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 lesson includes: 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 discussion where students need to recall the 7 features of evidence we look for when analysing sources. This is followed by a definition of ‘analyse’ and a 9 step process for analysing. The C.A.M.P.O.R.U.M acronym is included which hits both the analysing and evaluating criteria. Students are shown the A standard criteria for analysing and they 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 sources in the booklet were chosen to deliver content at the same time as teaching the analysis skill. The types of sources in the booklet: Information about Leopold II – King of Belgium, Information about the Belgian Congo, A photograph capturing the atrocities committed in the Congo Free State, An alternative viewpoint (Edward Morel), An online news article from 2020, a political cartoon depicting Leopold II at the Berlin Conference of 1884, an opinion piece published in 2021 & an extract from a history textbook. Resources designed for the senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for students in other states and countries with an interest in The Scramble for Africa.

Resources designed for the senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for students in other states and countries with an interest in The Scramble for Africa. Context: My school runs this program in Alternative Sequence (yr 11 and 12s in together) due to the small size of the school. This lesson was delivered as a 2 hour block during the term 4 exam block to introduce the unit for the following year and to allow year 10s and 11s who would be studying the subject together to meet each other. This resource includes: 1 x PowerPoint 1 x worksheet A collection of political cartoons from 2022 for students to analyse in a group work task The PPT structures the lesson which is more skills based than the previous lesson. it begins by defining ‘sources’ and explaining the difference between primary and secondary sources. This is followed by some things students should keep in mind when evaluating sources. 2 rounds of trivia 20 Q’s per round (as a bonding activity). Round 1 2022 Events. Round 2 – Modern History. There are some revision questions about terms like ideologies, paternalism, hegemonic. Then the lesson turns to the major skill for the day: how to analyse and evaluate visual sources. A list of common visual sources is provided along with why each of those types can be useful to historians. There is a viewing activity so that students can Learn about how photographers can influence their viewers by how they frame the subjects in their photographs. There are some photos from the Scramble for Africa that students can discuss. From here, we turned our attention to political cartoons. Students learned about common techniques used in political cartoons. They were taught the PICTURE acronym to help them unpack visual sources. I included images of common symbols used in the sources we will encounter e.g. Uncle Sam, Marianne, Britannia, the Statue of Liberty, Bear (Russia), Bald Eagle (USA), Lion (England), chains (oppression) etc. information was also provided about other techniques which they use including analogy, caricature, exaggeration, irony, juxtaposition, idioms. Students then view a 3 minute video about the power of political cartoons (and answer 4 questions). They have a go at unpacking some political cartoons from the Age of Imperialism. To conclude the lesson each group is given 2 contemporary political cartoons. They create posters where they annotate the features – techniques, people, events – before sharing their results with the group.

Resources designed for the senior Modern History syllabus (implemented in QLD in 2019). The syllabus objectives would also be useful more broadly for students in other states and countries with an interest in The Scramble for Africa. Context: My school runs this program in Alternative Sequence (yr 11 and 12s in together) due to the small size of the school. This lesson was delivered as a 2 hour block during the term 4 exam block to introduce the unit for the following year and to allow year 10s and 11s who would be studying the subject together to meet each other. This resource includes: 1 x PowerPoint 1 x Worksheet (designed to step students through the lesson. It includes copies of the sources on the PPT slide and questions for them to answer.) 1 x Match the definitions activity (10 terms) + a glossary of other useful terms for the unit The lesson includes: • An assessment overview for the two-year program • An overview of the 6 cognitions assessed in this subject (analyse, evaluate, synthesise, devise etc.) • A couple of rounds of trivia (to see what students know) • An overview of the Term 1 assessment (IA1) • A brief history of colonialism • Introduction to important terms – ideology, nationalism, expansionism, imperialism • A viewing activity (with viewing questions for students to listen out for) • A map showing European colonial claims in 1900 • Justifications for imperialism – survival of the fittest, social Darwinism, pseudoscientific theories like phrenology, the white man’s burden, political motives, economic motives, religious motives, personal motives, • Introducing an acronym for analysing and evaluating sources: CAMPORUM • Students are given two primary sources (soap advertisements) which they are to unpack. They must then write a TEEL paragraph discussing the ideologies evident in the sources. (This is used as a diagnostic activity. I collect them and mark them.).

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.

3 practice exam booklets for use in classes so that students can develop their assessment literacy. These could be used as a mock exam and then students could give each other feedback (in a peer review). Each paper has a front cover for students to fill in, instructions (including planning time + time allowed to write a response), a list of the assessment objectives, 2 questions for students to respond to (they select one), planning space & lined paper on which to write their response. 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 write an essay in response to a question / statement about the text). The lesson includes: • A quick quiz (11 questions) to establish prior knowledge (answers pop up when clicked) • An explanation of language features (with examples provided). Terms included: paradox, oxymoron, allusion, binary oppositions, portmanteau, motif, metaphor, extended metaphors (aka conceit), personification, simile, symbolism, • Information about the following techniques in Nineteen Eighty Four: allusion, binary oppositions, portmanteaus, symbolism, • A language features quiz to check for understanding (6 questions) Bonus resource: A word document table for assigning students a specific chapter to analyse (to contribute to the Class One Note) 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 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 30-page booklet designed for Grade 12 students studying George Orwell’s Nineteen-Eighty-Four. It includes: • a character map, • a list of themes, motifs, symbols, moral issues • a series of graphic organisers for students to organise their notes about 6 themes, 6 specified symbols, • a table to record noticeable values, attitudes, beliefs and cultural assumptions • a place to record important terms (glossary) including: newspeak terms; context terms; unfamiliar terms • a table to record key details about each character and several important settings (names pre filled) • a diagram showing the societal structure of Oceania • a table to record the purpose of each of the four ministries • places to record significant aesthetic features and stylistic devices (language features & text structures) • a set of chapter questions for all 3 ‘books’ and post reading questions and activities Teaching tip: to save on printing, the chapter questions can be removed and added to a Class One Note / other online location. 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.

