A resource designed for use with Year 12 Essential English students (Australian curriculum). Students are preparing to sit a response to stimulus exam with one seen source and one unseen source (1 x written and 1 x visual). The document includes a list of language features and text structures commonly found in written stimulus texts (along with definitions and examples). How I used this in my teaching: I printed a class set of the LF on one colour and the TS on another colour and had them laminated. I hand them out in each lesson when students are analysing texts. I also printed one set in A3 and put them up as posters in the classroom.

The home front: Australian commitment to war This powerpoint is designed to teach students about The Australian Government’s reasons for joining the war. Changes to the running of the nation during the war including the use of WARTIME GOVERNMENT CONTROLS such as internment, censorship, conscription, rationing and propaganda. These terms are defined, the PowerPoints also include images of propaganda posters used to explain these to civilians and persuade them to do their part for the war. The PPT also includes sources scanned from various textbooks and comprehension questions. It also includes information about the bombing of Darwin during the war & the Japanese submarine attacks on Sydney. Interspersed throughout the lesson are 'checking for understanding' questions to help students to revise the key lesson concepts.

A PowerPoint which lists each of the characters in the play alongside key points about them (with images from the Baz Luhrmann movie). Activities to check for student understanding (including filling in a character tree.) This is followed by an explanation of key themes in the play (fate, love, hate, authority, time/timing). It concludes with an exploration of The Prologue which opens the play (Act 1). An updated version of this PowerPoint which removed the key themes which has been replaced with information about the life and times of Shakespeare. (It also includes classroom rules as it was used at the beginning of a new term). Part of a set of resources created for a year 10 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).

Resources designed for the senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for students in other states and countries with an interest in The Scramble for Africa. Context: My school runs this program in Alternative Sequence (yr 11 and 12s in together) due to the small size of the school. This lesson was delivered as a 2 hour block during the term 4 exam block to introduce the unit for the following year and to allow year 10s and 11s who would be studying the subject together to meet each other. This resource includes: 1 x PowerPoint 1 x Worksheet (designed to step students through the lesson. It includes copies of the sources on the PPT slide and questions for them to answer.) 1 x Match the definitions activity (10 terms) + a glossary of other useful terms for the unit The lesson includes: • An assessment overview for the two-year program • An overview of the 6 cognitions assessed in this subject (analyse, evaluate, synthesise, devise etc.) • A couple of rounds of trivia (to see what students know) • An overview of the Term 1 assessment (IA1) • A brief history of colonialism • Introduction to important terms – ideology, nationalism, expansionism, imperialism • A viewing activity (with viewing questions for students to listen out for) • A map showing European colonial claims in 1900 • Justifications for imperialism – survival of the fittest, social Darwinism, pseudoscientific theories like phrenology, the white man’s burden, political motives, economic motives, religious motives, personal motives, • Introducing an acronym for analysing and evaluating sources: CAMPORUM • Students are given two primary sources (soap advertisements) which they are to unpack. They must then write a TEEL paragraph discussing the ideologies evident in the sources. (This is used as a diagnostic activity. I collect them and mark them.).

Resources designed for the senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for students in other states and countries with an interest in The Scramble for Africa. Context: My school runs this program in Alternative Sequence (yr 11 and 12s in together) due to the small size of the school. This lesson was delivered as a 2 hour block during the term 4 exam block to introduce the unit for the following year and to allow year 10s and 11s who would be studying the subject together to meet each other. This resource includes: 1 x PowerPoint 1 x worksheet A collection of political cartoons from 2022 for students to analyse in a group work task The PPT structures the lesson which is more skills based than the previous lesson. it begins by defining ‘sources’ and explaining the difference between primary and secondary sources. This is followed by some things students should keep in mind when evaluating sources. 2 rounds of trivia 20 Q’s per round (as a bonding activity). Round 1 2022 Events. Round 2 – Modern History. There are some revision questions about terms like ideologies, paternalism, hegemonic. Then the lesson turns to the major skill for the day: how to analyse and evaluate visual sources. A list of common visual sources is provided along with why each of those types can be useful to historians. There is a viewing activity so that students can Learn about how photographers can influence their viewers by how they frame the subjects in their photographs. There are some photos from the Scramble for Africa that students can discuss. From here, we turned our attention to political cartoons. Students learned about common techniques used in political cartoons. They were taught the PICTURE acronym to help them unpack visual sources. I included images of common symbols used in the sources we will encounter e.g. Uncle Sam, Marianne, Britannia, the Statue of Liberty, Bear (Russia), Bald Eagle (USA), Lion (England), chains (oppression) etc. information was also provided about other techniques which they use including analogy, caricature, exaggeration, irony, juxtaposition, idioms. Students then view a 3 minute video about the power of political cartoons (and answer 4 questions). They have a go at unpacking some political cartoons from the Age of Imperialism. To conclude the lesson each group is given 2 contemporary political cartoons. They create posters where they annotate the features – techniques, people, events – before sharing their results with the group.

