Unique resources created by an experienced Secondary English and History teacher. These are academically rigorous resources that target children between 13 and 18 years of age.
Unique resources created by an experienced Secondary English and History teacher. These are academically rigorous resources that target children between 13 and 18 years of age.
A copy of the task sheet for the unit. This task is an extended response to stimulus task. This technique assesses the interpretation, analysis/examination and/or evaluation of ideas and information in provided stimulus materials. While students may undertake some research in the writing of the extended response, it is not the focus of this technique. According to the syllabus, “In Social and Community Studies, an extended response requires reasoned responses to specific questions. It allows students to demonstrate their ability to use investigative and thinking skills and to formulate ideas, make judgments and reach conclusions, which are part of the process of social investigation.” The task sheet includes suggested content for the speech students are required to write
A stimulus (source) booklet with a fictional legal case which students are to use as their case study for their speech.
A PowerPoint used in the assessment handout lesson. It includes the context statement, task description and information about the specific role students are playing in their speech (a police prosecutor). Regular checkpoints (mini deadlines) are established. This is followed by some more information about drink driving (the type of crime in the stimulus case).
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.’
A Unit plan designed for taking up 7 weeks out of a 10 week term (students begin learning for new topic in remaining weeks due to year 12’s having a short term 4). It includes syllabus objectives, a description of the unit, assessment task details, information from the syllabus about Inquiry based learning + the extended response genre and a list of recommended resources. A Scope and Sequence suggesting topics to be covered throughout the term is provided within this document.
A Learning Intention and Success Criteria handout for students to glue into the front of their work books
‘I can’ statements which break down the criteria into simple terms for students to understand (also assists teachers to mark the assessment with ease)
An inquiry booklet which students complete in the early phase of the unit. They then use what they find to write their speech. This booklet includes key terms to be defined, a place to reflect on and record what they know about the reasons for laws and other important information which they will need for their speech. It also a space to record their analysis of the stimulus provided to them (a legal case which forms the basis of the evidence for their speech). It also includes a graphic organiser for collecting information about the relevant laws which are applicable in this case and scaffolding for what should be included in the speech and PowerPoint presentation. A reflection to be completed at the end of the assessment including a SWOT analysis evaluating their strengths, weaknesses, opportunities and threats.
An exemplar A standard inquiry booklet which can be used to assist with the marking process / to model key sections to the students.
An example IA1 task for the ‘Women’s movements since 1893’ which is studied as part of Unit 2 of 11 Modern History in Queensland, Australia.
The examination is an 800-1000 word essay in response to historical sources (2 hrs + 15 minutes planning time). Included in this resource are:
12 relevant sources which showcase a range of perspectives on second wave feminism, have a mix of primary and secondary sources and include some visual sources, a song, extracts from textbooks, newspapers etc.
The reference details and appropriate context statements for these sources.
A booklet of lined paper for students to write their response on
An exemplar response which received top marks (the student redacted some words using a black highlighter during the exam as they knew they were over the word count). This essay has been annotated by the marker which colours representing the various criteria (analysing, evaluating) or important features (e.g. putting forward historical argument, linking back to that argument etc.)
Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). Designed as part of a unit entitled Women’s movements since 1893 which has the scope to span from when Women’s suffrage in New Zealand became law to the present. Our school decided to focus on the Second Wave of Feminism for our assessment (while briefly touching on the other waves of feminism).The other resources are also available in my store - Aussie_Resources. The end of term assessment for this unit was an essay under exam conditions.
A practice exam designed to give students the opportunity to practice meeting the key criteria and writing an essay under time constraints.
The examination is an 800-1000 word essay in response to historical sources (2 hrs + 15 minutes planning time). Included in this resource are:
A task sheet for the practice exam which includes scaffolding and a reflection for students to complete at the end.
12 sources which I chose along with their reference details and appropriate context statements.
