Cloze activities on the topic The Holocaust. The activities are: + Wannsee Conference + Theresienstadt Ghetto + Kristallnacht + Rescue of Danish Jews Designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 6: The Holocaust

4 Cloze activities on the topic Australian Involvement in World War 1. The activities are: + Overview of Australian involvement in World War 1 + The first conscription referendum + The charge at Beersheba + Aboriginal servicemen in World War 1 Designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 3: Australians at War - World War 1

This series of information sheets on aspects of Gifted and Talented Education has been used to establish a Gifted and Talented program in two New England NSW high schools. The bundle includes: + 1. What is Gifted and Talented Education? + 2. How do you identify a GAT student? + 3. What factors can make a student gifted or talented? + 4. Why should GAT students be encouraged to study Creative & Performing Arts? + 5. What is Gifted Underachievement? + 6. What are the best GAT teaching strategies + 7. Can I still use Bloom’s Taxonomy in a GAT class? + 8. What is a Personal Learning Plan? + 9. What are the stages of identifying GAT students? + 10. How can the School Counsellor help? + 11. How can competitions help GATE students? + 12. Are all GATE students easy to teach? + 13. What does it take for a student to be GATE? + 14. What is curriculum differentiation? +15. Can GATE students have learning difficulties or disabilities? +16. Is enrichment and extension the same? +17. What are the characteristics of GATE learners? +18. Why is perfectionism a problem for GATE students? + 19. What is the difference between a gift and a talent? + 20. Do GATE Aboriginal students need special provisions? + 21. What are the characteristics of GAT students with ASD? + 22. What is needed for a Music student to perform professionally? + 23. What are good teaching practices in a HSIE GAT classes? + 24. What challenges are faced by GAT students in rural areas? + 25. What can be done for GAT students in Technology? + 26. Is bullying different for GAT students? + 27. What are the advantages of individualised learning contracts? + 28. What research-based curriculum is suitable for Mathematically gifted students? + 29. What is creative problem-solving? + 30. How can teachers ask good questions of GAT students? + 31. What is the role of the GATE Focus Group? + 32. What is acceleration? + 33. What is curriculum compacting? + 34. How does curriculum compacting work? + 35. What are the early signs of giftedness? + 36. What is GERRIC? + 37. Why do GATE students have problems with homework? + 38. How can GATE students be used as tutors for other students? + 39. How can acceleration work? + 40. What are the types of acceleration? + 41. What is the latest with Multiple Intelligences? + 42. How should GAT students be counselled? + 43. What is meant by “twice exceptional” students? + 44. How can History be adapted to GAT students? + 45. What happened to HSC Distinction courses? + 46. What’s the latest research on GAT students in CAPA? + 47. Should GAT students be taught how to think? + 48. What is the latest research on language development in GAT students? + many more

This activity provides 4 scenes from the film version of Tomorrow When the War Began. Students analyse the scene in 4 ways: how each scene delivers the plot, creates the required atmosphere, aims to be visually appealing and delivers any subtle messages that contribute to the plot. Students must then change to scene in a way that further builds, tension, sadness etc. This activity is designed for students of the NSW English K-10 Syllabus for the Australian Curriculum.

This resource includes an excellent book review on Tomorrow When the War Began. The activities attached to it focus on characterisation, setting and themes. It is designed for students of the NSW English K-10 Syllabus for the Australian Curriculum. Stage 5 Outcome EN5-1A: responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

This is a set of activities relating to the plot of Tomorrow When the War Began. Students are introduced to the concepts of orientation, complication and resolution as well as protagonist and antagonist. This set of activities are designed for students of the NSW English K-10 Syllabus for the Australian Curriculum. Stage 5 Outcome EN5-1A: responds to and composes increasingly sophisticated and sustained texts for understanding, interpretation, critical analysis, imaginative expression and pleasure

This activity is a pre-reading activity on analysis of book covers. The analysis focuses on colour, people, content and critical response. The skills being taught are elements of visual literacy including deconstruction of visual images to draw conclusions in support of the text.

