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. The lesson begins with a settling activity where students copy terms into their glossary (inform, describe, explain and persuade). This is followed by a Viewing Activity: How shopping Apps dominate fast fashion and appeal to young people. Students are given some tips for how to reduce their expenditure on new clothes (ideas came from a podcast I listened to.) There was a brainstorming activity (to see what students retained from previous lesson about fast fashion). Students had to draw a table in their books to complete as they watched a report made by the ABC program ‘Foreign Correspondent.’ They had to make a list of environmental impacts and social impacts (impacts on the people). Following this, students learned about 3 types of appeal that they can use in a persuasive speech. We then discussed why teenagers should care about the environment (linking this to values, attitudes and beliefs). Finally, we reviewed the P.E.R.S.U.A.D.E Acronym (which lists 8 different persuasive techniques which students can use in their assessment and in the writing activities in class this term). Then students had to write a TEEEL paragraph about ‘Fast Fashion’ which was both informative and persuasive (to consolidate their knowledge).

A PowerPoint used in a year 11 Modern History classroom. It begins with a viewing activity ‘A bite sized guide to the history of modern Western feminism.’ Following this there are slides talking about how gender stereotypes began to shift due to the work of the Women’s Liberation Movement. I get students to copy the underlined text and call on various students to read aloud other portions. Students are introduced to ‘consciousness raising’ a method used by 2nd wave feminists. Following this there is a quote from Zelda D’Aprano (a feminist from Melbourne) about the inspiration for using consciousness raising and what types of things they discussed. An extract from the Rivka Pile papers (University of Melbourne) is also included to demonstrate the significance of this strategy. Following this students are introduced to some gender theory including that gender is a social construct and the term ‘gender role’ is defined. This is followed by an exploration of visual sources (pictures from a children’s book from 1970) which reinforced traditional gender role stereotypes. This is followed by a list of issues that were being addressed by feminists by the 1970s including domestic violence, abortion law reform and availiability of childcare services (including day care and preschool). The introduction of women into Australian politics is discussed with reference to The Women’s Electoral Lobby and the ‘femocrats’ appointed to public service during Gough Whitlam’s time as PM. This is followed by information about the significant achievements which took place in the 1980s. The remaining few slides are about viewpoints about 2nd wave feminism. The lesson ends with a paragraph writing task which can be completed for homework if time gets away from you. 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 writing booklet which I made to scaffolding the writing portion of the assessment. Tip: I keep these in the classroom so that I have evidence of student work for if they are absent on the due date. I also share this booklet to students electronically on the class One Note for if they would prefer to type into it. A PowerPoint to take students through the first writing session – developing their thesis statement and writing body paragraph 1.

A PowerPoint to introduce the students to the unit. It begins by defining law. Following this students brainstorm Australian laws / QLD laws that they are aware of (there are some prompts on the slide to assist them to do this). This is followed by an explanation of the difference between customs, rules and laws. The two main sources of law in Australia (case law and common law) are explained. This is followed by a video about how laws are made in Australia. There are some notes to take about the three levels of government and the laws they are responsible for. This is followed by a checking for understanding activity (students must put a list of laws into the appropriate column). Next is information about who enforces the law, a definition for crime, several interesting news segments from YouTube showcasing some crimes that have occurred since 2019 which leads to a discussion of why laws exist. This is followed by a list which categorises some types of crime and a review to sum up the lesson. 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 multimodal presentation. I pride myself on the quality of the materials I produce, I don’t charge high prices because I don’t agree with paying £10 for a word search. If you need to check before you buy, have a look at some of the free resources in my shop for a sample of the quality and depth.

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.’

A PowerPoint used to teach students about the Hundred Flowers Campaign. It includes notes from textbooks and online sources, viewing activities (propaganda posters, images and videos from YouTube) & different historian’s interpretations of this event. The homework task is for students to research the Anti-Rightist campaign and create a poster to display on our learning wall. Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). The end of term assessment for this unit was an Independent Source Investigation. The content would also be useful more broadly for students in other states and countries with an interest in the China (1931-1976). The other resources are also available in my store – Aussie_Resources.