Two resources: A unit plan which includes: a unit description, key questions for the unit, a breakdown of the learning intentions & success criteria, some planning resources, key details about the assessment, scaffolding notes for the assessment {cognitive verbs, a structure, evaluative language, other expected language features}. A list of the themes in the novel. Questions for a self/peer review (student reflection). Reflection questions to be used at the end of the unit (teacher reflection prompts). A Scope and Sequence which outlines how I taught the unit. (My school has 4 x 70 minute lessons a week). 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.

2 practice exams (with scaffolding prompts). 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.

This lesson was taught in the phase of the unit where students were prepping for their upcoming essay exam. It begins with a worm up where students had to look at a list of 5 characteristics and consider which characters from the novel Deadly Unna? had them. This was followed by an explanation of citing conventions (how to in text reference). Examples were provided to show how to punctuate direct quotes properly. Then students were shown a table which contained quotes from the novel – they had to turn this into a sentence with appropriate referencing. This was followed by information about how to embed quotes into essay paragraphs – with examples for another text. 2 x poor examples and 2 x good examples are provided for ‘Rabbit Proof Fence.’ This is followed by time for students to plan their response to the practice exam question - Are the male characters in the novel realistic, outdated or stereotypical representations of Australian men? 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 which provides an image and summary for the following characters from Deadly Unna? (pictures taken from the film Aussie Rules). Bob Black aka The Old Man Gwen Black (Blacky’s mum) Gary Black Dumby Red Pickles Coach Robertson aka Arks Tim Black aka Best Team-Man Darcy I printed these up and used them as posters in the classroom.

This lesson is designed to help students revise for their upcoming exam by reviewing the major settings in Phillip Gwynne’s 1998 novel Deadly Unna? It begins by explaining what ‘setting’ means. An example structure for a paragraph about setting is provided (check boxes). An overview of the following settings is provided (including significant quotes from the novel). The Jetty The Beach The Pub The oval and sports facilities The cemetery The Point (mission) The question we used in this year was “To what extent is Deadly Unna by Phillip Gwynne a realistic representation of modern-day Australia?” 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.

The lesson begins with an explanation of what themes are, and an image of common themes in literature. Following this there are slides explaining the following themes: Masculinity (and toxic masculinity) Racism The importance of family Mateship Duty and Sacrifice Examples from the novel are provided. This is followed by a practice question + some planning activities around this question. 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.

This lesson teaches students about the genre conventions of an essay. It begins with a warm up proofreading activity (an extract from p 10 of the novel). This is followed by an explanation of the term ‘Analyse’ with a QCAA poster. Following this there is information about how an essay is structured. The CAT acronym is used to explain the structure of an introduction. There is a table breaking down the structure of a body paragraph (extended TEEEL) and some tips about what should go in their paragraphs (Language features and text structures). Finally, the RAG structure is used for breaking down the elements of a good conclusion. Following this, there is a practice question which I teach with think alouds and co-construction. 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 lesson to inform students about what criteria I am looking for in their upcoming essay exam. The task conditions are explained e.g. what students can bring in with them to their exam. An explanation of analytical essays is provided. It includes an explanation of the cognitive verbs: Explain and Analyse. There is also information about what language features they need to use in their essay (e.g. evaluative language, high modality language, specialised language, third person, embedded clauses, synonyms and linking words). Some important punctuation rules are summarised. Some sample questions are available for discussion. The Criteria for the task is unpacked (in student friendly terms). 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 used to teach chapters 36-41 of Phillip Gwynne’s 1998 novel Deadly Unna? We would read one chapter at a time (or listen to the audio book on CD) and then students would answer the chapter questions. This PowerPoint contains a summary for each chapter and then slides with answers to the chapter questions. The PPT also includes post reading questions and some assessment preparation. It explains the major text structure of the novel (division of book into ‘summer’ and ‘winter.’) Students are asked to determine what they believe the intended reading of the novel is. There is a paragraph writing activity about the representations of Australia within the novel. There are also key terms for students to define in their glossary. 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 used to teach chapters 29-35 of Phillip Gwynne’s 1998 novel Deadly Unna? We would read one chapter at a time (or listen to the audio book on CD) and then students would answer the chapter questions. This PowerPoint contains a summary for each chapter and then slides with answers to the chapter questions. The PPT also includes links to ClickView where parts of the film Australian Rules have been snipped which illustrate events from that particular chapter (I did not show the film in its entirety as it has some parts where it differs from the novel). 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.