A PowerPoint used to teach chapters 11-15 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). This PPT also includes the questions for chapters 16-17 (no answers). 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 student work booklet for use while reading the novel Deadly Unna? It includes: a synopsis, a list of the key themes, a retrieval chart for recording language features they encounter, a retrieval chart for recording the most effective textual structures within the novel, a table for recording key details about the characters (character names pre-filled), a set of post reading questions (for once they have finished reading the novel), some information about an event which inspired the novel & some activities to help students gather their ideas for their essay under exam conditions. 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 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.

A unit introduction PowerPoint for a unit entitled Literary Representations of Australia. Within this unit, students learn about Australian identity and then consider how this is represented in the novel Deadly Unna? By Phillip Gwynne. The PPT includes an assessment overview, a discussion of what it means to be Australian and how our Australian identity is constructed and defined. Students completed a brainstorming activity based on texts they viewed in the last few weeks of the previous term. A thought-provoking poem entitle ‘How Australian are You’ is included to prompt discussion of the many ways of being Australian and some of the stereotypes which exist about us. This is followed by a think-pair-share activity. Following this, students are introduced to the term representations. They are then shown the first two verses of the Australian national anthem to explore (with 4 questions). This is followed by a paragraph writing task to consolidate what they have learned. If time permits, students are introduced to some critical literacy terms: marginalised and silenced. Students are also talked through the elements of their novel study booklet. Resources designed for 10 English in Queensland, Australia. It is part of a novel study unit which culminates in a 90-minute examination (500 to 800-word essay). Students had 1 week notice of the question and could bring 100 words of notes in with them. Within this unit students explored how an author’s use of language features, images and vocabulary contributed to the representation of themes in the novel. They also gained a deeper understanding of key literary techniques, including (but not limited to) characterisation, plot, and setting.

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 scaffolded lesson for use in a Social and Community Studies unit focusing on Street Art. The assessment at the end of the unit is an Extended response to stimulus – multimodal response. This resource includes: A PowerPoint which shows the students how to complete one part of their Inquiry booklet (the analysis of the Street Art). NB: I have selected an example that students are not allowed to use to demonstrate how to complete the table to an appropriate standard. 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.

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.

A PowerPoint used in a year 11 Modern History classroom focusing on the issues faced by women during the fourth wave of feminism. It begins by acknowledging some of the progress that has been made to the social, political, economic and cultural landscape for women. This is followed by an examination of some of the things that have gone unchanged including entrenched negative attitudes to women (examples are provided). Some issues faced by women are addressed including striking the balance between traditional mothering and home-maker roles and the demands of full-time work (which was addressed in journalist Virginia Haussegger’s pivotal opinion piece ‘‘The sins of our feminist mothers’’ (2002). After this an overview of a range of issues confronting women in contemporary society is provided. This includes viewing some infographics from the United Nations (2015) outlining some of the problems women in modern society face: violence, poverty and lack of representation in politics. This is followed by some information about discrimination that female politicians in Australia (Julia Gillard and Sarah Hanson-Young) have faced. There is also an issue of a lack of representation of women and their achievements in the media. This is followed by inforamtion about sexual harrasssment and the #metoo social media campaign / movement. This is followed by information about women having been excluded from ‘history’ or relegated to the sidelines (and the attempts to rectify this). The issues of representation of women on the internet (i.e. on sites like Wikipedia) and in films are briefly addressed. This is followed by information about the high rates of women being bullied online. The issue of Aboriginal women often feeling excluded from the mainstream feminist movement is addressed briefly. The final term to be explained is ‘double burden.’ This is followed by some checking for understanding questions which can be responded to verbally or in written form. 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 PowerPoint used in a year 11 Modern History classroom focusing on the 3rd wave feminist movement (with a focus on the movement which existed in Australia although it does address the ideologies of the movement which began overseas). It begins with an outline of the learning intentions and success criteria for the lesson. There are some context setting notes for students to copy (defining third wave feminism etc.) This is followed by a brief viewing activity (‘A bite-sized guide to Third Wave Feminism.’) Some important key terms (intersectionality and marginalised groups) are defined. Following this reasons for the rise of the third wave of feminism in the 1990s are outlined. The unpopularity against feminism in this era is mentioned along with the reasons for this backlash. There is a quote from Anne Summers which referenced the roll back of programs which safeguarded women’s equality which started to occur in Australian politics in the 90s. The reasons why women turned their backs on feminism are listed (e.g. fearing appearing unfeminine / anti-men or ending up alone). Some key figures in this wave of feminism are introduced including Naomi Wolf (USA). Some types of feminism in this era are explained including Lipstick feminism and international feminism. The Toronto ‘Slut Walk’ is given as an example of a campaign that was used. Some advances made in Australia in the 1990s are listed including the first female premiers of Western Australia and Victoria. The lesson concludes with some questions to check for student understanding. 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 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.

