Part of a set of resources created for a year 11 Engineering Skills class in Australia (new syllabus). The other resources are also available in my store - lrigb4. 1)** a photo journal template** containing a step-by-step series of photographs for the construction of a sheet-metal tool box. Students have to annotate these by answering the five questions at the top of the template to demonstrate their understanding of the tools, machines, processes, safety concerns and time management required to complete the job. technical drawings of the tool box design.

Part of a set of resources created for a year 11 Engineering Skills class in Australia (new syllabus). The other resources are also available in my store - lrigb4. This is a draft feedback checklist created to aid the teacher to provide consistent feedback to students about their theory in a timely manner. It has comments for the various parts of the assessment - the photo journal, technical drawing, plan of the making, JSA and reflection (analysis of the final product and their own workmanship). This style of feedback is not indicated on the actual draft itself, but as a separate document, which means that the learner has to locate the issues in their draft for correction. A lifesaver for busy teachers!

Do you have students whose writing lacks cohesion because they just can't seem to connect their ideas together? The first half of this resource explains conjunctions and has a table of the different kids which could be printed as a poster for the classroom or given to the students as a handout to consult when drafting their work. Do you have students who don't know the various parts of speech e.g. adverbs? Are you approaching NAPLAN and want a way to save yourself some time while still having a quality resource to use in your classroom? If so, this may be the resource for you. This worksheet can be used as a one on one tutoring resource. Alternatively, you can take activities from here to use as fast finishers or homework activities. You could even put this into a PowerPoint for a NAPLAN preparation lesson. This worksheet includes explanations and examples. It also features a lot of activities to test students understanding of what they have learned. It also includes an extended reading activity (of a news article) at the bottom which challenges students to find all the conjunctions and adverbs in the text and explain the effect these vocabulary choices have on the reader.

A set of PowerPoints which I think History teachers will find helpful. If you use them, and like them, please come and give me a positive star rating / review. Constructive criticism is also appreciated. PowerPoint 1: Kokoda lesson 1 • context o What happened after Pearl Harbor? o Japanese imperialism • Where is New Guinea? What was it called back then? • What were conditions like on the Kokoda track? • Viewing activities clips from Getaway, the 2006 Kokoda film • The experiences of Australian soldiers in the Kokoda campaign o*** Number of Australians killed or injured in Papua New Guinea o The Kokoda track and what it looks like o Images of the golden stairs o Dysentery o What they ate o What they carried o The psychological impact* • Links to other sources (including videos) which you might like to explore with your class (with descriptions) Homework Sheet Definitions to find for a glossary, a photograph (source) to view and answer questions about, two written sources to view and answer questions about PowerPoint 2: Kokoda lesson 2 • The four groups who fought in New Guinea in 1942 (Australians, Americans, New Guineans and The Japanese) • View an SBS news story about a fuzzy wuzzy angel being reunited with an Australian that he saved • Who were the ‘fuzzy wuzzy angels?’ • The Japanese offensive continued • How the Kokoda campaign ended

Part of a set of resources created for a year 11 Engineering Skills class in Australia (new syllabus). The other resources are also available in my store - lrigb4. A graphic organiser for helping the students plan to analyse their metal carry-all tool box. As part of dimension 3, students are assessed on their ability to “evaluate industry practices, production processes and products, and make recommendations.” When students evaluate, they test and check industry practices, production processes and their own created products for effectiveness, usability, functionality and suitability for the intended purpose. They also assign merit according to criteria derived from specifications. When students make recommendations, they consider alternatives and suggest ways to improve production processes and products. The graphic organiser provides prompting questions and sentence starters to assist students to plan and write their analysis.

PowerPoint - How to write a short story + extracts from Chapter Four of Black Snake. This lesson begins with a proofreading activity where students need to add the necessary punctuation to an excerpt from the novel. The rules for when to begin a new paragraph in a narrative (short story). The structure of a short story (narrative arc). The PowerPoint then steps through each part of the short story providing examples from other texts. It also includes an exemplar short story (for the upcoming assessment task) retelling the story of when Ned saved the Sheldon Boy from Ned’s perspective. Some of the key language features in the exemplar have been highlighted / colour coded so students can see the range of devices being used throughout. Subsequently it looks at the short piece of fiction at the beginning of chapter four. This passage is written from the perspective of a young girl (whose father, a trooper, was killed by Ned Kelly at Stringybark Creek.) This is followed by questions to check students’ understanding of the plot and how the author constructed a child’s perspective. Study passage - ‘Enemies of Society’ an extract from the beginning of Chapter 4. Some of the key language features have been highlighted in the word document. Part of a set of resources created for a year 7 English class in Australia (ACARA syllabus). The other resources are also available in my store - lrigb4. Designed for use in 70 minute lessons (with extra activities as a back up if the class is advanced). The focus text is ‘Black Snake: The Daring of Ned Kelly’ by Carole Wilkinson.

