POWERPPOINT: Learning about the key concept socio-cultural context, what it means and how to use it when analysing poems. The difference between worldview and mindset (plus the factors which influence these). Intro to some other key terms you will need to know for this unit. An explanation of critical literacy terms including intended reading, connotation, marginalised, silenced, form, theme, symbol, atmosphere and tone. Afterwards there is a cloze strategy to check whether students havee understood and remembered these terms. Extra resource: The Poetry Booklet used for this unit which includes poems from The British Colonial Expansion period, The Crimean War, World War 1, World War 2 (specifically Hiroshima), The Vietnam War and more contemporary conflicts. Each section includes a brief spiel which provides historical context. For some of the more famous poets, information has been provided about their background. Images and a reference list are included.

Resource 1: A PowerPoint which I used to deliver the lesson. It begins with a 5 minute viewing activity about The Lebensborn program. This was followed by some slides about the Lebensborn babies and the concept of ‘positive eugenics.’ Students are then introduced to a source (article) entitled ‘The woman who gave birth for Hitler’ along with some context about the source (for purposes of practicing evaluation). This is followed by a couple of discussion questions. For the second part of the lesson students have a choice between two activities (with the second activity to be completed for homework). Resource 2: A Worksheet for students to complete while engaging with a journal article entitled 'HOW ETHICS FAILED - THE ROLE OF PSYCHIATRISTS AND PHYSICIANS IN NAZI PROGRAMS FROM EXCLUSION TO EXTERMINATION, 1933-1945.’ The journal was accessed through the State Library of Queensland online catelogue (membership is free).

A differentiated exam which was made for QCIA learners who have learning difficulties which prevent them for doing the exam sat by the remainder of the class. The Queensland Certificate of Individual Achievement (QCIA) recognises the achievements of students who are on individualised learning programs. The exam has been tailored to the needs of the learners. It provides a word list of terms encountered in the unit at the front which students can refer to for spelling and prompts when writing their answers. It begins with questions where they are provided the definition and must provide the correct word to label it and add an example. There is one question where they must provide their own definition and example for the term. There are a lot more visual questions for students (e.g. a few where they must respond to advertisements and the stereotypes about men/women within them). There is a list of scenarios which students must read and circle those which count as gender discrimination. There is also a question about sexual harrassmen where studetns are provided a visual infographic which they can use to explain why sexual harassment is bad. Following this they must write a short response to the question: What should someone do if they are being sexually harassed in their workplace? This requires them to make a recommendation and give some reasons why they think what they think. Attached to the exam is a QCIA cover sheet recommending adjustments to be made and individual learning goals to be assessed 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 - Aussie_Resources.

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 unpack the various elements of the assessment task with students so they know where they are headed. The task is a project which requires students to complete an inquiry booklet, an essay and product (brochure). It includes a list of 8 steps that the students should follow to complete the task. It also includes screenshots of 2 example brochures (created by students) and advice about how to structure their brochure. It also includes a brief overview of what will be included in the essay (knowing that more information would be unpacked in class in subsequent lessons). NB: The task sheet, unit plan and other materials used within this unit are also available at my TES store.

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 THE SIXTIES The War In Vietnam (SBS) is available on Click View or Enhance TV There are 30 short response questions with lines for students to write their answers on. I have also included a scanned copy of the answers I wrote during the lesson. I use this to help students to expand upon their answers when we go through the sheet at the end of the lesson. The bottom of the worksheet includes a list of names of historical figures from this era. For homework, students need to choose one of them and create a profile to share with the class (it can be a poster, infographic or PPT). Students must include info from both primary and secondary sources. They need to provide information about who/what influenced them and their political ideologies and associations. They also need to address how they influenced the Vietnamese Independence movement. **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. **

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). A PowerPoint designed to engage students / excite them as they ‘tune in’ to the new unit. It includes: a review of my classroom expectations (as well as the positive and negative consequences). Some interesting facts about Ned Kelly. Some questions about the front and back cover of the novel Black Snake: The Daring of Ned Kelly’ by Carole Wilkinson. After getting the students to make predictions about the novel, they complete a K-W-L chart about what they already know about Ned Kelly and what they would like to know. Subsequently we go through what the two assessments for the term will be. We then review some important parts of the novel and how they work (contents, a map of Kelly Country and the Introduction). Some info about the language features in the novel is provided as well as a spelling list of 24 words taken from the novel and ACARA’s English glossary. Students will define these for homework throughout the week. Some extra information is included at the end of the PowerPoint if you happen to finish early. 2)** A handout containing the map, contents, intro and spelling words.**