A set of questions for studying Deadly Unna by Phillip Gwynne – arranged by chapter. These are a mixture of comprehension questions, questions focusing on the setting, questions about specific language features / word choices, questions about specific characters, questions about themes (e.g. racism) etc. NB: Answers to these questions are provided in the PPT slides also available in my store: Aussie_Resources. 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.

An example IA1 task for the ‘Women’s movements since 1893’ which is studied as part of Unit 2 of 11 Modern History in Queensland, Australia. The examination is an 800-1000 word essay in response to historical sources (2 hrs + 15 minutes planning time). Included in this resource are: 12 relevant sources which showcase a range of perspectives on second wave feminism, have a mix of primary and secondary sources and include some visual sources, a song, extracts from textbooks, newspapers etc. The reference details and appropriate context statements for these sources. A booklet of lined paper for students to write their response on An exemplar response which received top marks (the student redacted some words using a black highlighter during the exam as they knew they were over the word count). This essay has been annotated by the marker which colours representing the various criteria (analysing, evaluating) or important features (e.g. putting forward historical argument, linking back to that argument etc.) 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.

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 PowerPoint introducing students to key workplace issues - discrimination and harassment. It begins with a defintion of discrimination and adverse action along with an explanation of when discrimination can occur. A review of workplace bullying from the previous lesson. A graphic organiser comparing and contrasting the the roles and responsibilities of the employer and employee in preventing workplace bullying. This is followed by a case study which students read and respond to. There is also a ClickView video which I show a portion of which explains how employers should manage bullying in their business. This is followed by a definition of harassment and examples of the various types of harassment. This is followed by notes, clips and case studies about sexual harassment. Some of these case studies can be assigned for homework depending on the time constraints of your class.

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 PowerPoint designed to elaborate on the differences between criminal and civil law. I have underlined key points which the students write down in their notebooks. The main content is a definition of criminal law, some examples of criminal laws (divided into 4 categories – traffic/road laws, property, public order and people.) An explanation of where serious crimes are heard and where less serious crimes are heard and the multiple aims of punishments handed down by the courts. Civil law is then defined along with examples including negligence and defamation. This is followed by a clip from The Weekly which includes an example crime and students must determine whether this is a civil or criminal case. After this students watch a video explaining our legal rights and responsibilities (what we must do if we are questioned by police and what would be a violation of our rights). Students are to take dot point notes for discussion. Afterwards information is provided about Legal Aid (a QLD service which provides free legal advice to people unable to afford legal representation). This is followed by information about what happens when you are charged with an offence and how the Magistrates court operates. Students watch a video about how to behave in court. They also learn about jurors and how they are selected. 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 multimodal presentation. I pride myself on the quality of the materials I produce, I don’t charge high prices because I don’t agree with paying £10 for a word search. If you need to check before you buy, have a look at some of the free resources in my shop for a sample of the quality and depth.’

A copy of the task sheet for the unit. This task is an extended response to stimulus task. This technique assesses the interpretation, analysis/examination and/or evaluation of ideas and information in provided stimulus materials. While students may undertake some research in the writing of the extended response, it is not the focus of this technique. According to the syllabus, “In Social and Community Studies, an extended response requires reasoned responses to specific questions. It allows students to demonstrate their ability to use investigative and thinking skills and to formulate ideas, make judgments and reach conclusions, which are part of the process of social investigation.” The task sheet includes suggested content for the speech students are required to write A stimulus (source) booklet with a fictional legal case which students are to use as their case study for their speech. A PowerPoint used in the assessment handout lesson. It includes the context statement, task description and information about the specific role students are playing in their speech (a police prosecutor). Regular checkpoints (mini deadlines) are established. This is followed by some more information about drink driving (the type of crime in the stimulus case). 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 multimodal presentation. I pride myself on the quality of the materials I produce, I don’t charge high prices because I don’t agree with paying £10 for a word search. If you need to check before you buy, have a look at some of the free resources in my shop for a sample of the quality and depth.’

