Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons. The lesson opens with a discussion point about a contested issue - the difference between vandalism/graffiti and ‘street art.’ It provides some information about why people are compelled to graffiti. There is a news viewing activity which sheds light on this topic and features an Australian street artist. This is followed by some note taking tasks (defining vandalism and graffiti). There is some contextual information about the history of graffiti and a Venn Diagram (comparison) activity. This is followed by a series of pictures which students need to classify as either graffiti or street art.

A fun trivia PPT designed for an end of the year activity but which would also be useful if you broke it up and used particular rounds as warm ups or brain breaks throughout a year. There are 20 questions per round (12 rounds in total) - each slide features 10 questions which auto appear upon clicking. Each round has a different focus or theme. There are a couple of picture rounds (famous people, famous landmarks, celebrity singers etc.) Additional round categories include: popular culture, true or false, food and drink, science and the human body, English, Geography, History, General Knowledge, Maths and lastly Animals and Birds. After each round is a slide providing the answers for that round. Questions could also be used in a jeopardy style game.

Part of a set of resources created for a senior Social & Community studies class in Australia (QCAA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons. The lesson begins with a consideration of the role art plays in society. There is a Bansky quote which encourages discussion about whether these murals would be quite as powerful if they were in a gallery or done by legal means. There is information about how art conveys messages and a series of slides which name and explain language techniques used by artists with relevant pictures of street art supplied. The techniques are: allusion, rhetorical questions, repetition, pun, metaphor, sarcasm, verbal irony, a call to action and parody. This is followed by a series of pictures where the students need to identify which language feature it utilises. If time remains, this is followed by a Click View viewing activity about street artists in Melbourne.

This resource includes: A copy of the task sheet for the unit that includes the instrument-specific marking guide (showing the criteria that students work will be marked against). The task is a historical essay based on research. A handout of sentence starters which are grouped based on what skill the student needs to do e.g. introduce the essay, showing historians viewpoints, defining key terms / concepts, quoting, talking about visual sources, explaining concepts / ideas / quotes / evidence, analysing sources, evaluating the reliability of sources, evaluating the usefulness of sources and explaining how one source corroborates another. It also includes a list of words that students can use instead of ‘said’ when quoting from a source and a list of conjunctions (linking words). NB: These sentence starters are not one size fits all. These are intended to help students; however, they will need to think about how these will fit in with the purpose of what they are trying to say. These will be useful for any historical essay regardless of topic. NB: Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The content would also be useful more broadly for students in other states and countries with an interest in the Vietnamese Independence Movement (1945-1975). The other resources are also available in my store - lrigb4. The end of term assessment for this unit was an essay.

The significance of the use of atomic bombs during World War II, The contestability surrounding the use of atomic bombs during World War II, The causes and effects of the use of atomic bombs during World War II. The Beginning of the Nuclear Age, why the atomic bomb was developed, how it was tested, why America decided to use it against Japan, why this decision was contested by some scientists, it looks at the discrimination towards victims of the bombing (and how they came to be known as the hibakusha) and President Truman's justification for what he did. This PPT includes extracts from a documentary which recreates the bombing of Hiroshima (using reenactments) and explains the science behind the bomb. It includes images of the destruction to buildings, medical side effects (e.g. cataracts, scarring, radiation, birth defects etc.) It also includes drawings made by survivors depicting the black rain, bodies in the water etc.

Two resources for teaching year 8 history: 1) A scaffolded activity teaching students to research castles (What was a castle’s purpose in medieval times?) and complete a PEEL paragraph to communicate their answers. 2) An example PEEL paragraph responding to the question How did castles during medieval times change?

Defining typeface, serif and sans serif. How do you choose which font is best for your purpose? Advice about type size, place and space, the background colour, what different colours mean (their associations).

A PowerPoint with pictures and explanations of: · Photoshop tools ·  How to create a new canvas ·  How to use layers ·  Background colour ·  How to add text

Useful resource for English or Theology classes. Defines key terms and presents students with scenarios to discuss.

This powerpoint introduces students to the key features of magazine covers. It defines key terms including Mast Head, Main Cover Line, Cover Lines, Strap Line, The issue number, The date, Cost of a magazine, Main image, Background colour, Promotional material and Barcode. It includes pictures of magazine covers with annotations which recognise the effect these features have on the reader

How is television news structured? What are the key features?

List of emotive words which are useful for creative writing tasks.

An explanation of the elements of photography to consider when planning a photo shoot. An explanation of the following concepts (with images as examples) e.g. Framing, Rule of Thirds, Composition, Layering, Light, Perspective, and Viewpoints. Also some advice about what not to take

A PowerPoint which defines realism and how this genre emerged. It also features 3 tips for character development. This is followed by a crime writing activity with a visual stimulus (which can be used to gauge students' creative writing skills prior to handing out their actual assessment).

3 resources to scaffold the assessment task below (a powerpoint, a research document and an essay scaffold). Task: 1. Research an individual or organisation (past or present) whose deep connection to Christ and Christianity resulted in life/historical changing experiences. Suggested people and organisations are listed below. 2. Explore the life and mission of this person or mission statement and legacy of this organisation and make comment on how they used their belief to make the world a better place. 3. Present your assignment as a profile of information – a research project following the format of a mini essay or a Google Site with a timeline. Your profile of the individual or organisation should cover the following four areas: o Life story (faith journey) o Beliefs and teachings (philosophy / mission statement) o Significant event/s in their life (time of change) o Legacy (what they left behind – what we can learn from them)

This is part of a series of resources developed for a year 8 English class in Australia. The first resource is a list of context-specific spelling words for the first six weeks of the term (24 words per week). The second is a PowerPoint introducing the unit and key terms. It specifies the difference between a theme and an issue, gives examples of specific social issues and it has a viewing activity to help students understand a particular social issue (poverty). Finally, it includes some images and creative writing prompts to get students thinking and writing themselves.

5 resources for a crime fiction unit for Senior English students. The first is an explanation of the cozy fiction subgenre and its codes and conventions. It includes an explanation of 'Murder on the Orient Express.' A list of more recent TV examples e.g. Rosemary and Thyme. It also includes a trailer of Identity which utilses many of the genre features but places them in a modern setting. Resource 2: Spelling list for the term - 24 words per week. Resource 3: Homework for this lesson. Resource 4: homework for the following lesson (after beginning watching Identity). Resource 5: retrieval chart for while watching identity.

Three resources for a year 8 history unit. 1) A PowerPoint (with videos) explaining feudalism. 2) A scan from a textbook showing a castle set up 3) a typed excerpt from a textbook explaining feudalism

A PowerPoint defining the following terms: ● Shape ● Line ● Colour ● Point ● Value ● Balance ● Perspective/Scale ● Harmony ● Movement ● Texture ● Unity ● Variety

PowerPoint: This lesson includes a definition of setting and tips for descriptive writing. There is Students will learn how to develop setting in their story by reading extracts from a very famous crime story called ‘Memento Mori’ to see how the author developed setting and character simultaneously. There is a lot to be learned from this text as it is an unusual story told in a nonlinear fashion. There are two distinct voices used – one is in second person, the other is in third person. As the protagonist only has a 10-second memory span, the third person voice often re-establishes the setting (but pointing out different things each time). This serves to develop the character and create suspense. Extracts from the text are also discussed in terms of how the author establishes the time of day and atmosphere along with the setting…