Three resources: A Powerpoint which teaches students how to analyse a specific type of source - songs. These primary sources provide a good insight into the values, attitudes and beliefs of a time period. The period we focused on was the second wave of feminism. The lesson provided an intro to what popular culture is, some questions to ask when analysing a song as well as a framework to use for writing about the source (COMA). Following this, a Jigsaw strategy is used so students become an expert about one of the 5 songs before moving to another group to inform them about that song. This is followed by a paragraph writing activity. Also included in this PPT is essay writing tips which can be used in a subsequent lesson if the Jigsaw strategy takes longer (depends on the number of students you have). A Handout for the students to complete during the Jigsaw strategy. It contains graphic organisers to support their analysis of the feminist anthem that has been assigned to them. Some information about each of the songs which are used in the Jigsaw activity. You need a few printed copies of the info for each song to be distributed to the students who are becoming an expert on that specific song. 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 PowerPoint which can run for a few lessons which is about the Second Wave of Feminism. It begins with an explanation of feminist theory taken from a Sociology textbook. This is followed by information about the origins of the feminist movement in the 1960s (USA). The perspectives of Marxist feminists vs Radical feminists are explored. Some context of what was happening in the 1960s was provided (e.g. Civil Rights movement, Peace movement, Music revolution, Sexual revolution etc.) A source of feminist ideologies (Betty Friedan’s ‘The feminine mystique’) and its impact on women’s thinking is explored. This is followed by information about how Australian women’s movements were influenced and shaped by international developments. The goals of these women were explored. The methods used by the women’s liberation movement in the 60s and 70s are listed. Australia’s Bar Room Suffragettes (from Brisbane) are provided as an example. This is followed by an explanation of women’s quest for equal pay. The Women’s Action Committee (WAC) - a group of feminists from Melbourne - are introduced along with their specific goals. Information about a key goal (abortion law reform) is provided. This is followed by information about some key feminists: Germaine Greer, Anne Summers & Zelda D’Aprano. The slideshow concludes with things that improved the lives of women during this era (birth control - the contraceptive pill, equal pay for ‘work of equal value,’ more accessible childcare arrangements, shifting expectations of parenting so that fathers took on more responsibility in child rearing, more representation of women in politics & other legal achievements.) 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.

Two resources: A worksheet for students to complete while watching the 2020 film ‘Misbehaviour’ which is about events which took place in the UK during the second wave of feminism (protests against the 1970 Miss World competition).Claiming that beauty competitions demeaned women, the newly-formed Women’s Liberation Movement achieved overnight fame by invading the stage and disrupting the live broadcast of the competition. There are 9 questions and 2 post viewing questions. Teaching tip: I utilise the broadcast strategy approach (Barry & King, 1998) previewing the questions prior to playing the film so that students know what to listen out for. A PowerPoint to use after viewing the film to unpack the key ideas. It includes a synopsis of the film and goes through the answers to the worksheet (also providing information from press around the movie and about the women who inspired it). Resources designed for the new senior Modern History syllabus (implemented in QLD in 2019). Designed as part of a unit entitled Women’s movements since 1893 which has the scope to span from when Women’s suffrage in New Zealand became law to the present. Our school decided to focus on the Second Wave of Feminism for our assessment (while briefly touching on the other waves of feminism).The other resources are also available in my store - Aussie_Resources. The end of term assessment for this unit was an essay under exam conditions.

