1) An image of the STEP UP acronym (used for analysing poems) 2) A booklet of poems from the Industrial Revolution which could be used in English or History (source analysis).

Two resources for use in a theology class 1) A PowerPoint defining the various Catholic Social Teachings. 2) A booklet for use at the end of the term when students view Patch Adams. It includes viewing questions including questions about the CST's.

Posters for media showing shot sizes, camera angles and other items for decorating a classroom. 3 different templates for story boards.

This lesson defines politics, looks at what is needed to be classified as politically literate, lists various forms of political participation, explains how the party system works and defines opposition/minor/independent parties. It also looks at the Labor party key players, the ideals of the party, the main platforms for the election, the 100 positive policies (their advertisement and the chaser’s response), it then lists all 100 positive policies and looks at some of the most interesting ones (social issues including refugees etc.) PLEASE NOTE: The material in this lesson was created in 2016 so would be good at providing context for where we are now

This PowerPoint includes: a synopsis of film and information about the author of the novel: Dashiell Hammett. This ppt introduces the femme fatale and film noir and explores its defining features and how they influenced crime films. It also looks at societal influences on writers and filmmakers of the time. Within the lesson there are a few viewing activities including an excerpt from The Maltese Falcon and the trailer of Postman always rings twice (another well-known example). If I have time I usually show the trailer of Gone Baby Gone as a modern example. For homework, students consider how they could incorporate some of these elements into their own short story.

The various factors that make a story newsworthy. Definitions, written examples and film examples. Topical issues from the past e.g. Tsunami, Beaconsfield Mining, Brisbane Floods.

This is a history style lesson designed to help children understand the Stolen Generations before the next lesson where they will view poems about this issue and have to analyse them. It introduces students to the assimilation policy, includes images of newspaper advertisements at the time (selling half-caste children) and looks at the beliefs held at the time about this issue. It includes clips from the film Rabbit Proof Fence along with questions to help check for understanding and to develop empathy. Following this, information is provided about what the institutions were like as well as historical sources (testimonies of stolen children remembering the day they were taken). Finally, it looks at the effects and consequences of the stolen generation with information taken from the Creative Spirits website. Additional resources: A handout with the questions for the Rabbit Proof Fence viewing activity. A homework handout (mind mapping the effects of the stolen generation.)

A PowerPoint which includes a list of questions for students to ask themselves every time they analyse a poem. The poems to be explored show people’s feelings and emotions about war and the toll it takes on human lives. While some poems talk about bravery, patriotism and pride, this collection challenges this perspective. Both poems contest the notion of war showing it as a senseless waste of young lives. Students read one poem and there are set of writing activities and questions for them to respond to. They then listen to the song 'And the band played Waltzing Matilda' as they read along on their sheet (also provided). Afterwards, there are 11 activities for the children to complete.

In order to create convincing crime fiction, students need to be able to analyse the portrayal of crime, criminals and the criminal justice system in various modern and canonical texts. This powerpoint goes through some theories of crime and includes some clips from crime films (e.g. Kindergarten Cop, A Time to Kill etc.) that help students understand these. The powerpoint covers info such as the Role of the law in society, the image of the criminal and how these can reflect their theories of human nature, beliefs about the causes of crime and information about how crime is dealt with by society.

This powerpoint introduces students to key terms which are necessary for a study of documentaries e.g. intertitle, masked interview etc. After these terms the lesson introduces students to audio and visual devices which are used to position audiences in documentaries e.g. narration / voice over, music, sound effects, slow motion and other visual editing effects. After copying these notes students view a small clip about climate change from a biased documentary and have to practice identifying these features.

The PowerPoint includes definitions and examples of poetic devices including rhyme, repetition, simile, metaphor, personification, alliteration, assonance, symbolism etc. There are also slides with famous examples from songs (some oldies but mostly contemporary). The homework sheet is a match the terms handout to consolidate learning.

1) A fun an engaging PPT designed to build up students' reading comprehension abilities. It includes a definition of war, a series of questions for classroom discussion (drawing on prior knowledge), a small clip from Forrest Gump for students to watch and discuss (questions included), info about who writes war poetry and the various reasons they have for doing so, an answer to the question 'why read poetry?' Following this the PPT encourages students to engage with three poetic texts and learn to read for meaning and to appreciate the emotions created by the author and how they achieve this. Each poem comes with questions to check for student comprehension and to begin scaffoldin their ability to analyse. 2) A handout with the words to each poem: Grandpa what did you do in the war?, Gaps in the ranks & And the band played Waltzing Matilda 3) A Poetry retrieval chart (homework) for students to complete to revise after the lesson -- I would send these out via email to be completed electronically.

