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 handout version of the teacher exemplar (for Everybody Loves Raymond conflict scenario) A conflict triggers quiz for students to take during the lesson warm up (which can provide further vocabulary to explain what triggers the characters in their scenario) A PPT presentation - The lesson begins by looking at a list of reasons which can trigger conflict. Then students take the conflict triggers quiz and everyone discusses their findings. Explain how they can use this vocab in their upcoming task. Explain how to fill in the table for Section 4 of Inquiry booklet. Look at what the cognitive verbs ‘compare’ and ‘contrast’ mean as this is a key skill in their assessment. Show students the teacher example of the filled in graphic organiser. Afterwards, students complete their own table for their assessment. Finally, there is an explanation in layman’s terms of what criteria 2.2 is assessing in their report.

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 (although with drafting time it may take a few lessons depending on the needs and abilities of students). This lesson begins with an explanation of what students need to put into their introduction to their multimodal. There is an example that can be read and discussed to see where they are fulfilling criteria 1.1 and 1.2. The next slide contains some sentence starters to get them started. After writing their introduction there are some proofreading and editing steps. This is followed by an explanation of the purpose of a conclusion in a multimodal and the key things the marker would expect to see. There are also some sentence starters to prompt students. After completing the editing steps which follow, I outline some things students need to work on to be ready to present on time (e.g. palm cards). This is followed by a recommended structure for the PowerPoint.

Resources for 2x 70 minute lessons at the beginning of a unit on Gender and Identity. 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 Gendered Revolution is available on Click View https://clickv.ie/w/7Xcp. The worksheet includes a range of cognitions. There are several terms for the students to define (based on the explanations provided in the documentary). There are boxes for them to record the viewpoints of different people who are interviewed in the documentary. There are some questions which require the students to form an opinion about what should be done in particular scenarios. There are also some post viewing questions for after watching the documentary. A PowerPoint to use when going through the answers to the worksheet (it displays the questions and sometimes a sentence starter / some screenshots from the documentary to jog students memories.) 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 90 minute short response examination.

Two resources: A worksheet for students to complete while watching the 2020 film ‘Misbehaviour’ which is about events which took place in the UK during the second wave of feminism (protests against the 1970 Miss World competition).Claiming that beauty competitions demeaned women, the newly-formed Women’s Liberation Movement achieved overnight fame by invading the stage and disrupting the live broadcast of the competition. There are 9 questions and 2 post viewing questions. Teaching tip: I utilise the broadcast strategy approach (Barry & King, 1998) previewing the questions prior to playing the film so that students know what to listen out for. A PowerPoint to use after viewing the film to unpack the key ideas. It includes a synopsis of the film and goes through the answers to the worksheet (also providing information from press around the movie and about the women who inspired it). 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 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. It is designed to help students revise content for their short response exam. It includes terms to revise and some practice questions. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

My school runs a 10 Legal Studies elective designed to give students a taste of Senior Legal Studies. This is a scope and sequence for a unit designed to give students foundational knowledge about Australian law and government. There are 2 lessons a week. Some of these lessons are also available for sale at my store. 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.

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. A warm up question for students to answer in paragraph form about the importance of impartiality and fairness in legal trials. This lesson begins by defining criminal law and its purpose. It introduces the main source of laws in QLD – the Criminal Code of 1899. The categories of criminal law are explained – offences against the person; offences against property; drug crime and motor vehicle offences. The different reasons for punishment are explained – retribution; deterrence; rehabilitation; denunciation; community protection. Then students learn how to navigate legal documents and how to read the subsections. This is modelled for students using ‘Wilful Damage’ in the QLD criminal code. Students have to write a summary of what they learn (teaching synthesis skill). Following this, public order offences are explained. A list of illegal activities from the Summary Offences Act (2005) are shown in dot point form. Students then have to look up ‘public nuisance’ and write a summary of what it involves and what the punishment is. The meaning of the term penalty unit is explained. Finally, there is a viewing activity about public nuisance. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

