PowerPoint 1: Unit introduction including classroom expectations (rules), an explanation of the unit, key questions for the unit, explaining the 2 assessment tasks, looking at famous quotes about teens and seeing if they agree, a list of teen issues and themes, common settings and characters for teen films. PowerPoint 2: exploring teenage stereotypes. This lesson defines stereotypes and gives examples of what stereotypes are, explores why we stereotype people, looks at common stereotypes about teenagers. The PPT includes excerpts from 2 Hollywood films (10 Things I Hate About You & Mean Girls) and questions to encourage students to identify the stereotypes in them.

A unit designed in an Australian Catholic school which could be easily modified for other contexts. The unit entitled 'Walking in Christ's Footsteps' poses two big questions to students - Do people in my community walk in Christ’s footsteps? Why should I walk in Jesus Christ’s footsteps? It then outlines the learning activities which will occur. The unit has been designed to follow the TELSTAR method of inquiry and has drawn on a range of recommended Inquiry Based Learning pedagogy. It has been designed to be as interactive as possible. Within the unit students will explores how Jesus lived on Earth and the examples he left for us. They will learn how lay people from various Christian churches within their local community walk in Christ’s footsteps (aka live their Christian vocation. They will discover why we have the sacraments of initiation (baptism, confirmation and the eucharist.) They will see how Christians serve Christ through worship and prayer but also through charity (living his mission by serving other people and speaking out against social injustices.) Their final assessment is to interview lay people from a range of churches in their local area and write a report to demonstrate their findings.

Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). This lesson includes: 1 x list of source types for warm up evaluation activity (can be laminated with a magnet on the back for sorting activity) 1 x PowerPoint 1 x Source Booklet with sources about Hitler Youth 1 x Independent Work Booklet with various activities designed to help students practice the evaluation skill Context: My school runs this program in Alternative Sequence (yr 11 and 12s in together) due to the small size of the school. The lesson begins with some teaching that both grades can do together before the year 12s are assigned some independent work and the year 11s are given some more focused teaching. Then the year 11’s do independent work while the year 12s share their answers and receive feedback. The sequence of the lesson: The lesson begins with a warm up activity where students have to place types of sources on a grid in terms of how reliable and useful they typically are. Next students have to brainstorm some synonyms and antonyms for ‘reliable’ and ‘useful.’ Following this, year 12s are given a booklet which has evaluation activities (starting at simple activities and building up to those styled like the short response questions in the Term 4 exam). They begin completing these while the year 11’s get a more teacher centred lesson. In this portion of the lesson we begin with defining ‘evaluate’ before zooming in on the evaluation criteria we use in modern history – reliability and usefulness. There is information about what reliability is and that there are levels of reliability. There are tips for how to write a judgement of reliability and some things to look for when determining reliability. There is a list of reasons why a source may be deemed unreliable. There is an example reliability statement which has been colour coded to show how the writer has included various features of evidence in their evaluation. Following this, the gradual release method is used to engage with the first few sources in the booklet. (I explain the first activity, we engage with Source 1 and then complete the question together – with me modelling my thinking process via think alouds. Students then do Source 2 as a pair and Source 3 on their own). This is followed by explicit teaching on how to determine the usefulness of a source. There is also information about the importance of corroboration (including a video from the History Skills website). This is followed by some sentence starters which can be used when corroborating. This is followed by completing activities from the booklet (first as a we do, then students do one in a pair, then they do one on their own). Following this, the year 11’s continue doing the booklet independently while I go through the answers with the year 12s.

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 German Nationalism between 1914–1945 (World War I begins –World War II ends). This lesson includes: 1 x Worksheet – match the definitions 1 x PowerPoint 1 x Source Booklet – containing 8 sources (a mixture of types) for analysis 1 x Handout containing a graphic organiser for analysing sources 1 x Handout explaining CAMPORUM acronym with tips for what to look for when analysing sources The lesson begins with a matching the definitions warm up (historical concepts and other relevant historical terms). This is followed by a definition of ‘analyse’ and a 9 step process for analysing. A run down of the 7 features of evidence we look for when ‘analysing’ in history (based on those in the QLD syllabus). Students are then introduced to an acronym which will help them to remember what each of these are (CAMPORUM). Students are shown the A standard criteria for analysing and the are unpacked. The year 12 students then begin independently analysing sources in the source booklet and filling in the handout (CAMPORUM tables). The year 11’s then receive focused teaching about the difference between primary and secondary sources, things to keep in mind when discussing the source origins in a written analysis, how the origins of the source may impact its reliability and tips for evaluating the reliability of different source types. There is some information about historical context and why it is crucial to understand the creator’s motive when engaging with a source. This is followed by an explanation of what the sources will look like in the exam (i.e. a context statement, an excerpt from a source and an APA reference). Following this, the gradual release method is used to engage with the first few sources in the booklet. (I have done the first one on the slides to show how to complete the table, we do the second one together, they do the third one in pairs and they do the fourth one independently). The types of sources in the booklet: An extract from Mein Kampf, an extract from a textbook, an extract from the Alpha History website, an extract from The United States Holocaust Memorial Museum website, an infographic, a poem, an artwork and a history magazine. They were chosen to deliver content at the same time as teaching the analysis skill. Context: My school runs this program in Alternative Sequence (yr 11 and 12s in together) due to the small size of the school. The lesson begins with some teaching that both grades can do together before the year 12s are assigned some independent work and the year 11s are given some more focused teaching. Then the year 11’s do independent work while the year 12s share their answers and receive feedback.

