is a response to stimulus, students are then introduced to ‘infographics’ as there is an infographic in the exam. We spend time talking about how to draw information from visual sources and offer our own interpretation of them. This is followed by brief information about when discrimination can occur in a workplace and a checking for understanding activity where students fill in a graphic organiser about the differences between prejudice and discrimination.

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 which focuses on developing student ability to define, describe and explain (cognitive verbs which they will need for their upcoming assessment).It also builds student knowledge of how the media perpetuates gender stereotypes. It begins with a revision activity (a match the definitions task).This is followed by looking at what it means to define, describe and explain.Looking at some example questions which use the cognitive verb ‘explain.’ Some sentence starters which can be used for explaining are provided (from Pat Hipwell’s Logon Literacy explain poster). Then, using the Gradual Release of Responsibility method there is a ‘we do’ practice explain question to be done as a whole class and one to be done with their elbow partners (the person sitting beside them). This is followed by a self reflection tool for the student to see how confident they feel at this point. After this, the lesson moves onto practicing some question types similar to those on the exam that we have encountered thus far.There is a set of ‘you do’ questions about a person and what can be inferred from their interests and appearance and whether it is fair to ‘judge a book by its cover.’ This is followed by a look at another question which will require students to unpack an advertisement and “explain the effect the advertisement could have on female and male audiences.” As this is intended for a year 12 class, the advertisements are quite mature. They are derogatory advertisements produced for the men’s fashion brand Suitsupply which was founded in 2000 by Fokke de Jong in Amsterdam. This is meant to generate discussion about the fact that ‘sex sells’ and without rules to curtail advertising companies, some really messed up advertisements can be created. They are to make connections between the sexualisation of women in ads and how this can inadvertently reinforce negative perceptions of women and their value in society. This ties in nicely with our second part of the unit which is about discrimination. After doing the suit supply paragraph together, there is a Madison Avenue advertisement about cooking equipment for the students to analyse on their own and complete a practice response about.

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 which begins with a warm up practice exam question where students must make inferences about someone based on a photograph of them and some brief information about their occupation and interests. This is followed by a reflection to see how confident students felt about this task. Afterwards the term ‘stereotype’ is defined along with some information about why people stereotype. Students are to copy the definition of ‘gender stereotypes’ into their glossary. There is a viewing activity that explains this concept further. Looking at some stereotypes e.g. which gender is dressed in pink vs blue. This segues to a discussion about how advertisements target viewers of particular genders. There is a clip for students to view and discuss (Top 10 Unnecessarily Gendered Products). This is followed by some visual literacy activities where students have to analyse a range of advertisements and explain their meaning (as this is a skill they must have for their exam). Some of these advertisements are quite sexual and lend well to discussions about the impact of advertisements on body image. They can also cause society to continue to accept misogynistic views of women. There is also a sample advertisement related question for students to view and another one for them to attempt to answer. If time permits, at the end of the lesson, there is an interesting TED talk to watch.

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.

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 for an assessment literacy lesson where students learn more about their upcoming exam including word limits and the communication skills needed for the exam. Students are given a copy of the ‘I can’ statements which shows what an A, B & C looks like for each of the criteria. This is followed by focused teaching around Criteria 1.1 (how to write thorough definitions). This begins with explaining what a definition is and what makes a good definition. It also unpacks what makes a definition bad. Then a sample definition for ‘Gender Identity’ is provided using the four quadrant method (modelled response). Students are informed they will complete their own definition for ‘domestic’ at the end of the lesson after viewing a range of informative videos about this issue. ‘I can’ statements handout which breaks down the criteria into simple terms for students to understand (also assists teachers to mark the assessment with ease)

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 (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.

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