1) PowerPoint - This lesson focuses on teaching students about the context of World War One so that they have some frame of reference for approaching the poems written in this period. Afterwards, it explores how the perceptions of war in poetry changed during this period from patriotic beliefs in its valour to disillusionment as World War One saw a complete change in the way wars were fought and the attitudes towards them. This lesson opens with checking students prior knowledge of WW1. It then explains what the world was like during the 19th Century and the imperialist ideology. The beliefs of Europe’s’ Great Powers, the major causes of WW1, The assassination of Franz Ferdinand: A Shot that Changed the World, societal beliefs about war at the time, exploring propaganda posters from World War One, new technologies used in this war and the outcomes of the war. Things we will learn by the study of poetry from the First World War.

My school has 1 literacy lesson a week (70 minutes) taught by a different teacher than their usual English teacher. They do activities related to the unit but also spelling, grammar, reading comprehension etc. Intro to the purpose of literacy lessons and the types of activities they will be doing. Intro to ethos, pathos and logos and their historical origins. Watch a short YouTube clip explaining these terms. Copy notes about ethos and view examples (from advertising – print and tv adverts). Discuss why audiences are influenced to buy products endorsed by celebrities or experts. Copy notes about logos and engage with examples. Copy notes about pathos and engage with examples. Bookmark making. Spelling test.

A PowerPoint designed for a 50 minute lesson which includes summaries of key scenes and important things to note in this act. It also features questions to check for understanding. An updated version of the Act One (Scenes 1-4) PowerPoint for a school with 70 minute lessons. It includes a warm up activity (definitions to copy), extra quotes and questions to check for understand. A lesson plan has also been included. A PowerPoint focusing on the Party Scene (Act One, Scene 5). It begins with a mini lesson on characterisation (with definitions and examples). Subsequently students act out the scene and discuss the perspectives of various characters. Afterwards, we watch the 1997 film version and prepare to explore the balcony scene in a future lesson. A 5 page script for the party scene which has been translated into modern language (more accessible for students). A homework sheet with questions about the party scene (Act 1, Scene 5). A handout - revision activity - a list of jumbled up events from this act which students have to reorganise into chronological order. Part of a set of resources created for a year 10 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 first lesson to introduce students to the ‘Art and Community’ unit. It introduces students to some key terms they need to know for the unit. I use underlining to indicate to students what notes they need to copy from slides. There is information about some types of art (mosaic, sculpture, recycled art, collage, street art and wheat pasting). There is a viewing activity (a news story about street artworks made early on during the COVID 19 Pandemic). This is followed by some information about the upcoming assessment task and dates so students know where they are heading. Students also learn about the purpose of art which they will have to write about in the front section of their inquiry booklet. The lesson ends with an interesting viewing activity of the 100 most creative street artworks. There is also information about bottle cap art as our school decided to do a fun end of term activity where the students made one collective street art for display at the school.

In addition to analysing cinematic techniques (aka visual features), students need to analyse the effect of language features in their chosen documentary. This lesson introduces students to a range of language features to watch out for with examples from Michael Moore's Fahrenheit 911 and Morgan Spurlock's Super Size Me. These language features include high modality, rhetorical questions, emotive language, repetition and groups of three. It also includes a list of generic questions for students to ask themselves when watching documentaries.

3 resources 1) A worksheet which explains the QAR strategy. It then includes a passage (excerpt) from The Time Machine followed by a series of QAR questions. 2) some posters suitable for a year 6-9 English classroom (explaining the QAR terms) 3) a PDF explaining the QAR process for teachers.

About the PPT: the lesson began with a checking for understanding brainstorm – students had to think of types of characters who commonly appear in stories. After sharing their responses, I have a list for students to copy. There is information about the types of things authors need to plan and consider before they begin writing. I have a slide defining characterisation which gives examples of direct and indirect characterisation. Following this the text for today’s lesson ‘Soil’ is introduced. I provide some information about the author Ellen Van Neerven who was awarded the 2015 NSW Premier’s Literary Awards Indigenous Writers Prize for the collection ‘Heat and Light’. Some of the terms that students may be unfamiliar with have been defined on the slide. After reading the story, there are some discussion questions which I use with the students. Students then share their responses for the retrieval chart. This is followed by some information provided by one of the Bundjalung teachers from our school about some of the sensitive issues raised in this story. Students then consider what gaps or silences they could draw on in a short story. I located images from children’s picture books and the internet which students could draw on to develop their setting. Following this, students were given a writing prompt which they had to plan for (which they would write about in the literacy lesson). The slides from the literacy lesson are also included. Other resources: A copy of the Short Story and the retrieval chart Context: A lesson designed for use in a 12 Essential English classroom in Queensland, Australia as part of Unit 4: “Representations and popular culture texts - Topic 2: Creating representations of Australian identities, places, events and concepts.” During this unit students learned about Australian social groups. They engaged with a range of short stories representing Australia. Their assessment was to write a short story which explored a gap/silence from one of the texts they studied in class.