I have taken a modelled response for a Frontier Wars short response exam and turned it into a practice exam. The task sheet includes a little more scaffolding than the actual task as it is to build student’s literacy (it includes some Logon literacy linking word suggestions.) Also included is the stimulus sources, a GTMJ (guide to making judgements) and example answers to go through after the exam.

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). Two retrieval charts which I place onto a class one note for students to complete in pairs. This is designed to be used at the beginning of the unit to first engage with the perspectives of the colonists and the Indigenous Australians. I have also included a PowerPoint which explains how to sign up to view the State Library of Queensland’s resources.

A free resource which I think History teachers will find helpful.If you use it, and like it, please come and give me a positive star rating / review. Constructive criticism is also appreciated. A PowerPoint and Trivia sheet for students to fill in. I placed students into groups of 2 to 3. Each round had 10 questions worth one point each. Answers are provided on the slide directly following each round. The first two rounds were general questions about History. In the third round students had to watch three clips from the CBS television series Cold Case and respond to questions about them. Round 4 was a match the definitions round (of historical terms and concepts they had learned thus far in the unit). The final round focused on recalling the parts of T.A.D.P.O.L.E (an acronym for evaluating the reliability of 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 - lrigb4. Designed for use in 70 minute lessons. 5 modified revision activities for students with verified learning disabilities. It includes match the definitions, a categorising activity and a comic strip.

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. This is a PowerPoint designed to assist students to complete the Inquiry Booklet Section 5 (strategies which students can recommend for conflict resolution). It begins by looking at ‘forgiveness’ and the pros and cons of this strategy. It talks about the benefits of letting go of a grudge. It also talks about the concept of forgiving yourself. Following this students need to pick 4 conflict resolution strategies which could be applied to the scenario argument between person A and B they have been provided. There is a graphic organiser for students to fill in. (There are 2 teacher examples to help them. Afterwards, there is a checklist for students to use to help them to write their ‘recommend and justify’ section of the report. This is followed by a teacher example for a different conflict (Everybody Loves Raymond) and a student example for the ‘10 Things I Hate About You’ conflict scenario which can be evaluated (pros and cons) and checked against the ‘I can’ statements for criteria 2.3. A word document of sentence starters to assist students to write the recommend and justify paragraph Three completed report exemplars for the 2 conflict scenarios given to the students. These all did quite well (High B’s to A’s).

An assessment piece designed for an eSafety unit focusing on identity theft and financial fraud. It is a project with a written component (an essay) and a product (a brochure) 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 ‘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 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) 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.

A Unit plan designed for a 9 week term. It includes syllabus objectives, a description of the unit, assessment task details and a list of recommended resources.A Scope and Sequence suggesting topics to be covered throughout the term is provided. A Learning Intention and Success Criteria handout for students to glue into the front of their work books 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. This unit allows students to demonstrate planning, evaluation and inquiry by investigating the role technology, in particular the internet and social media, plays in their own life. They will explore the advantages and challenges associated with changing technology and how they can be safe when using it. Students will evaluate and analyse how science and technology has advanced the way we interact and improve our way of living. Students will learn how science and technology can help out society in the 21st Century. They will also learn the effects that science and technology have on society.

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. A PowerPoint which goes through some of the key terms that students were to find for their Inquiry booklet. This is helpful to run before they write their essay as it allows those who have misunderstood key terms to go back and amend theirs. Key terms which are defined are: scam, fraud, identity theft and financial fraud. There is a ‘brain break’ clip (from the comedy film ‘Identity Thief’) followed by a series of slides about particular types of identity theft. I have underlined key parts that students should write down. These notes are useful for students to refer to as they look for case studies to include in their essay as they can provide helpful search terms. Students are reminded about the cognitive verb ‘explain’ and how this relates to criteria 1.2 and 1.3 in this subject. They are given some general sentence starters that can be used when explaining and an example question which we talk through as a class (think alouds) and consider how we would answer it. There is information about the difference between a task that asks you to ‘describe’ and one that asks you to ‘explain.’ I then use the film Shrek as an example with the screen split into two and a series of dot points which exemplify description vs explanation. Afterwards, there is an example paragraph about the evolution of the radio (which contains spelling errors and does not follow TEEL). Students are to mark it using the ‘I Can’ checklist and discuss how it could be improved. To link this to our assessment, we discuss how students will need to explain the case studies they have found about people who have been victims of identity theft. There is a graphic organiser which students can use as they read their case studies to ensure they have enough information to be useful in their essay. There is a time filler activity at the back of the slide in case the lesson progresses more quickly than expected. It contains some helpful tips from the University of Queensland about how to protect your identity. NB: This resource also includes a handout given to students in the lesson and an article which students can use to practice filling in the graphic organiser.