A PowerPoint which I think History teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. Constructive criticism is also appreciated. PowerPoint: World War Two in Europe • homework (mini research task) • Nazification of Germany • What role did President Hindenburg play in Hitler’s rise to power? • A few videos (viewing activities) • View a timeline of the road to WW2 (1933-1939) • Learn how to analyse a political cartoon (by the British cartoonist David Low appeared in the Evening Standard newspaper in July 1936.) • Kristallnacht – ‘night of the broken glass’ o Source analysis: A Letter by a Firefighter – Kristallnacht Germany 1938 • World War II in Europe o Holocaust begins o Ghettos including viewing primary footage in A Film Unfinished (2010) o Concentration & Extermination Camps o Change of Tactics: Einsatzgruppen o The ‘Final Solution’ + Wannsee Conference o SS Tactics: Dehumanisation o Dr. Josef Mengele + Medical Experiments o The Gas Chambers + images o Processing the bodies o Was the Final Solution successful? Holocaust Statistics By Country

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 word wall designed to be displayed in the classroom as a visual prompt for students during the learning and drafting process. It includes: the names of tools and machines, terms for developing a JSA (Job Safety Analysis), terms for the requirements of a procedural text, verbs and linking words. Provided as both PDF and word file.

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!

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.

A PPT designed for 10 Legal Studies to teach students about types of stakeholders and their responsibilities. It includes information about a person’s right to silence, the responsibilities of police when carrying out a physical search on a person, an explanation of the terms reasonable suspicion and search warrant. It provides information about how long a suspect can be detained for questioning according the Police Powers and Responsibilities Act (Qld). This is followed by 4 checking for understanding questions. The second part of the lesson is about DNA and other evidence which can be found at a crime scenes. It begins with an explanation of DNA and types of DNA evidence. Information is provided about how samples are collected and analysed. Information is provided about some of the limitations such as contamination, degradation and partial profiles. The purpose of the The National Criminal Investigation DNA Database (NCIDD) is explained as well as how long they hold DNA evidence for. This is followed by information about other types of evidence including: physical evidence and digital evidence. For homework students had to research “Chain of Evidence” and find out the specific processes which must be followed in Queensland law when gathering evidence. Write a paragraph to demonstrate what you have learned. NB: In my PPTs I typically underline the information that I want students to write. The rest I use as talking points / visual aids. A resource which I think Legal Studies / Civics teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

A PPT designed to introduce 10 Legal studies students to criminal law. It begins with the Rule of Law pyramid and an explanation of the main principles of the legal system (fairness and equality before the law). Students are introduce to some key terms to write in their glossary (common law and doctrine of precedent). They are introduced to the Queensland Criminal Code Act 1899 as well as a list of some other Acts which deal with specific criminal offences, such as drug offences and traffic offences. They are then introduced to the investigation process after an alleged criminal situation is reported. The various potential stakeholders in a crime are explained. Students are introduced to the concept of evidence and the process required for collecting evidence (as outlined in the Police Powers and Responsibilities Act of Queensland). The difference between direct and circumstantial evidence is explained. There is a video for students to watch to understand their rights when engaging with police. Information is provided about what happens when you are charged with an offence. This is followed by information about the rights of Police. Information is provided about Legal Aid (legal assistance available to people from low socio-economic backgrounds in Queensland). NB: In my PPTs I typically underline the information that I want students to write. The rest I use as talking points / visual aids. A resource which I think Legal Studies / Civics teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

A resource which I think Legal Studies teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. This is a PPT designed to introduce students to the research expectations for their assessment task. It begins with two viewing activities of scenarios which they could utilise in their report. The first one was where renters discovered their landlord had installed cameras in their residence. The second was a report from A Current Affair about renters choosing to ‘shut up and suffer’ to avoid eviction. It also had information about my computer usage expectations. I then took students through how to conduct a BOOLEAN search and the power of using a search string to refine their searches. I then modelled a search and included screen shots on the PowerPoint to demonstrate my process. I also introduced students to an acronym which can be used to work out of the websites / sources are reliable (CARS – credibility, accuracy, reasonableness, support). I also provided students with a list of useful resources including the State Library of Queensland, RTA website etc.

