A PowerPoint 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. It is designed to simultaneously introduce students to the topics for their practice exam (voter apathy) and their real exam (lack of representation in parliament). It begins with unpacking Australia’s demographics using results from the census (August 2021). This includes information about the percentage of Australians in each generation, the percentage of Aboriginal and/or Torres Strait Islander citizens, the percentage of Australians who speak another language at home, the various religious affiliations of our citizens, the types of households, percentages of home owners vs renters, information about long term health conditions experienced, the educational qualifications we hold & the hours worked and common professions. Then there is an infographic which shows the make up of parliament (2016-2019) which shows the breakdown using categories of Australia, house of reps, senate, the liberal /national coalition party and Labor party. The categories shown are gender age, sexual orientation, education level, non-English speaking background and Indigenous. This is followed by an explanation of party allegiances and how party members rarely “cross the floor.” Afterwards the term apathy is introduced as well as voter apathy aka political apathy / electoral disengagement. There is a graph showing the number of people who lodge a vote as a percentage of all who are enrolled to vote from 1925-2016 showing a decline since 2007. There is a clip from YouTube where Craig Reucassel discusses voter apathy. Information is provided about the fact that in other countries, voting is optional and some of the cons of this. Following this, students are given their seen sources for their practice exam which they are to look at in class and for homework. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

A lesson PowerPoint. It begins with a proofreading activity (an excerpt from Chapter 5). Followed by a mini lesson on using an apostrophe to make contractions. This includes examples and non examples and a series of activities which progress through the I do, we do, you do phase of the gradual release of responsibility pedagogy. In upcoming lessons, students will write a persuasive essay to convince their readers of their perspective about Ned Kelly’s guilt or innocence. Students will read chapter six of Black Snake and complete activities so that they can use evidence from the novel to develop their argument about whether Ned Kelly was a victim, a villain or a hero. They learn about mood and tone and apply their new knowledge to the fictional passage at the beginning of the chapter. The PowerPoint ends with a summary of the chapter and some questions to be completed for homework. A handout with the activities for Chapter 6 which students will complete throughout the lesson. 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.

A lesson used in a Senior Authority English class to teach students how to analyse visual images in preparation for the QCS test. It allows students to practise their use of the following core skills or common curriculum elements (CCEs): CCE 5 Interpreting the meaning of pictures; CCE 33 Inferring; and CCE 43 Analysing. This lesson provides recent political cartoons from Australian cartoonists David Pope (from The Canberra Times) and Mark Knight from The Herald Sun. Many are about the Double Dissolution election or the recent census but there are some about the great barrier reef and privatizing medicare. This lesson provides a brief overview of the history of political cartoons in Australia. It reveals how they work and what can be learned from studying them. It revisits the concept satire and defines many of the persuasive / satirical devices they use (e.g. symbolism, caricature, labels, analogy, irony, juxtaposition, and exaggeration). It has a few example analyses and then gives the students questions to ask themselves when analyzing a political cartoon. Students then answer these questions using the cartoons provided (mostly about refugee issues).

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 (with additional activities for fast finishers). A PowerPoint focusing on bullying in the workplace and the toll it can take on an organisation. It includes a definition of bullying and an explanation of what counts as ‘unreasonable’ behaviour. Students will view a video from ReachOut.com about workplace bullying with various examples. It includes a think pair, share to get students to reflect on their own experiences as well as notes to copy about examples of bullying. It also includes information about what doesn’t count as workplace bullying and who gets targeted the most. The four types of bullies described by Drs. Gary and Ruth Namie are explained and then students complete a short response writing task. Subsequently, students watch a viewing activity about how to stand up to a bully. This is followed by an explanation of employer responsibilities for addressing bullying and tips for what individuals should do when they are being bullied by coworkers and how the Fair Work Commission can help. A lesson plan

Introduction to the hard-boiled genre of crime fiction (Set in1930s - 1950s America) This PowerPoint examines the genre conventions of hard-boiled fiction, the typical protagonist of these tales & events that were occurring in American society at the time these tales were written, and how these influenced these texts. Students will watch a trailer for The Maltese Falcon Trailer (a famous example). The movie of The Maltese Falcon is dated 1941, during the War, but the story was published in 1930: it’s a tale of the roaring ‘20s. The PPT also includes a trailer for a recent example (the HBO television series Boardwalk Empire) which recreates this era.