This is a set of resources for a student centred lesson which utilises a cooperative learning strategy known as ‘Jigsaw.’ The “Jigsaw Method” is a teaching strategy of organizing student group work that helps students collaborate and rely on one another. This teaching strategy is effective as it gives students a greater sense of individual responsibility. It works well in modern history as it teaches students to read sources, locate information relevant to their question and write a synthesised summary combining ideas from multiple sources and perspectives. A 87 handout full of sources about a range of different topics including: Viet Cong, peasant experiences in the Vietnam War, the Australian presence in Vietnam, Colonialism in Vietnam, The My Lai massacre and Ideologies, causes and effects. Each ‘expert’ group only needs one copy of the sources for their topic. This forces students to engage with the materials and take their own notes so that they can teach their peers about the topic. (However, depending on your group sizes you may choose to provide two copies). This is also a great resource for uploading in full to One Drive / Class Notebook for students to use as inspiration when selecting their topic to investigate for their research essay. A PowerPoint designed for running the lesson so you can see how the groups were set up for a small class size (10 students). There is also information behind the reference slide about the Jigsaw strategy for teachers who are interested in learning further about this pedagogy. In essence, Jigsaw is a cooperative learning strategy that enables each student of a “home” group to specialize in one aspect of a topic. Students meet with members from other groups who are assigned the same aspect, and after mastering the material, return to the “home” group and teach the material to their group members. With this strategy, each student in the “home” group serves as a piece of the topic’s puzzle and when they work together as a whole, they create the complete jigsaw puzzle. The fact that they have the opportunity to listen to the perspectives of others enhances the quality of their education. Through this activity they will become better at paying attention to their peers, reflecting on what they have learned and asking good questions **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. **

Several resources for scaffolding the assessment An A standard exemplar speech which can be deconstructed with the class to discuss the positive attributes Sentence starters for QCIA students on a modified program (organised for each section of the speech) A PowerPoint template with pre populated headings for students to use as a guide for creating their own An exemplar PowerPoint presentation (A standard)

A PowerPoint taking students through the assessment task (a 4-6 minute multimodal presentation). It includes a list of possible issues under the following categories: environmental issues; human rights issues; mental health issues and cultural / heritage issues. The requirements for filming their speech are included. Information about devices available to film their speeches on are provided. information is also provided about the live presentations and the requirement to submit a recorded draft. The importance of not getting an N is explained. Following this, the criteria is explained (I have turned these into student friendly “I can” statements.) Following this there is an exemplar speech about “Youth Mental Health” to read as a class. Afterwards the various parts of a persuasive speech are explained [thesis > introductions > body paragraphs > conclusion]. Then students are shown the specific structure intended for their 4 body paragraphs. Then they have time to work on their planning booklet. A copy of the “I Can” Statements The planning booklet which students used (it contained research prompts and planning steps before they began writing)

Two resources: A PowerPoint and Worksheet. The worksheet is designed to step students through the lesson. It includes copies of the sources on the PPT slide and questions for them to answer. It also includes space for them to copy the notes that have been underlined in the PPT presentation. The PPT begins with a viewing activity from YouTube (Simple History’s summary of the Russian Revolution.) This is followed by information about the short- and long-term causes of the Russian Revolution. (Linking back to what students have learned about WW1). Students are reminded of the term ideology and are given information about ‘revolutionary ideologies’ and strategies used by revolutionary leaders. There is information about obstacles to the revolution which students need to copy some of onto their worksheets. There are some warnings that the Tsar received about the revolutionary situation which students must read and summarise the key ideas (implicit/explicit meanings) on their worksheet. Following this a summary of each day of the February revolution is provided. Students have to write catchy headlines to summarise each day. Finally there is a visual source for students to practice analysing for homework. 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.’