A resource which I think Legal Studies teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. A PPT designed to introduce 10 Legal studies students to contract law. It begins with some checking for understanding questions (which students either discuss / write down in a warm up – depending on your preference). There is a brief explanation of the two types of civil law (tort law and contract law). Students are to copy the underlined information. This helps students to understand where this branch of law fits into the big picture. Information is provided about contracts and common types of contracts e.g. employment contracts. There is information about how the Rule of Law applies to contract law. The following terms are also explained: express terms and implied terms; verbal contracts and written contracts; terms and conditions. There is a slide to take students through the elements of a legally binding contract (agreement, intention, consideration, capacity and formalities). Information is provided about whether minors (under 18’s) can form legally enforceable contracts. There are some checking for understanding questions. Students are given a few scenarios to read and questions to answer. For the event of fast finishing -there is a video promoting the Fyre festival to watch and see what the event offered. Then there is a 10 minute video about what actually happened. This is good for generating discussion. There is also an example case study from Victoria about hiring a venue for a concert.

A resource which I think Legal Studies teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. This is a fun viewing activity designed to be used at the end of the previous term to introduce students to the idea of short term accommodation (e.g. Air bnb) as the character in the show has issues with hers. I have included a worksheet for watching Season 1, Episode 1 of Fisk (available on iView and Netflix). The work sheet also includes post viewing research activities NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

A resource which I think Legal Studies / Civics teachers will find helpful. If you use it, and like it, please give me a positive star rating / review. This is a booklet designed to be used at the end of previous term to introduce students to contract law with a scenario that might apply to them in the next few years – purchasing a phone under a contract. It includes a reading activity which includes information including a definition of a contract, the elements of a contract, types of contracts, contractual terms, information about breach of contract etc. This is followed by a cloze passage to check for understanding. Then students are provided with information about Telstra upfront mobile phone plans. They need to read the information and select the best option for them. They must then justify why it is a suitable option. They must then read about Telstra’s upgrade and protect package and decide whether they would opt for this when purchasing a phone. This is followed by information about the importance of reading contracts carefully before you sign. This is followed by a cloze passage comprehension activity. To conclude, there is an application form for students to fill in. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

A PowerPoint that goes through an acronym which can be used to analyse sources (with specific examples from WW2). This is followed by content knowledge: Japanese Imperialism and the lead-up to Pearl Harbor, The source of US conflict with Japan & Japan's 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 English students in other states and countries with an interest in colonialism and Australia’s Frontier Wars (1788-1930s). PowerPointand lesson plan. Settling activity - copy the definition of bias. Explain the cognitive verb ‘evaluate’ and review concept of modality. Look at some conjunctions (linking words) which can be used in evaluating paragraphs. Subsequently, the lesson explores how to know if the source is useful before introducing the concept of corroborating sources (with a history skills video to consolidate this learning). Look at a sample exam question and deconstruct it. Then look at how to determine if a source is relevant (look at an example which focuses on origin, perspective, context, audience and motive). Then introduce the T.A.D.P.O.L.E acronym for a deeper level of source analysis. Afterwards, there are sources (about the Myall Creek massacre) for the students to evaluate (I use Gradual Release - we do then you do). Finally there is a PEEL/TEEL paragraph writing activity. T.A.D.P.O.L.E handout with sources about the Myall Creek Massacre for students to analyse. Example evaluating paragraph about the Hornet bank massacre (with labels to show key features). Homework sheet - Sources about the Hornet bank massacre for students to analyse.(answers are included at the base of the PowerPoint). 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.

A reading comprehension activity I made using the THREE LEVEL GUIDE structure The article is about the effects of social media on teens.

A PPT. Defining feature articles and the genre conventions (Language features, generic structure, layout, grammar, vocabulary, expected paragraph length, cohesive ties). The difference between a traditional news story and a feature article. An example satirical feature article with comprehension questions (and annotations). Plus some tips for how to create a killer headline. Handout of satirical feature article A PPT going through a different feature article about parenting called ‘Backfire of the Vanities’ along with a handout of the article and a lesson plan. Handouts about the features of feature articles (and langauge expectation) Scanned feature articles