A match the definitions warm up activity where students have to identify the correct meanings of various cognitive verbs. 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. I usually get students to copy the underlined text. The lesson then focuses on how the adversarial court system works in comparison to an inquisitorial system. There is an explanation of which section of the constitution provide for the creation of federal courts. There is an explanation of the various types of courts in Australia. The following roles are explained: magistrate, judge, jury, Prosecution, defence, solicitor, barrister, bailiff, interpreter, media, clerk, defendant and witness. Information about specialist courts and tribunals is also provided e.g. the Administrative Appeals Tribunal. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

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. This is the first lesson in a unit designed to introduce student to legal concepts and terms. It begins with an explanation of laws and how they differ from rules and customs. Information about who has authority to make laws in Australia is provided. Students are introduced to an acronym for writing short response questions (as students will sit an exam at the end of the unit). They apply this structure to answer a checking for understanding question. Following this there is information about the two main sources of law in Australia: Statute Law and Common Law. Within this section, students learn terms including: constitution, Bill, amendment, House of Representatives, Senate, fair and reasonable. Also included: two copies of the learning intentions and success criteria for the unit (poster and handout style). NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

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 begins with a quick recap of the two houses of parliament – The House of Representatives (lower house) and The Senate (upper house). Some information about Australia’s mixed system of government is provided. here the terms democracy, representative government, constitutional monarchy and federation are introduced. Next students are introduced to the term MP (short for Members of Parliament). They take notes about what they do. There is a timetable for a typical Monday in parliament house which is used to explain what they do while they are in Canberra. This is followed by an explanation of how MPs are elected. There is a video from the 2022 elections which gives a run down of the main political parties in Australia. Information about backbenchers and their work on committees is provided. This is followed by an explanation of the skills MPs need and a recap of the process for taking a Bill from its initial draft to becoming a law. There are then clips from the news in 2024 showing some topical issues – Tax Cuts and the possibility of removing ‘Negative Gearing.’ The lesson ends with some checking for understanding questions. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

A worksheet 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 contains questions for watching episode 2 and 4 of Ms Represented {available on ABC iView and ClickView.} This is intended to introduce student to the concept of representation in government and why it is important to have female politicians. Episode 4 in particular looks at a method which was used to raise the number of females in parliament (quotas). This is a concept that I wanted my students to be familiar with for their exam. It also shows some of the difficulties which female politicians have experienced in the past. NB: My lessons have been designed for use in Australian classrooms and will often feature examples from Queensland legislation.

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 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

A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 3: “Language that influences.” During this unit students learned how to create and shape perspectives on community, local and global issues in texts. Their assessment at the end of this unit was to write a 4-6 minute persuasive multimodal (speech) to be delivered live or pre-recorded about an issue of their choice. A PPT which structures the lesson. It began with 10 minutes of silent reading as a settling activity. This is followed by a reminder of what social issues are. This is followed by a viewing activity on ABC iView – You Can’t Ask That’s episode on ‘Domestic Violence’ (from series 4). There are 7 questions for students to answer as they watch. This is followed by some slides of research I found. It includes a definition of domestic violence and the types. There is some information about the QLD Domestic and Family Violence Protection Act (2012). Some key points from the Act are included in dot point form. After this students were split into groups and had to design a poster. There were 7 different options. This was followed by some information about conjunctions as a cool down. A worksheet with the viewing questions

A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 3: “Language that influences.” During this unit students learned how to create and shape perspectives on community, local and global issues in texts. Their assessment at the end of this unit was to write a 4-6 minute persuasive multimodal (speech) to be delivered live or pre-recorded about an issue of their choice. A PPT which structures the lesson. It began with 10 minutes of silent reading as a settling activity. This is followed by expectations for the viewing activity and a link to the clip on iView (You Can’t Ask That’s Alcohol Episode). Students have 9 questions which they need to listen out for as they view the episode (on PPT but also on a worksheet). After the viewing activity there are some answers which can be used to prompt a discussion. This is followed by information about where students can learn more about this topic if they choose to focus on it for their speech. After this, students are tasked with creating a PSA (public service announcement) poster about alcoholism. There are some prompts on the slide and some examples on the subsequent slides for before students get started. A worksheet with the viewing questions