A lesson (PPT) designed for use early in the unit which establishes context for how Australian women were treated during WW1-WW2. This helps to establish the inequalities that women were beginning to campaign against which leads into a depth study of the Second Wave of Feminism. By the end of this lesson, students should be able to answer the following questions: 1.What viewpoints did Australian women have about World War One? 2.How did gender role expectations impact the lived experiences of women during this era? What challenges did Australian women face during The Great Depression? 4.How did the role of women on the Australian home front change during World War Two? It begins by showcasing taken-for-granted values and assumptions during this era. It then looks at the work performed by women on the homefront during WW1. There are some clips from the ABC TV series ‘ANZAC Girls’ showing the experiences of nurses stationed overseas during the war. This is followed by information about an organisation which actively discouraged women from taking on more than a supportive role (The Australian Women’s National League). Subsequently, the goals and motives of The Women’s Political Association are explored as they were one of the more ‘radical’ groups at the time. 2 sources discussing the significance of WW1 on beliefs about the roles of women in society are provided for discussion. The second portion of the lesson explores the impact of the Great Depression and utilises clips from ABC TV series ‘Further Back in Time for Dinner’ (https://iview.abc.net.au/video/CK2033H004S00) to allow students to empathise with the experience of families during this decade. The final third of this lesson is looking at the experiences of women during WW2 and the opportunities for war-related employment which emerged. Sources including propaganda posters promoting working for the Australian women’s land army, a Land Army volunteer’s personal recollections of her service and a table showing the pay disparity between men and women in between 1939-45 are included on the slides. Issues around having access to childcare, equitable pay and sexual freedoms are introduced. 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 draft feedback which is used for achieving feedback consistency across classes. You can either highlight the feedback that applies to the student or delete out the comments that don’t apply. Feedback is organised under specific sub headings. Some of them are related to specific cognitive verbs being assessed.

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 QCIA cover sheet recommending adjustments to be made and individual learning goals to be assessed (for QCIA learners who have learning difficulties which prevent them for doing the assessment as it was) A modified task sheet for students on a modified program (called QCIA students in QLD). Depending on the student they can opt to do a speech with a shorter time limit (in front of a smaller audience) or a spoken discussion with the teacher. The modified Inquiry booklet for these QCIA students. Key changes include: for the definitions and explanations section at the front there are grey textboxes which contain information that students can read first and then use to create their response. The graphic organiser for engaging with the legislation has been modified. (I have provided them with the definition for the first two crimes and they have to explain whether it is a good law and how it impacts people living in Queensland. For the remaining 2 they also have to do the definition.)

‘I can’ statements which break down the criteria into simple terms for students to understand (also assists teachers to mark the assessment with ease) 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 key terms to be defined, a place to reflect on and record what they know about the reasons for laws and other important information which they will need for their speech. It also a space to record their analysis of the stimulus provided to them (a legal case which forms the basis of the evidence for their speech). It also includes a graphic organiser for collecting information about the relevant laws which are applicable in this case and scaffolding for what should be included in the speech and PowerPoint presentation. A reflection to be completed at the end of the assessment including a SWOT analysis evaluating their strengths, weaknesses, opportunities and threats. An exemplar A standard inquiry booklet which can be used to assist with the marking process / to model key sections to the students.

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 Unit plan designed for taking up 7 weeks out of a 10 week term (students begin learning for new topic in remaining weeks due to year 12’s having a short term 4). It includes syllabus objectives, a description of the unit, assessment task details, information from the syllabus about Inquiry based learning + the extended response genre and a list of recommended resources. A Scope and Sequence suggesting topics to be covered throughout the term is provided within this document. A Learning Intention and Success Criteria handout for students to glue into the front of their work books