A PPT explaining the Soweto uprising and its aftermath. The last slide contains a homework activity which requires students to research differing interpretations of the Soweto uprising and write a response to questions. 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 the Anti-Apartheid movement in South Africa (1948-1994).

A PPT summing up the key events in the second half of the 1970s. It includes information about the 1976 Internal Security Act, the renewed use of death sentences, the emergence of the Black Consciousness Movement, the trade embargo established by the UN (1977), Botha’s ascension to PM (1978). There is also some information about the beginning of the 1980s including the formation of the United Democratic Front. 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 the Anti-Apartheid movement in South Africa (1948-1994).

A PPT to help students to learn about key figures including: H. F. (Hendrik Frensch) Voerwoerd, B. J. (Balthazar Johannes) Vorster, Joe Slovo, Ruth First, Oliver Tambo, Walter Sisulu, Albertina Sisulu, Chief Albert Luthulli, Steven Biko, Kalushi Drake Koda, Desmond Tutu etc. It includes images and information from various websites including Encyclopaedia Britannica and South African History Online. 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 the Anti-Apartheid movement in South Africa (1948-1994).

A PPT with a focus on types of secondary sources and their levels of reliability. It begins with a warm up where students list the types of secondary sources they are familiar with. There is a review of the meaning of bias and the distinctions between a balanced source and one which is pro / anti a specific topic. These is also info about how to determine the usefulness and reliability of a source. Students are given a worksheet with most of the information in the O-P-V-L chart pre filled. They copy the information in for the sections which are missing from their handout. The source types included are: biographies, statistics, textbooks, documentaries, journal articles, historical novels, poems, songs and biopics. 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 the Anti-Apartheid movement in South Africa (1948-1994).

A PPT which goes through important events between 1984 and 1994. It includes photographs, textbook extracts, research from websites etc. to help students gain an understanding of this era. By the end of the lesson students should be able to answer the following question: What roles did de Klerk and Mandela play in the path to democracy? 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 the Anti-Apartheid movement in South Africa (1948-1994).

A worksheet to be used while viewing the Bio pic ‘Long Walk to Freedom.’ It includes during viewing questions and post viewing questions about key people, key events, ideologies/beliefs/motives and some empathy-based questions. There is also a homework activity which requires students to do some further research about Mandela. 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 the Anti-Apartheid movement in South Africa (1948-1994).

A PowerPoint presentation which continues on from the Historical Context lesson. It introduces students to various South African politicians from 1924 onwards beginning with James Hertzog. Ideologies / motives + political actions are outlined. Students take notes from the underlined information. Early laws like the ‘Immorality Act’ (1927) are explained. The Sauer Report (1948) is explained. There are some extracts from biographies and autobiographies about Nelson Mandela as well as the Cambridge Senior Modern History textbook. This is followed by laws and policies introduced by the National Party after the General Election up until 1957. 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 the Anti-Apartheid movement in South Africa (1948-1994).

The PPT begins with a warm up to help students to retrieve prior knowledge. This is followed by Carlton university’s tips for analysing and evaluating primary sources. Students are then given a worksheet which contains the O-P-V-M chart with some elements removed which students will fill in as the lesson takes place. The PPT goes through each source type beginning with letters giving information about things to keep in mind regarding origin, purpose, value and limitations. There is a letter from Nelson to Winnie which we read and discussed the language choices. There was also one from Winnie to Nelson (1970). Following this information about Winnie Mandela from the South African History website was provided. The next source type was photographs. I utilised a range of photographs about Winnie Mandela. Following this, political cartoons. This was followed by an acronym called P.I.C.T.U.R.E which is handy for unpacking visual sources. There is information about techniques which cartoonists often use to convey meaning (including allusion, symbolism, irony). Then some cartoons from Zapiro and Len Sak were included for students to get an idea of different styles. The next source type was news media which covers newspapers, tv reports, radio reports and eye witness accounts. Following this, official government documents and other government records e.g. speeches and memorandas. 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 the Anti-Apartheid movement in South Africa (1948-1994).