Context: My school runs this program in Alternative Sequence (yr 11 and 12s in together) due to the small size of the school. The lesson begins with some teaching that both grades can do together before the year 12s are assigned some independent work and the year 11s are given some more focused teaching. Then the year 11’s do independent work while the year 12s share their answers and receive feedback. This lesson includes: 1 x PowerPoint 1 x Source Booklet – containing 8 sources (a mixture of types) for analysis 1 x Handout containing a graphic organiser for analysing sources 1 x Handout explaining CAMPORUM acronym with tips for what to look for when analysing sources The lesson begins with a discussion where students need to recall the 7 features of evidence we look for when analysing sources. This is followed by a definition of ‘analyse’ and a 9 step process for analysing. The C.A.M.P.O.R.U.M acronym is included which hits both the analysing and evaluating criteria. Students are shown the A standard criteria for analysing and they are unpacked. The year 12 students then begin independently analysing sources in the source booklet and filling in the handout (CAMPORUM tables). The year 11’s then receive focused teaching about the difference between primary and secondary sources, things to keep in mind when discussing the source origins in a written analysis, how the origins of the source may impact its reliability and tips for evaluating the reliability of different source types. There is some information about historical context and why it is crucial to understand the creator’s motive when engaging with a source. This is followed by an explanation of what the sources will look like in the exam (i.e. a context statement, an excerpt from a source and an APA reference). Following this, the gradual release method is used to engage with the first few sources in the booklet. (I have done the first one on the slides to show how to complete the table, we do the second one together, they do the third one in pairs and they do the fourth one independently). The sources in the booklet were chosen to deliver content at the same time as teaching the analysis skill. The types of sources in the booklet: Information about Leopold II – King of Belgium, Information about the Belgian Congo, A photograph capturing the atrocities committed in the Congo Free State, An alternative viewpoint (Edward Morel), An online news article from 2020, a political cartoon depicting Leopold II at the Berlin Conference of 1884, an opinion piece published in 2021 & an extract from a history textbook. Resources designed for the senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for students in other states and countries with an interest in The Scramble for Africa.

This lesson includes: 1 x list of source types for warm up evaluation activity (can be laminated with a magnet on the back for sorting activity) 1 x PowerPoint 1 x Source Booklet 1 x Independent Work Booklet with various activities designed to help students practice the evaluation skill Context: My school runs this program in Alternative Sequence (yr 11 and 12s in together) due to the small size of the school. The lesson begins with some teaching that both grades can do together before the year 12s are assigned some independent work and the year 11s are given some more focused teaching. Then the year 11’s do independent work while the year 12s share their answers and receive feedback. The lesson begins with a warm up activity where students have to place types of sources on a grid in terms of how reliable and useful they typically are. Next students have to brainstorm some synonyms and antonyms for ‘reliable’ and ‘useful.’ Following this, year 12s are given a booklet which has evaluation activities (starting at simple activities and building up to those styled like the short response questions in the Term 4 exam). They begin completing these while the year 11’s get a more teacher centred lesson. In this portion of the lesson we begin with defining ‘evaluate’ before zooming in on the evaluation criteria we use in modern history – reliability and usefulness. There is information about what reliability is and that there are levels of reliability. There are tips for how to write a judgement of reliability and some things to look for when determining reliability. There is a list of reasons why a source may be deemed unreliable. There is an example reliability statement which has been colour coded to show how the writer has included various features of evidence in their evaluation. Following this, the gradual release method is used to engage with the first few sources in the booklet. (I explain the first activity, we engage with Source 1 and then complete the question together – with me modelling my thinking process via think alouds. Students then do Source 2 as a pair and Source 3 on their own). This is followed by explicit teaching on how to determine the usefulness of a source. There is also information about the importance of corroboration (including a video from the History Skills website). This is followed by some sentence starters which can be used when corroborating. This is followed by completing activities from the booklet (first as a we do, then students do one in a pair, then they do one on their own). Following this, the year 11’s continue doing the booklet independently while I go through the answers with the year 12s. Types of sources: a novel, a Wikipedia article, an Encyclopedia Britannica article, a pamphlet written by Mark Twain (from the perspective of King Leopold), a book written by Arthur Conan Doyle about the Congo, a textbook, a range of political cartoons (4), and a book entitled The Fortunes of Africa.