A PowerPoint taking 12 Essential English students through another exemplar persuasive speech. The lesson begins with a settling activity – there is a jumbled-up list of persuasive techniques, definitions and examples. Students have to match them up correctly. There is a placemat which shows the skill ‘arguing/persuading’ and contains some suggested conjunctions and sentence starters. The parts of the speech and “I can” statements are reviewed. Then students go through a persuasive speech about climate change and consider how it was structured, the language features used and the suggestions made. This is followed by information about the good and bad parts of this exemplar and what they could have improved.

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). 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 Handout + an answer sheet The lesson includes: • A brief history of Germany (political structures) • Information about conflict which existed pre WW1 (including changing statehoods in Europe.) • Definitions of important ideologies – nationalism, expansionism, imperialism & militarism • Introducing the concept of alliances and the war climate in the build up to World War One • The assassination of Frans Ferdinand and its significance • Germany’s experiences in WW1 (initial success followed by stalemate and defeat) • The Treaty of Versailles and its ramifications for Germany The lesson ends with a group work activity where students are assigned key sections of the Treaty of Versailles which they have to locate online. Once found they must fill in a graphic organiser with a summary + a speculation about the motivation (intended result) for each article. There is a handout of the graphic organiser for this activity. There is also a teacher answer sheet.

This resource includes: • A warm up quiz (on PPT) with questions about coffee beverages • Slides to guide students through recipe selection for a beverage, a sweet item and a savoury item + criteria to keep in mind when selecting recipes Resources designed for use in an 11 Hospitality Practices class in Australia (2019 curriculum). Unit 1: Introduction to Hospitality, Topic 2: Cafes, preparation and service of non-alcoholic beverages. My school has 70-minute lessons. The assessment at the end of this unit was running a pop up café. Students had to complete a planning booklet documenting their decisions in the lead up to the event.

A fun PPT I put together for the end of the year. It has 10 questions per round. The rounds include: Films of 2024 (identifying from pictures) Next lines (given a line of a Christmas carol and must write next line) Famous faces (identifying celebrities from pictures of part of their face / body) Christmas tv viewing (identifying Xmas films from still images) Christmas trivia Songs of 2024 (watch a YouTube clip which has snippets of songs from this year) News of 2024 [questions about events which happened this year] Films of 2023 News of 2023

This 32 page booklet has been designed as part of an Australian film studies unit focusing on the 2002 film The Rabbit Proof Fence. It includes activities exploring characterisation, the beliefs of the time and analysing the aesthetic features (film and language techniques) which students are to complete during and after viewing the film. While used for year 9 in this case, it could be applicable for any junior secondary grade. It could also be used during NAIDOC week. This booklet contains resources which would be useful for preparing students to write a range of genres including film reviews, feature articles, persuasive texts and analytical essays. There are questions about the events/themes/character’s perspectives and the effects of the aesthetic features. It introduces students to concepts such as textual structures, language features, visual features, film techniques and themes. It includes information about the socio cultural context of the film, articles about the women on which the film is based, key quotes from the film, scaffolded analysis activities for key scenes, an introduction to evaluative language and how it is used to describe films. The final pages include an explanation of how to structure an essay (along with planning and editing steps).

A ppt which explores how the literary devices are used in texts that represent teenagers. Teen specific examples of parody including clips from 'Not Another Teen Movie.' Examples of sarcasm with clips from 'The Inbetweeners' tv show (no swearing). The impact of tone of voice. Introducing other techniques: exaggeration, burlesque, irony (with a clip from the Little Rascals and Shrek). Then it looks at clips of J'amie from Summer Heights High and an example monologue about this scene written by a past student.

The first two lessons in a year 9 English unit. Within this unit, students engage with a range of Australian literary texts including short stories, films and poetry, and literature for stereotypes including bogans, Indigenous Australians and bushmen etc. We also explore concepts like multiculturalism, fair go and mateship. Students explore how events, situations and people can be represented from different perspectives and draw conclusions about characters, key ideas and Australia’s identity, justifying these with selective use of textual evidence. PowerPoint 1: Unit introduction Classroom expectations, Homework expectations, Expectations around use of laptops in the classroom and an introduction to the unit. It includes questions to prompt students to brainstorm their prior knowledge. It also includes clips from advertisements including the Australia Day Lamb Ads for fun brainstorming activities. PowerPoint 2: Introduction to key terms: multicultural, patriot, assimilate, nationalism and juxtapositon. Identifying Australian stereotypes within a music video parody Defining the term Identity and teaching students how to answer quesitons using the RAF method. It includes example responses and then questions for the students to respod to.