Two resources: A PowerPoint and Worksheet The worksheet is designed to step students through the lesson. It includes copies of the sources on the PPT slide and questions for them to answer. It is 6 pages. The PowerPoint is designed for use in a 70 minute history lesson. It begins with a summary of Bloody Sunday before giving a more in depth explanation of the event on the subsequent slides. There are underlined notes for students to copy. There is a photograph of the march and some information about the social and political problems which led the workers to write a petition to Tsar Nicholas II. A translated version of the petition is included along with some checking for understanding questions. The next source for exploration is Father Gapon’s description of what happened as the workers approached the winter palace. Then a visual source (a painting entitled ‘Death in the Snow’ is presented (along with 4 questions). Another political cartoon from a French weekly satirical magazine is also shown. Following this information about other events which impacted Nicholas’s popularity are shown including the war with Japan. Information about political opposition to the Tsar is included. There is an explanation of the various political parties and their aims. The October Manifesto (1905) is also explained. There is additional information about the actions taken to avoid a revolution. For homework students have to create a timeline covering 1905-1916. There are instructions on the slide for this task. 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.’

Two resources: A PowerPoint and Worksheet. The worksheet is designed to step students through the lesson. It includes copies of the sources on the PPT slide and questions for them to answer. It also includes space for them to copy their notes. 4 pages. The PPT begins with an explanation of ‘The Lena Goldfields Massacre’ (4th April 1912) and its impacts. There is information about how WW1 gave the Tsar a temporary reprieve from discontent (due to initial rates of public support for the war). Information about Lenin’s view of the war and his wish for a social revolution is provided. Information about why the Russian army suffered so many defeats (ammunition supplies, internal organisation etc) are provided and used to explain how this war was so damaging for Nicholas II’s reputation. There is also information about Rasputin’s political and social impacts. This lesson ends with an informative YouTube video about The Russian October Revolution 1917. 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.’

Two resources: A PowerPoint and Worksheet. The worksheet is designed to step students through the lesson. It includes copies of the sources on the PPT slide and questions for them to answer. It also includes space for them to copy the notes that have been underlined in the PPT presentation. The PPT begins with answers to the homework analysis activity – analysing a visual source about the revolution. This is followed by information about two key revolutionaries: Vladimir Lenin and Leon Trotsky. There is a YouTube viewing activity about how these two men rose to power. Students have a graphic organiser to fill in as they watch. ‘Leninism’ is explained followed by information about the return of the Bolshevik revolutionaries from exile. Information about why this is a turning point is provided. After this ‘The July Days’ is explained as well as lessons that Trotsky took away from this. Information about the rising political support for the Bolshevik party is provided. Subsequently, information about how the provisional government was overthrown is included. A timeline of the October revolution is provided followed by some checking for understanding activities. The homework task is then explained. (I usually tell students to take a photo of the homework instructions). Additional videos are linked for if you need to kill time. 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 PowerPoint presentation designed for use in a Grade 12 English class. it was designed to prepare the students for their external exam (where they have to produce an analytical essay in response to an unseen question / statement about the text). The lesson includes: • A warm up where students brainstorm some themes in the novel (20 options pop up as you click) • An explanation of the following themes: Theme 1: The Dangers of Totalitarianism; Theme 2: Psychological Manipulation; Theme 3: Physical Control; Theme 4: Control of information and history; Theme 5: Technology; Theme 6: Language as mind control; Theme 7: Philosophical Viewpoints; • Questions to prompt discussions 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.

A PowerPoint presentation designed for use in a Grade 12 English class. it was designed to prepare the students for their external exam (where they have to produce an analytical essay in response to an unseen question / statement about the text). The lesson includes: • A warm up activity where students must find the language features in a song • An explanation of the term ‘stylistic devices’ from the syllabus • An explanation of ‘characterisation’ and a series of slides about this • Information about types of characters – sympathetic / unsympathetic, stereotypical etc. • Viewing activities to apply this new knowledge. • An explanation of ‘setting’ and ‘atmosphere’ + how some settings can be symbolic • An explanation of ‘tone’ and ‘mood’ • An explanation of ‘themes’ and ‘symbols’ • An explanation of literary voice and narrative viewpoint (e.g. external omniscient, internal, external limited, naïve) • An explanation of narrative structure and how this can effect meaning • A couple of examples from Nineteen Eighty Four 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.

A PowerPoint presentation designed for use in a Grade 12 English class. It includes: • A summary of Chapter 1 and screen shots from the movie to illustrate key characters and locations • Important things to note about chapter 1 • Notes about how Orwell developed the setting (including quotes) • Information about surveillance and the ministries • Details about the protagonist Winston Smith and his diary • Important people that we meet in this chapter – Julia and O’Brien • The small distractions available to citizens – Victory Gin & Victory Cigarettes • The answers to the Ch 1 questions in the student work booklet (also available in my store) • A summary of Chapter 2 (including info about the junior spies) • Information about Hitler Youth (who were likely the inspiration for the junior spies in the novel) • Answers to the Ch 2 questions • A summary of Chapter 3 • Information about the Panopticon (18th Century) which may have influenced Orwell • Answers to the Ch 3 questions • A summary of Chapter 4 • Answers to Ch 4 questions • A summary of Chapter 5 • Answers to Ch 5 questions • A map showing Oceania, Eastasia and Eurasia • Some character profiles (to check what information students have located thus far) 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.