A PowerPoint used to teach a combined class of 11 and 12 Modern History students. It begins with information about significance (one of the historical concepts). The N.A.M.E acronym for determining whether something is significant is explained. Then the Learning Intention and Success Criteria for the lesson are unpacked. The core part of the lesson begins with information about why we reference and what this might look like in an exam vs an assignment. There is a slide explaining how to in text reference (with examples). This is followed by slides about paragraph writing. Students are presented with two acronyms which they can use – extended TEEL and the TEEASC structure from the History Skills website. There is an example paragraph from an essay about the Cold War written by a student. This is followed by information about how to unpack an exam question and what is required of a ‘to what extent’ response. There is also information about how to do a quick plan before writing an essay / paragraph. For the remainder of the lesson students have 3 questions to respond to in paragraph form (about Leopold II and imperialism in the Congo). Resources designed for the senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for students in other states and countries with an interest in The Scramble for Africa.

A PowerPoint designed to last for two lessons. In lesson 1, students learn about a key event (The Berlin Conference) and get to engage with a couple of sources about this event. There is a series of slides which explain how Africa was divvied up to nations including Britain, France, Germany, Belgium and Italy. This is followed by some information on the effects on the people of Africa. The remainder of this lesson is a researching task where students pick a figure from The British Empire to research and create a PPT / Canva poster / Handmade Poster about which they will present to the class in the next lesson. In lesson 2, after students have presented their posters, there is information about each of the following figures (including photos/artworks and videos): Queen Victoria, Prince Albert, David Livingstone (missionary and explorer), Henry Moreton Stanley (explorer), Cecil Rhodes & E.D. MOREL (Edmund Dene Morel). Resources designed for the senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for students in other states and countries with an interest in The Scramble for Africa.

A ppt which includes workbook expectations, notetaking expectations, behaviour expectations and an assessment outline. This is followed by some context information about the drive to imperialism. The early imperialism era (15th Century) is explained. Students take notes about the economic theory of mercantilism and are introduced to terms like ‘mother country’, ‘colony’ and ‘raw materials.’ Information about early imperialist powers (Portuguese, Spanish, French, British and Ottomans) is summarised. Then there is an explanation of the period when imperialism went out of fashion (the first half of the 19th Century). Some of the obstacles are explained – yellow fever, malaria, sleeping sickness and the nagana disease. An explanation of how the economic theory of ‘free trade’ (Adam Smith’s laissez-faire theory) spelled the death of mercantilism. Why imperialistic activity re-emerged with dramatic suddenness in 1870. The reasons for the renewed ‘drive for empire’ are explained. Resources designed for the senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for students in other states and countries with an interest in The Scramble for Africa.

A PowerPoint for a skills focused Modern History lesson focusing on Summarising. It begins with a settling activity (writing definitions of key historical concepts into glossary - empathy, cause & effect, historiography). This is followed by an explanation of paraphrasing, summarising and quoting. I have provided an example of each using the transcript of President Roosevelt’s declaration of war post Pearl Harbor. I have explained some things that you see in sources that students may not be familiar with [sic] and ellipses (…). Subsequently I provided sources about Imperialism for students to summarise to practice the skill. There is a worksheet which contains the sources and room for the students to write their summaries. There is also a TEEEL paragraph writing activity for the final source. Resources designed for the senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for students in other states and countries with an interest in Imperialism / The Scramble for Africa.

Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). This lesson includes: 1 x PowerPoint 1 x Booklet containing sources and activities which help students to practice synthesising and forming historical arguments based on information from sources Context: My school runs this program in Alternative Sequence (yr 11 and 12s in together) due to the small size of the school. The sequence of this lesson: This lesson followed on from a lesson about evaluating sources. It begins with a match the definitions activity to see what students remember. This is followed by a warm up where students are shown 6 example exam questions and they have to explain what they believe the question is asking them to do. Following this, the learning intentions and success criteria are unpacked before turning our attention to the core skill for the lesson: synthesis. It begins by defining this term and looking at some words which may appear in a question which would hint that you are being asked to synthesise. This is followed by a 6 step process that students can use when synthesising. This is followed by an example student response to IA1 (essay under exam conditions) taken from the QCAA’s 2021 Modern History Subject Report. After reading this exemplar the class discusses the merits of this work. Following this, the year 12s begin working through the synthesising work booklet (about The Boer War) while I take the year 11’s through some more explicit teaching. It begins with what questions to ask yourself when interrogating sources. This is followed by tips of how to introduce the authors of sources (as this helps the reader know how credible the points are). There are tips for how to talk about two sources simultaneously. We then unpack how synthesising is assessed in the QLD Modern History criteria (guide to making judgements). The importance of creating a sophisticated historical argument is emphasised. This is followed by an example historical argument for a different topic. This is followed by instruction on how to create a purposeful topic sentence for each body paragraph. Next information about what should be featured in supporting sentences and the final linking sentence is provided. Then year 11’s begin working on the independent work booklet while I go through the answers with the year 12s. Students complete any unfinished portions of the booklet for homework.