This booklet has been designed as part of a year 8 English unit of work on Parvana (a novel set in Afghanistan during the reign of the Taliban). 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 a written literary transformation (a short story from a marginalised character's perspective). Their short story has to focus on a moral issue within the novel. I have referenced the other study guides I drew on when creating this resource.

List of emotive words which are useful for creative writing tasks.

The Key Focuses of the unit are teaching students about: ○ Christian vocation: working for Christ (living his mission by serving other people.) ○ Seven sacraments esp. Baptism and confirmation ○ Gifts of the Holy spirit (character traits) ○ Serving Christ through worship and prayer (through communion & Eucharist) ○ doing God’s work when we speak out against injustice (CSTs) ○ Human dignity ○ Authentic freedom This is a PowerPoint designed to teach students about the Gifts of the Holy spirit. It begins with a film explaining why we are baptised as at Baptism, we receive seven special gifts from the Holy Spirit. These gifts help us to make good choices, and to serve God and others. Subsequently the PowerPoint goes through each of these gifts. The presentation also includes information about the twelve fruits of the Holy Spirit and a journal writing activity to finish off the lesson.

A PowerPoint for use in a 70 minute lesson. It begins with a look at Vietnam’s geographic location and the countries which border it. This information is used to explain which countries have tried to invade Vietnam in the past. This lesson explores questions including: What was Vietnam like under French rule? & Why was communism so attractive to Vietnamese Nationalists? A key historical figure (Ho Chi Minh) is introduced to students and his ideological influences are explained. Afterwards a series of sources about Ho Chi Minh are included along with questions which students can either answer in their books or discuss as a class (teacher discretion). There is information about key events before and during WW2. Students are asked to consider why communism may have been appealing to Vietnamese Nationalists. Some key dates from the Timeline in Hoepper et al’s 1996 textbook ‘Inquiry 2’ are displayed and a range of sources are used to elaborate on these talking points. The term Viet Minh is introduced to students. Information about how this group formed, their attire and who they fought against is outlined. Another figure – Emperor Bao Dai is introduced as he is someone who is likely to come up in student research. A key source – Ho Chi Minh’s speech proclaiming independence on September 2nd, 1945 – is provided for students to read along with a series of short response questions. This is followed by a paragraph writing activity which can be done as a ‘we do’ or a ‘you do’ depending on the ability level of the class. The lesson concludes with some information about the aid the USA provided to French to try to help them regain control of Vietnam after the Second World War. The Battle of Dien is briefly touched upon as well as the Geneva Settlement and the subsequent partitioning of Vietnam into two states. At the conclusion of the lesson, successful students will be able to explain the historical concept of anti-colonialism, key individuals and groups involved in the quest for Vietnam’s independence and the factors and events that influenced them. A handout designed to go with this lesson. It includes some information about Ho Chi Minh and a range of sources about him. For instance, The path which led me to Leninism by Ho Chi Minh – a primary source which outlines his reasons for joining the French Communist Party & his speech proclaiming independence on September 2nd, 1945. The handout includes questions but does not provide space for the answers (to save on printing). **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. **

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. A PowerPoint which begins with a warm up practice exam question where students must make inferences about someone based on a photograph of them and some brief information about their occupation and interests. This is followed by a reflection to see how confident students felt about this task. Afterwards the term ‘stereotype’ is defined along with some information about why people stereotype. Students are to copy the definition of ‘gender stereotypes’ into their glossary. There is a viewing activity that explains this concept further. Looking at some stereotypes e.g. which gender is dressed in pink vs blue. This segues to a discussion about how advertisements target viewers of particular genders. There is a clip for students to view and discuss (Top 10 Unnecessarily Gendered Products). This is followed by some visual literacy activities where students have to analyse a range of advertisements and explain their meaning (as this is a skill they must have for their exam). Some of these advertisements are quite sexual and lend well to discussions about the impact of advertisements on body image. They can also cause society to continue to accept misogynistic views of women. There is also a sample advertisement related question for students to view and another one for them to attempt to answer. If time permits, at the end of the lesson, there is an interesting TED talk to watch.

A free PowerPoint which I think History teachers will find helpful. If you use it, and like it, please come and give me a positive star rating / review :). Constructive criticism is also appreciated. PowerPoint 1: Causes of World War Two • term overview (what we are learning + how we will be assessed) • key questions for unit (from ACARA) • context (what happened after WW1 that set the stage for WW2) • statistics (number of casualties in WW2) • information about the following: o the treaty of Versailles o Hitler’s rise to power: worldwide economic depression + the effects of the depression on Germany + the fall of Germany’s democratic government o Anti-communism o The basic ideas of the Nazi ideology + The source of Hitler’s power o Other major causes of WW2: Japanese expansionism, appeasement, militarism, the rise of fascism in Italy, nationalism, American isolationism, o Maps: Theatres of War: Where WWII Was Fought o two homework tasks (developing a glossary of terms + reading from a textbook and answering questions)