A booklet of lined paper for students to write their response on
A peer review checklist to be used in a subsequent lesson
Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). Designed as part of a unit entitled Women’s movements since 1893 which has the scope to span from when Women’s suffrage in New Zealand became law to the present. Our school decided to focus on the Second Wave of Feminism for our assessment (while briefly touching on the other waves of feminism). In Unit 2, students form their own knowledge and understanding about movements that have emerged in the Modern World. Our class focused on the removal of discrimination and exploitation based on sexism. Through our depth study we investigated the Women’s Rights Movement focussing on the changes in goals, strategies and challenges across the ‘waves’ of feminism between the late nineteenth century and today. The other resources are also available in my store - Aussie_Resources. The end of term assessment for this unit was an essay under exam conditions.
3 practice exam booklets for use in classes so that students can develop their assessment literacy. These could be used as a mock exam and then students could give each other feedback (in a peer review).
Each paper has a front cover for students to fill in, instructions (including planning time + time allowed to write a response), a list of the assessment objectives, 2 questions for students to respond to (they select one), planning space & lined paper on which to write their response.
Resources designed for the new senior General English 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 this text.
2 practice exams (with scaffolding prompts).
Resources designed for 10 English in Queensland, Australia. It is part of a novel study unit which culminates in a 90-minute examination (500 to 800-word essay). Students had 1 week notice of the question and could bring 100 words of notes in with them.
Within this unit students explored how an author’s use of language features, images and vocabulary contributed to the representation of themes in the novel. They also gained a deeper understanding of key literary techniques, including (but not limited to) characterisation, plot, and setting.
A set of questions for studying Deadly Unna by Phillip Gwynne – arranged by chapter. These are a mixture of comprehension questions, questions focusing on the setting, questions about specific language features / word choices, questions about specific characters, questions about themes (e.g. racism) etc.
NB: Answers to these questions are provided in the PPT slides also available in my store: Aussie_Resources.
Resources designed for 10 English in Queensland, Australia. It is part of a novel study unit which culminates in a 90-minute examination (500 to 800-word essay). Students had 1 week notice of the question and could bring 100 words of notes in with them.
Within this unit students explored how an author’s use of language features, images and vocabulary contributed to the representation of themes in the novel. They also gained a deeper understanding of key literary techniques, including (but not limited to) characterisation, plot, and setting.
A 30-page booklet designed for Grade 12 students studying George Orwell’s Nineteen-Eighty-Four.
It includes:
• a character map,
• a list of themes, motifs, symbols, moral issues
• a series of graphic organisers for students to organise their notes about 6 themes, 6 specified symbols,
• a table to record noticeable values, attitudes, beliefs and cultural assumptions
• a place to record important terms (glossary) including: newspeak terms; context terms; unfamiliar terms
• a table to record key details about each character and several important settings (names pre filled)
• a diagram showing the societal structure of Oceania
• a table to record the purpose of each of the four ministries
• places to record significant aesthetic features and stylistic devices (language features & text structures)
• a set of chapter questions for all 3 ‘books’ and post reading questions and activities
Teaching tip: to save on printing, the chapter questions can be removed and added to a Class One Note / other online location.
Resources designed for the new senior General English 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 this text.
Two resources:
A unit plan which includes: a unit description, key questions for the unit, a breakdown of the learning intentions & success criteria, some planning resources, key details about the assessment, scaffolding notes for the assessment {cognitive verbs, a structure, evaluative language, other expected language features}. A list of the themes in the novel. Questions for a self/peer review (student reflection). Reflection questions to be used at the end of the unit (teacher reflection prompts).
A Scope and Sequence which outlines how I taught the unit. (My school has 4 x 70 minute lessons a week).
Resources designed for 10 English in Queensland, Australia. It is part of a novel study unit which culminates in a 90-minute examination (500 to 800-word essay). Students had 1 week notice of the question and could bring 100 words of notes in with them.
Within this unit students explored how an author’s use of language features, images and vocabulary contributed to the representation of themes in the novel. They also gained a deeper understanding of key literary techniques, including (but not limited to) characterisation, plot, and setting.