A word document (Cornell Notes template) which I explain to students before the lesson. I then deliver the lesson in a lecture style format where students choose what to write down. A PPT which I use for my lecture-style lesson. It introduces students to the Dutch East India Company and their influence in Africa. Terms like Boer and Afrikaners are introduced. Information about the conflict between the British colonisers and the Boers is provided. This is followed by information about how the Boers attained self government. The use of language as propaganda is explored e.g. terms like ‘kaffir.’ The PPT ends with some checking for understanding questions. 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 the Anti-Apartheid movement in South Africa (1948-1994).

A PPT which explains the lead up to the Sharpeville Massacre including the formation of the PAC. There are terms for the students to add to their glossary including separate development and bantustans. There are images from the massacre, a brief YouTube Video and information from written sources including the Hodder textbook, various newspaper articles. Students read these sources and have a table that they must complete where they list the source and describe the perspective evident in the source. 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 the Anti-Apartheid movement in South Africa (1948-1994).

A PPT used to combine information from a range of sources about the aftermath and the formation of Umkhonto weSizwe. Information about international reaction to the images of the massacre is provided. The subsequent riots are explained. The government’s reactions including declaring a state of emergency and banning the ANC & PACs are explained. The reasons why ANC decided to adopt armed struggle as a strategy are explored using a range of source. After reading through and discussing these sources, there is an EA style synthesis activity for the students to complete. 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 the Anti-Apartheid movement in South Africa (1948-1994).

A worksheet to go along with viewing the SBS Viceland tv series ‘Rise Up’ which had an episode about the anti-apartheid movement. The episode is also available on ClickView. The questions have been written to go in the order that the information is provided in the episode. A scanned copy of my handwritten answers is provided. 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 the Anti-Apartheid movement in South Africa (1948-1994).

This unit was designed for a year 10 English class in Australia. Within this unit students learn to analyse and evaluate how human experience is represented in new media texts and documentaries, including the use of images. Students will also develop a critical understanding of the contemporary media and analyse the differences between news media texts. This PowerPoint introduces students to what a documentary is and how they can have powerful social and political influence. The lesson goes on to outline the key features of a documentary and the two main types of documentaries (objective and subjective). It explains the difference and then includes a series of short clips for students to view and decide whether it is an objective/subjective documentary. It also includes a research activity (homework sheet) for students to investigate the works of Michael Moore.

3 resources used in a 9 English unit. 1) A homework sheet which includes the poem 'Then and Now' by Oodgeroo Noonuccal and comprehension questions which are designed to help students begin to analyse the text. This poem touches on the dispossession of land and the consequences for the poet and her people. 2) A PowerPoint which teaches visual source analysis using the picture book 'The Rabbits' by John Marsden (illustrated by Shaun Tan). Students have to respond to the images by answering the following questions: What do you feel about the imagery? What does it mean to you? What is the idea of Australian identity portrayed in the picture? Afterwards, the PPT explains that this story is an allegory. The PowerPoint also includes some examples of Australian slang (as this is part of a stereotypes unit). 3) A PowerPoint which points out that for a long time there were “entrenched negative stereotypes” about Aboriginal people in Australia and how the media’s focus on negative Aboriginal issues creates much hurt when it presents the problems of individual Aboriginal people as problems of all Indigenous Australians. It explores the negative stereotypes about Indigenous people as shown in Bran Neu Dae and the positive attributes shown in The Sapphires. The clips I have selected from Bran Neu Dae are humorous but touch on serious issues and often generate good classroom discussions.

Unit plan designed for a 10-week term of 12 Essential English. It includes a subject description, a description of the unit, a list of unit objectives (from the syllabus), my planned teaching and learning cycle, the unit learning intentions and success criteria, assessment task details and a list of recommended resources. Also included are 3 word documents which I used on my word wall. Film specific language features – shot sizes, camera angles, lighting, colour, non-verbal communication, dialogue, audio, setting, props, costumes, characterisation, camera movement and symbolism. Film specific text structures – plot, character development, flashback, simultaneous time, montage, slow motion, accelerated video, time lapse, superimposition, transition, themes Colours and what they mean – blue, red, white, black, green, yellow, maroon and brown. The learning resources (PPTs, worksheets etc.) for the unit are also available in My Store.