A task sheet for a year 10 English assessment (Australian curriculum). Also provided is the planning and writing steps in a scaffolding document. The scaffolding is invaluable as it helps students to plan to address the key criteria prior to writing the task. In particular they evaluate how text structures and language features can be used to influence audience response.

A resource taken from an Australian 10 English Unit entitled 'Contemporary literature.' In this unit students compare and contrast the social, moral and ethical themes in a range of contemporary literature texts, including films and the close study of a novel. Students evaluate how text structures, language and visual features can be used to influence audience response. This PowerPoint provides a dot point summary of these chapters and is followed by chapter questions which could have been set for homework or could be used within the lesson to check for student understanding. I have added one YouTube clip showing a relevant scene but you could add more if your learners prefer the broadcast strategy.

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). This PowerPoint teaches a communication skill that students need to know and be able to do for their exam (synthesising). It features a video explaining the concept and a visual chart for how to synthesise. This is followed by some key questions you may ask when interrogating sources, tips for how to introduce (cite) the authors of sources in their paragraphs and tips for talking about two authors simultaneously. Screen shots are used to show how synthesising is assessed in the new Modern History GTMJ. This is deconstructed and key ideas including ‘historical argument’ are explained. This is followed by slides which feature an example historical argument as well as tips for writing topic, supporting and linking sentences. Afterwards we review the synthesizing question from the practice exam looking at the information that was pulled from the 3 sources and how the author used this to write their response. This is followed by exploring sources about the Kalkadoon people of North West Queensland. Students will wrie a paragraph synthesising evidence from Sources A, B, C & D to form a historical argument about whether the Kalkadoons were justified in waging war against the pastoralists. To be successful students must be able to do the following at the end of this lesson: Define synthesise and explain how this differs from summarising and analysing List some questions you may ask when interrogating sources. Write a paragraph synthesising things they have learned from a range of sources about The Kalkadoons. 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.

During this module students investigate their personality type and explore how people manage conflict. They apply conflict management strategies to real life contexts and make decisions about what strategies are most effective. This is a work booklet pack which was designed for use during the 2020 COVID 19 pandemic. It would also be useful for students who are absent for medical / personal reasons. The content within this resource could be adapted into PowerPoints or worksheets for use in the classroom. This work pack contains three lessons worth of content. Lesson 1 begins by defining ‘personality’ and ‘identity’ and contains brainstorming prompts for students. This is followed by a classifying and TEEL paragraph writing activity where students consider what things most impact their sense of self. Following this, students read information about introverts and extroverts and summarise what they have learned. They then apply these terms to people they are familiar with. Lesson 2 introduces students to the BIG 5 personalities (aka OCEAN model). They read the definitions and consider which ones apply to them. They then look at a list of typically masculine and feminine traits and record those which they believe describe them (reflective task). Afterwards they view 2 images and have to describe how the people are feeling and what makes them think this. Subsequently they read a paragraph about understanding body language. Afterwards they explain the difference between open and closed body language. To foster emotional intelligence, students read a range of situations and write down what emotion they would be feeling. Another activity involves looking at a list of gestures / expressions and explaining what each generally means. Lesson 3 has a revision activity about the Big 5 personality types. Afterwards, students are asked to define conflict and create a Y chart about what conflict looks like, feels like and sounds like in this community / our school. There are questions about how to deal with conflict at school (to see what students already know). Students are then to try and define 5 conflict resolution strategies based on an image. They can also provide an example from their own life if they can think of one. There is then a brainstorming activity where students list the world conflicts they can recall. They also can list how world leaders have resolved conflict in the past. 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 designed to elaborate on the differences between criminal and civil law. I have underlined key points which the students write down in their notebooks. The main content is a definition of criminal law, some examples of criminal laws (divided into 4 categories – traffic/road laws, property, public order and people.) An explanation of where serious crimes are heard and where less serious crimes are heard and the multiple aims of punishments handed down by the courts. Civil law is then defined along with examples including negligence and defamation. This is followed by a clip from The Weekly which includes an example crime and students must determine whether this is a civil or criminal case. After this students watch a video explaining our legal rights and responsibilities (what we must do if we are questioned by police and what would be a violation of our rights). Students are to take dot point notes for discussion. Afterwards information is provided about Legal Aid (a QLD service which provides free legal advice to people unable to afford legal representation). This is followed by information about what happens when you are charged with an offence and how the Magistrates court operates. Students watch a video about how to behave in court. They also learn about jurors and how they are selected. 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 multimodal presentation. 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 word search. 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.’

Resource 1: 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 In the Turmoil of the Russian Revolution (2017) is available on ClickView. There are 24 questions for students to record information about as they watch. Additionally, there are 5 extended response post-viewing questions for students to complete for homework. Resource 2: A scanned copy of my handwritten answers which I completed during the lesson and then used to check students’ understanding.

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.

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).