A PowerPoint presentation designed for use in a Grade 12 English class. It includes: • Instructions for reading activities including what important information to record about the characters, • Historical context for Nineteen Eighty Four (when it was written, what the world was like post WW2 (during the Cold War), Orwell’s inspirations) • Key political terms – communism, fascism, totalitarianism, dictatorship etc., • Historical figures – Adolf Hitler, Benito Mussolini, Joseph Stalin, Leon Trotsky • Examples of propaganda and rewriting history used by Stalin • Examples of propaganda and censorship in Nineteen Eighty Four • Orwell’s reasons for writing the text – i.e. showcasing his concerns for the future 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.

A PowerPoint used to teach chapters 16-21 of Phillip Gwynne’s 1998 novel Deadly Unna? As these chapters weren’t crucial to the task, I summarised them rather than reading them with the class. This PowerPoint contains a summary for each chapter and then slides with chapter questions (no answers). The PPT also includes a creative writing activity for fast finishers (a way of exploring perspective). 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 PowerPoint explaining the assessment task to students and what they are being marked on. This is interlaced with tips and activities for the various criteria. There are tips for writing dialogue (reviewing punctuation rules), past vs present tense, homophones etc. It also includes a list of common errors made by students in the previous year for this task. A planning booklet for students to use to brainstorm their ideas prior to writing their short story (aka imaginative recount). It includes prompts and graphic organisers which students can work through in class and for homework. A series of PowerPoints designed for the drafting phase of the unit. Each begins with a mini lesson with a specific focus (e.g. characterisation, juxtaposition etc.) they then focus on students writing a particular part of the narrative in the lesson (e.g. orientation) with hints, examples and reminders. A graphic organiser for students to write their short story (imaginative recount) into. A draft feedback form which lists common errors that students make. The teacher merely needs to highlight the feedback which applies to the student. This speeds up the drafting workload for the teacher and ensures all students are receiving consistent feedback based on the cognitive verbs prioritised in the unit. 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.

Hunger Games 1 Student Work Booklet. This booklet has been designed as part of a unit of work on moral issues. It includes activities about characters, the setting and language features which students are to complete as they read the novel. There are also questions about the events/themes/character's perspectives et cetera for each chapter. This is all in preparation for a feature article assessment where students respond to the following statement:‘In times of conflict people disregard the social and moral norms of the time. This has been reflected in various fictional texts.’ Students must form and argument and persuade their audience to accept your viewpoint. They also had to analyse quotes and examples from the novel and use them to justify their argument. Within their feature article they had to:  Use specific examples of moral issues from The Hunger Games.  Focus on one or two characters in the novel (and their perspective of the moral issue).  Quote from the novel and identify language features which help position readers to view the moral issue in a particular way. You must explain the effect of these language features  Include genre features such as a headline, by-line, two columns, images and captions  Write in 3rd person and use a range of language features to engage your readers (e.g. similes, metaphors, rhetorical questions etc.).

This booklet has been designed as part of a unit of work on Catching Fire (the second book in the Hunger Games trilogy). It includes activities about characters, the setting and language features which students are to complete as they read the novel. There are also questions about the events/themes/character's perspectives et cetera for each chapter. This is all in preparation for a creative writing assessment where students take what they have learned to create two or three diary entries which provide insight into a minor character from the novel. In doing so they must reveal the personality of their character through what they see, think, feel, hope for and fear. Students were assessed on how purposefully they shaped their representations of people, places, events and concepts in the novel.

Part of a set of resources created for a senior Modern History class in Australia (QCAA syllabus). The assessment to be completed in this unit is a ‘Independent Source Investigation’ where students must develop their own key research question, write a rationale, locate sources, analyse and evaluate those sources and write a critical summary of evidence. This is a scaffolding booklet which takes students through the planning and writing phases of their assessment. It begins with prompts to select an individual / group to focus on. It provides tips for writing a key inquiry question and an example for a different topic from the QCAA exemplar for IA2. Then, to assist the students to write 3-5 sub questions, there is information about each historical concept (which they could choose to use as a frame for their questions). There is a template for reflecting on the worth of their key and sub questions. After this students can create a tentative thesis statement / hypothesis. There is information to help students to do this. (Eventually this will be incorporated into their rationale section of their assessment). There are a series of tables where students can store the information / sources they found. There is a column for analysis and a column for evaluation where students can make dot points to gather their ideas ready to be turned into a succinct response in their assessment. This is followed by writing tips for the rationale and critical summary of evidence, referencing tips and a self-review checklist for students to use to check their work prior to submitting a draft. There is also a peer review form for students to use to receive feedback from a ‘critical friend.’