A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 3: “Language that influences.” During this unit students learned how to create and shape perspectives on community, local and global issues in texts. Their assessment at the end of this unit was to write a 4-6 minute persuasive multimodal (speech) to be delivered live or pre-recorded about an issue of their choice. A PPT which structures the lesson. It began with a think, pair, share activity to define mental health. This is followed by some online definitions from the WHO and Beyond Blue & a 2-minute viewing activity. Some information about the benefits of staying well are provided. Students are then to brainstorm some strategies they could use to maintain good mental health. There are some tips that I’ve saved over the years from various places (e.g. Headspace) which I have scanned and use as discussion prompts. Then there is some information about stress and some stress triggers and anxiety and some symptoms of anxiety. There is a visual infographic from Beyond Blue containing statistics about Australians impacted by anxiety or depression. This is followed by a viewing activity about Post Natal depression from ABC iView (an episode from Season 7 of “You Can’t Ask That”).

A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 3: “Language that influences.” During this unit students learned how to create and shape perspectives on community, local and global issues in texts. Their assessment at the end of this unit was to write a 4-6 minute persuasive multimodal (speech) to be delivered live or pre-recorded. This PowerPoint introduced students to a First Nations topic - the potential for an Indigenous Voice to Parliament (which was a recommendation in the Uluru statement from the heart). It began with some context about the 2017 convention held at Uluru. It looks at the proposals made. Some information from the Reconciliation Australia website is provided re the need for a First Nations Voice and the need for a referendum to achieve this. The draft referendum question and the wording to be added to the constitution is included. Sourced from https://fromtheheart.com.au/ Information about what the constitution is and its establishment is provided. An ABC news clip from August 2022 when PM Anthony Albanese proposed the referendum is included. Some visuals of the Campaign Slogans are included as well as some quote from respected Indigenous Australians.

A PowerPoint designed to introduce students to their new topic: Russia. It begins with a popular culture text that some students may be familiar with (Fox’s animated Anastasia movie). This is used as a launching pad to introduce the last Tsar of Russia and his family. This is followed by a short clip about Anastasia and her fate (with questions for students to answer). This is followed by information about our IA2 assessment. Then the focus of the lesson begins with an introduction to the historical context of Russia (prior to the revolution). Students have to add key terms to their glossary (autocratic & tsars). Information about autocratic rule is included and the idea of ‘Divine Right’ is explained. There is a diagram of the feudal system to help students understand how society was structured. Students are introduced to terms including bourgeoise, proletariat and intelligentsia. This is followed by a brief bio of Nicholas II, his wife and the Tsaravivh Alexei. This is followed by a viewing activity about another key figure: Rasputin (and some viewing questions). The lesson ends with a look at Boney M’s song about Rasputin’s death. A reference list is also provided. Designed to meet the requirements of the senior Modern History syllabus (implemented in QLD in 2019), this unit falls under the category of ‘Ideas in the Modern World.’

A unit introduction PowerPoint for a unit entitled Literary Representations of Australia. Within this unit, students learn about Australian identity and then consider how this is represented in the novel Deadly Unna? By Phillip Gwynne. The PPT includes an assessment overview, a discussion of what it means to be Australian and how our Australian identity is constructed and defined. Students completed a brainstorming activity based on texts they viewed in the last few weeks of the previous term. A thought-provoking poem entitle ‘How Australian are You’ is included to prompt discussion of the many ways of being Australian and some of the stereotypes which exist about us. This is followed by a think-pair-share activity. Following this, students are introduced to the term representations. They are then shown the first two verses of the Australian national anthem to explore (with 4 questions). This is followed by a paragraph writing task to consolidate what they have learned. If time permits, students are introduced to some critical literacy terms: marginalised and silenced. Students are also talked through the elements of their novel study booklet. 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.