In 1916 an Australian mining battalion consisting of miners from the North Queensland goldmines, the Hunter Valley coalmines and the Broken Hill and northern Tasmanian mines set about breaking the stalemate on the Western Front by blowing up Hill 60, a German strong-point in Belgium. The film is an excellent depiction the contrasts of life of soldiers on both the Western Front and life on a homestead in North Queensland in 1916. This worksheet is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 3: Australians at War - World War I

Activities for Tomorrow When the War Begins Chapters 6-10.

Activities for Tomorrow When the War Begins Chapters 1-5. Includes issues in intertextuality and backstory.

Crossword to accompany John Marsden's novel Tomorrow When the War Began.

Word Search on John Marsden's novel, Tomorrow When the War Began.

In 1953 the Iranian government of Shah Mohammed Reza Pahlavi commenced a suppression of Tudeh, the Communist Party of Iran. There were political and personal reasons why the Shah did this, but it needs to be viewed in the context of the Cold War. The suppression was excessive and included many and extensive human rights abuses. The response of the United States was to support the Shah. This decision did not bode well in the eyes of the Iranian people. This source-based activity is designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher School Certificate course National Studies Option H: Iran 1953-1989

Kristallnacht was a clear message to German Jews that they were not safe and that the authorities would not support them against acts of violence. Many attempted to emigrate and seek refuge with non-Jewish friends. Some German non-Jews supported their Jewish neighbours by protesting about events. They suffered retribution by the state. Most non-Jews responded in silence, either because they were not personally affected by events or they tacitly agreed with the pogrom against the Jews. Some gained personally by looting Jewish goods. This source-based task is designed for students of the NSW History K-10 Syllabus for the Australian Curriculum. Stage 5 Depth Study 6: The Holocaust

Set of activities using key terms and concepts from the topic Iran 1953-1989. Activity 1 - cut out the key terms and match them with the definition. Activity 2 - Use a dictionary to identify the meaning of concepts. Activity 3 - Use the key terms and concepts in a sentence. The outcome being taught is: MH12-9 communicates historical understanding, using historical knowledge, concepts and terms, in appropriate and well-structured forms

Ayatollah Khomeini returned to Iran on February 1, 1979 to widespread popular support. He has immediate problems to deal with: establishment of an effective government and bureaucracy, taking control of the military, arresting and putting on trial members of the Shah's administration, establishment of the Pasdaran (Revolutionary Guard) and dealing with unrest amongst the people including ethnic minorities. This source-based task is designed for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher School Certificate course National Studies Option H: Iran 1953-1989

Set of resources on handwriting that includes handwriting criteria and cross-curricular worksheets. I have used the resources in a New England NSW secondary school in my own classes and in a whole-school handwriting program. Bundle includes: + Handwriting criteria + Worksheet 1: Rise of sick internet trolls + Worksheet 2: Arctic ice melt + Worksheet 3: About grief + Worksheet 4: Facts about super trawlers + Worksheet 5: Body image worries plaguing young kids + Worksheet 6: Paying for your pet + Worksheet 7: Animated films + Worksheet 8: The Sapphires + Worksheet 9: The rise of tattoo remorse + Worksheet 10: Sexting + Worksheet 11: Does My Head Look Big in This? + Worksheet 12: Tiffs tagged as bullying + Worksheet 13: Big cat kingdom + Worksheet 14: How Facebook can land you in jail

The Shah's 1963 White Revolution introduced a wide range of political reforms including changes to land ownership and agriculture, female suffrage, changes to education and health programs, factories and the Iranian economy. There were spectacular successes, notably education. However, there were also significant failures including the depopulation of poorer rural peoples and their subsequent move to city slums. This source-based task is deigned for students of the NSW Modern History Syllabus for the Australian Curriculum. Higher School certificate course National Studies Option H: Iran 1953 - 1989

Word search on the topic Weeds, Pests and Disease.

Word search using key words and concepts from the topic Beef Cattle Production.