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. This lesson is designed to help students prepare to write about specific case studies of people who have had their identity stolen. It revises key terms (viewpoint and perspective) and how this differs from bias. It also includes opportunities to practice identifying viewpoints in websites / news stories about identity theft / financial fraud. What you get: A PowerPoint which I use to facilitate the lesson (I have a lot of visual learners). It goes through the structure for body 2 where students will have to utilise the skills they learn today. We revisit the cognitive verb ‘explain’ and the graphic organiser that we intend to use to retrieve information from the sources we find. Then there is a ‘we do’ activity where the class reads an article entitled ‘From catfish to romance fraud, how to avoid getting caught in any online scam’ together and fills in the graphic organiser. Then there is a ‘you do’ where students view a clip from 60 minutes and fill in the same graphic organiser. Afterwards, there are some post viewing discussion questions. Students are then introduced to the cognitive verbs 'compare’ and ‘contrast.’ For the remainder of the lesson, students use the internet to find example case studies. NB: This resource also includes a handout which includes two articles that contain viewpoints about Identity Theft as well as some sentence starters which students can use when comparing and contrasting viewpoints (a skill they are required to demonstrate in their upcoming essay).

A lesson designed to teach students the skills that they need to complete their inquiry booklet. This lesson focuses on teaching students how to evaluate whether a source is reliable and worth quoting in their essay. It also practices the skill of drawing key points from sources like web pages and news articles. A PowerPoint which introduces students to the cognitive verb ‘evaluate’ and gives them an opportunity to practice evaluating sources provided by the teacher. It includes an explanation of the graphic organiser students need to complete in their inquiry booklet. There is an explanation of how to evaluate to meet criteria 2.1 to a C standard and to an A standard. Then they read an article about Social media and try to work out which points are most important. I have modelled answers on the slide as a way of talking through my decision making process. I also have included my answers to the graphic organiser. This is followed by a ‘brain break’ (interesting video) after which students read another article and do the evaluation independently or in pairs. There are additional activities at the end of the slide for if the students progress through this more quickly than expected. A handout which contains the two articles referred to in the PowerPoint. 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.

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. This lesson was designed to assist students to write a paragraph for their upcoming assessment which shows a range of viewpoints about identity theft / financial fraud (e.g. victim, victim’s family, scammer, Australian police, Australian government). It includes some recommended content to be incorporated into this paragraph (which students work out how to incorporate into a TEEL structure).It includes a review of Criteria 2.2 which is entirely assessed in this paragraph. This is followed by an explanation of where to find viewpoints.To ensure students get off to a good start, there is advice about how to plan and write a clear topic sentence for their paragraph. The lesson is broken up by a brain break video and then students are to complete their paragraph. There is also information about the next paragraph students are to write (and a homework task).

A peer review handout for students to use to provide feedback to a peer prior to the draft due date. Excellent for increasing student assessment literacy. NB: to avoid plagiarism the students should bring a printed copy of their essay to class which will be returned to them at the completion of the activity. The handout includes a table with the assessment objectives in the first column & some questions in the middle column which expand on the criteria giving the student prompts for things to comment on if they are missing from their peer’s essay. In the final column they must rate the student for each cognitive verb being assessed (1 – excellent, 2 – satisfactory, 3 – needs attention). There is room for the student to write reasons / suggestions beneath this. At the base of this document is a PMI chart for students to fill in prior to handing the sheet back to their peer. Students then have time to read their feedback and seek clarification from their peer before making modifications to their draft ready to submit to the teacher in the following lesson. A drafting feedback checklist - This checklist was created to aid the teacher to provide consistent feedback to students about their assessment in a timely manner. It has comments for the various parts of the assessment and also includes some proofreading and editing steps. This style of feedback is not indicated on the actual draft itself, but as a separate document, which means that the learner has to locate the issues in their draft for correction. A lifesaver for busy teachers! You can reduce the number of points or use this document as a template to modify to suit your own tasks. 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.

Chapter summaries Key Quotes Questions to check for understanding

Excellent for NAPLAN preparation or teaching the foundations of punctuation.