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 - Aussie_Resources. Designed for use in 70 minute lessons. An inquiry booklet which students complete in the early phase of the unit. They then use what they find to write their speech. This booklet includes: a pre quiz (to see what students already know), key terms to be defined and a place to record information about types of street art. It also includes graphic organisers for students to record their analysis of the two artwork (stimulus) they select. Within this organiser is a place to summarise the techniques used by the artist, to record community reviews about the murals and to identify the similarities and differences between these reviews. Finally, there is a reflection section including a SWOT analysis to be completed at the end of the assessment. A template to guide students to structure their PowerPoint presentation

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 (although with drafting time it may take a few lessons depending on the needs and abilities of students). A PowerPoint designed to make students aware of what the different cognitive verbs they are being assessed on mean and where they are required for the assessment. It defines the following verbs: describe, explain, compare, contrast, decide and justify. For some of these skills there are sentence starters which students can make a note of. This is followed by some information about how to structure their speech scripts and how to write an effective thesis statement (utilising a street art specific example). After students have planned their thesis statement, there is a recap of the TEEL paragraph structure and specific instructions about content to be covered in body 1. After writing this, there is a slide for editing body 1. This is followed by some sentence starters which can be used for writing body paragraph 2 (same structure as paragraph 1 but about the second artwork). After editing body 2,there are some sentence starters for body 3. Before writing there are two sample 'recommend and justify’ paragraphs for students to read and discuss the strengths and weaknesses. With this feedback fresh in their minds, they can write their final body paragraph and edit it.

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 PowerPoint which structures the lesson. It begins with a reminder of what we are learning about and persuasive techniques (the P.E.R.S.U.A.D.E Acronym). Students are asked to list some persuasive texts which they encounter in their daily lives. A review of the 3 types of appeal (reason, character and emotion) is included. Following this, students have 4 questions to write down for as they view the “You Can’t Ask That” episode about Indigenous Australians on iView. There are some answers providing on the subsequent slides. There is also a viewing activity (an anti-racism PSA called “The Invisible Discriminator”) which is good for generating discussion. To conclude the lesson, there is a paragraph writing activity for students to write a paragraph a out the social issues which Indigenous Australians experience. I included additional information for if the lesson finished early. It includes information about kinship, the role of elders and texts which are useful for gaining an understanding of Indigenous histories.

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.

A glimpse into history! This source can be used to explore what Queensland students were learning about the First World War as it was occurring. The first section of this monograph is includes information about the Gallipoli landing. Latter sections feature poems and stories. Source name: The School Paper: ANZAC Day 1916 (for classes III and IV) Author details: Queensland. Dept. of Public Instruction Made in: Brisbane Publisher: Department of Public Instruction Source type: Monograph (a detailed written study of a single specialized subject or an aspect of it.) Source origin: These books were given to students in Queensland schools during World War One. This was the property of Violet Coley (daughters of Philemon and Sylvia Coley) when she was a student in Coleyville. Coleyville is a rural locality in the Scenic Rim Region, Queensland, Australia. The locality is named after Violet’s parents who emigrated from Halesowen, Worcestershire, England, in 1866 and settled in the area.

A Unit plan designed for a 9 week term. It includes syllabus objectives, a description of the unit, assessment task details and a list of recommended resources.A Scope and Sequence suggesting topics to be covered throughout the term is provided. A Learning Intention and Success Criteria handout for students to glue into the front of their work books 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. This unit allows students to demonstrate planning, evaluation and inquiry by investigating the role technology, in particular the internet and social media, plays in their own life. They will explore the advantages and challenges associated with changing technology and how they can be safe when using it. Students will evaluate and analyse how science and technology has advanced the way we interact and improve our way of living. Students will learn how science and technology can help out society in the 21st Century. They will also learn the effects that science and technology have on society.

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. 5 modified revision activities for students with verified learning disabilities. It includes match the definitions, a categorising activity and a comic strip.