1) An exemplar feature article 2) A PowerPoint designed to teach students about the genre they need to write for their assessment. It includes tips for the exam and the criteria students have to demonstrate. It specifies the codes and conventions of a feature article (in terms of structure, visuals, paragraph length, cohesive ties, vocabulary etc.) It includes a suggested structure followed by a student's example. Afterwards there are questions about the article's intended reading, tone, use of language features etc. Examples of types of statements they may come across in their exam. If time there is another feature article example (resource 1) also copied into the final few slides.

This PPT was designed for an English staff meeting but could be modified for use in other departments. It is especially useful when mentoring beginning teachers. It explains the three types of assessment: Assessment of learning (summative). Assessment for learning (formative). Assessment as Learning (learning from reflections after completing the task). It looks at why all three forms are important and how to make each type meaningful. It includes example scaffolding for an assessment task (including how to explain the criteria to your students). It includes an example template for students to write their assignment into (that teacher’s can then model their own templates off of). It includes an example of a draft checklist which can speed up a teacher’s draft time. It explains the importance of providing timely feedback on final assessment and includes example feedback and an explanation of the sandwich model.

1) A PowerPoint for an introductory lesson to a year 12 Authority English unit in Australia. Overview of school rules, my rules and expectations for Authority English. A term overview, a list of spelling words, goal setting prompts, an introduction to poetry and why it matters, & a brief writing activity. 2) A handout with the questions for the student self-reflection.

The first resource is a template I use for student reflections at the end of each term. It includes sections for feedback about the assessment, the learning opportunities and about me as a teacher. The second resource is a template I use for completing my own reflections after teaching a unit. It can be great for beginning teachers or for staff to complete together at the end of term.

Task sheet for an assessment requiring the following things: Treatment, Making the magazine in photoshop, Reflecting on your final product, Responding to someone else’s magazine cover (critiquing) The PowerPoint includes an example student magazine cover (annotated), the requirements for a treatment, an example treatment. Additional resource: A scaffolding table for planning their magazine cover

Prior to students learning about moral issues in The Hunger Games, they must first learn what morals are and have a chance to identify them in other texts. This PowerPoint teaches students what terms including moral, morality and immoral mean. Students are also introduced to the news genre and its purpose. They learn about how regular news stories are structured and their common language before reading a news story with a moral issue in it. After reading the article there are a series of comprehension questions which could be answered individually or as a class depending on the abilities of your learners. These questions increase in difficulty and were written using verbs from Bloom's taxonomy. Resource 2: A copy of the newspaper article students explored in this lesson (taken from an Australian newspaper in 2017).

This booklet has been designed as part of a unit of work on Catching Fire (the second book in the Hunger Games trilogy). It includes activities about characters, the setting and language features which students are to complete as they read the novel. There are also questions about the events/themes/character's perspectives et cetera for each chapter. This is all in preparation for a creative writing assessment where students take what they have learned to create two or three diary entries which provide insight into a minor character from the novel. In doing so they must reveal the personality of their character through what they see, think, feel, hope for and fear. Students were assessed on how purposefully they shaped their representations of people, places, events and concepts in the novel.

Two PowerPoints: Explaining the assessment task (Create an informative multimodal presentation that discusses how bias may be present in documentaries and written articles) and the criteria. Learning about the features of a multimodal to prepare you for this task and looking at an example introduction written by a past student. Some example quotes from Michael Moore’s Bowling for Columbine to use as an example (and practice analysing). Advice on where to find further quotes. A PowerPoint for the following lesson teaching students how to analyse bias in media articles. Going through the 2 types of bias in texts (over exaggeration and under exaggeration). A quick practice of analysing bias in particular examples from Michael Moore’s Bowling for Columbine. Afterward the PPT looks at three articles about Chernobyl and students are encouraged to determine whether we believe their portrayal was: Balanced (correct), Bias through minor under-emphasis, Bias through extreme under-emphasis, Bias through over emphasis or Bias through extreme over emphasis. Prior to this, there is a brief explanation of what happened and some images and videos. It includes some questions for students to consider as they read the article. Finally, it includes copies of a PPT made by a past student for their multimodal for students to look at and draw inspiration from. One Word Document (A task scaffold) which contains planning steps for the assignment and a suggested structure. Other resources which can be given to students during in class drafting lessons or for homework.