A worksheet to be used while viewing the Bio pic ‘Long Walk to Freedom.’ It includes during viewing questions and post viewing questions about key people, key events, ideologies/beliefs/motives and some empathy-based questions. There is also a homework activity which requires students to do some further research about Mandela. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for English students in other states and countries with an interest in the Anti-Apartheid movement in South Africa (1948-1994).

The PPT begins with a warm up to help students to retrieve prior knowledge. This is followed by Carlton university’s tips for analysing and evaluating primary sources. Students are then given a worksheet which contains the O-P-V-M chart with some elements removed which students will fill in as the lesson takes place. The PPT goes through each source type beginning with letters giving information about things to keep in mind regarding origin, purpose, value and limitations. There is a letter from Nelson to Winnie which we read and discussed the language choices. There was also one from Winnie to Nelson (1970). Following this information about Winnie Mandela from the South African History website was provided. The next source type was photographs. I utilised a range of photographs about Winnie Mandela. Following this, political cartoons. This was followed by an acronym called P.I.C.T.U.R.E which is handy for unpacking visual sources. There is information about techniques which cartoonists often use to convey meaning (including allusion, symbolism, irony). Then some cartoons from Zapiro and Len Sak were included for students to get an idea of different styles. The next source type was news media which covers newspapers, tv reports, radio reports and eye witness accounts. Following this, official government documents and other government records e.g. speeches and memorandas. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for English students in other states and countries with an interest in the Anti-Apartheid movement in South Africa (1948-1994).

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 quick recap of the two houses of parliament – The House of Representatives (lower house) and The Senate (upper house). Some information about Australia’s mixed system of government is provided. here the terms democracy, representative government, constitutional monarchy and federation are introduced. Next students are introduced to the term MP (short for Members of Parliament). They take notes about what they do. There is a timetable for a typical Monday in parliament house which is used to explain what they do while they are in Canberra. This is followed by an explanation of how MPs are elected. There is a video from the 2022 elections which gives a run down of the main political parties in Australia. Information about backbenchers and their work on committees is provided. This is followed by an explanation of the skills MPs need and a recap of the process for taking a Bill from its initial draft to becoming a law. There are then clips from the news in 2024 showing some topical issues – Tax Cuts and the possibility of removing ‘Negative Gearing.’ The lesson ends with some checking for understanding questions. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

About the PPT: This lesson was designed to teach students about dialogue and how it can be used to reveal the personality of the characters. It begins with a definition of dialogue and an explanation of reported and direct speech. Some examples of each are provided and students need to identify which is which. There is an excerpt from the anthology ‘Growing up Asian’ which students can read as an example of how characterisation is driven through dialogue. There was also information about placing dialogue tags at the beginning, middle and end of a quote for variety. There is an activity sheet for variants to the word said. After checking the answers, there is information about how to punctuate dialogue correctly. Following this the story for today ‘Big World’ was introduced. Some of the terms that students may be unfamiliar with have been defined on the slide. After reading the story, there are some discussion questions which I use with the students. Students then share their responses for the retrieval chart. The lesson ends with a 5 question multi-choice quiz about punctuating dialogue correctly. Other resources: A copy of the Short Story and the retrieval chart Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts - Topic 2: Creating representations of Australian identities, places, events and concepts.” During this unit students learned about Australian social groups. They engaged with a range of short stories representing Australia. Their assessment was to write a short story which explored a gap/silence from one of the texts they studied in class.

A reading comprehension activity which utilises the QAR reading strategy. Students will read an article entitled “Teenagers and social networking – it might actually be good for them” and then complete the questions.

A reading comprehension activity I made using the THREE LEVEL GUIDE structure The article is about the effects of social media on teens.

Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for Humanities students in other states and countries with an interest in colonialism and Australia’s Frontier Wars (1788-1930s). An interactive lesson created for use after the practice exam to introduce students to the key historical figures and events they needed to know for their actual exam. Students were given a topic and their own guiding question - they were provided with a PowerPoint full of sources to use as a starting point they were also allowed to conduct their own research on The State Library of Queensland Website. Afterward they were to create a poster (to be completed for homework) so that in the following lesson they could teach the class about their ‘expert topic.’ This resource includes a sheet of the topics (Kalkadoons, Battle Mountain, Native Mounted Police, Sub-Inspector Beresford and Sub-Inspector Urquhart) and guiding questions. It also includes the four PowerPoints of sources which students accessed. 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.

A PPT to introduce students to the second of the two films they can write a film review about for their assessment {a multimodal presentation}. It includes: some quick facts about the comic-book origins of the character and the creator. Information about King pin and his origin story in the comics. The inspiration for the film. A link to the trailer is included for introducing who the key players in the film are. Students are provided with information about the director, producer etc. to add into their retrieval chart. This is followed by images of the costumes of key characters (Kingpin, Prowler, Miles etc.) so that students can take notes about colour & props. A film viewing report card (retrieval chart) to be used in subsequent lessons while viewing the film Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts.” During this unit students learned about Hero and Villain films and how filmmakers use cinematic techniques to portray them and create an intended message. Their assessment at the end of this unit was to write a 4-6 minute multimodal (speech) to be delivered live or pre-recorded reviewing one of the three films shown within the unit. Films focused on in this particular year: Wonder Woman & Into the Spiderverse

A glimpse into history! This source can be used to explore what Queensland students were learning about the First World War as it was occurring. The first section of this monograph is includes information about the Gallipoli landing. Latter sections feature poems and stories. Source name: The School Paper: ANZAC Day 1916 (for classes III and IV) Author details: Queensland. Dept. of Public Instruction Made in: Brisbane Publisher: Department of Public Instruction Source type: Monograph (a detailed written study of a single specialized subject or an aspect of it.) Source origin: These books were given to students in Queensland schools during World War One. This was the property of Violet Coley (daughters of Philemon and Sylvia Coley) when she was a student in Coleyville. Coleyville is a rural locality in the Scenic Rim Region, Queensland, Australia. The locality is named after Violet’s parents who emigrated from Halesowen, Worcestershire, England, in 1866 and settled in the area.

A worksheet designed for watching episodes 5 and 6 of Madiba (2017). This lesson was used when the year 11’s were on camp as a form of revision for the year 12’s. Episodes available on ClickView. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for English students in other states and countries with an interest in the Anti-Apartheid movement in South Africa (1948-1994).

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 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 PowerPoint taking 12 Essential English students through another exemplar persuasive speech. The lesson begins with a settling activity – there is a jumbled-up list of persuasive techniques, definitions and examples. Students have to match them up correctly. There is a placemat which shows the skill ‘arguing/persuading’ and contains some suggested conjunctions and sentence starters. The parts of the speech and “I can” statements are reviewed. Then students go through a persuasive speech about climate change and consider how it was structured, the language features used and the suggestions made. This is followed by information about the good and bad parts of this exemplar and what they could have improved.

A QCIA cover sheet recommending adjustments to be made and individual learning goals to be assessed A modified task sheet for students on a modified program (called QCIA students in QLD) A modified planning booklet for QCIA students. Many of them chose to make a poster about animal abuse rather than a PPT. A modified writing booklet for QCIA students.

A copy of the PowerPoint I used to go through the task requirements with the students (10 English, Australia). Students had to write a feature article which focused on the moral/ethical dilemmas in the text. A feature article checklist which was attached to the task sheet so provide feedback to students on missing elements (in response to their drafts) Two exemplar feature articles which can be used in handout lessons or when teaching the feature article genre. A planning document to assist students to draft their own feature article.

A PPT. Defining feature articles and the genre conventions (Language features, generic structure, layout, grammar, vocabulary, expected paragraph length, cohesive ties). The difference between a traditional news story and a feature article. An example satirical feature article with comprehension questions (and annotations). Plus some tips for how to create a killer headline. Handout of satirical feature article A PPT going through a different feature article about parenting called ‘Backfire of the Vanities’ along with a handout of the article and a lesson plan. Handouts about the features of feature articles (and langauge expectation) Scanned feature articles

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.