Teaching visual literacy is everyone's responsibility! This poster was designed as part of a cross-curriculum promotional campaign to teach staff in all faculties in a New England NSW high school about visual literacy being a component of literacy in every area of the curriculum and also to provide students with an example of how a visual image can be deconstructed to find the hidden messages. This poster is an example of how the techniques of visual literacy can be used in Japanese language classes. It applies an excellent template developed by the English Teacher's Association of NSW to a tourist magazine cover.

This resource includes two pages of visually-appealing source materials on the life of an Aztec woman. Students must analyse the source materials and then make a pitch to a television company on the life of an Aztec woman so that they can film an historical series on the Spanish invasion of Mexico. Students must imagine they are the Aztec woman so that the series is authentic. The activity includes a rubric/marking guide and is linked to outcomes in the NSW History syllabus for the Australian Curriculum.

This resource includes two pages of visually-appealing source materials on the life of an Aztec warrior. Students must analyse the source materials and then make a pitch to a television company on the life of an Aztec warrior so that they can film an historical series on the Spanish invasion of Mexico. Students must imagine they are the Aztec warrior so that the series is authentic. The activity includes a rubric/marking guide and is linked to outcomes in the NSW History syllabus for the Australian Curriculum.

This resource includes two pages of visually-appealing source materials on the life of an Aztec merchant. Students must analyse the source materials and then make a pitch to a television company on the life of an Aztec merchant so that they can film an historical series on the Spanish invasion of Mexico. Students must imagine they are the Aztec merchant so that the series is authentic. The activity includes a rubric/marking guide and is linked to outcomes in the NSW History syllabus for the Australian Curriculum.

This resource includes two pages of visually-appealing source materials on the life of an Aztec farmer. Students must analyse the source materials and then make a pitch to a television company on the life of an Aztec farmer so that they can film an historical series on the Spanish invasion of Mexico. Students must imagine they are the Aztec farmer so that the series is authentic. The activity includes a rubric/marking guide and is linked to outcomes in the NSW History syllabus for the Australian Curriculum.

This resource includes two pages of visually-appealing source materials on the life of an Aztec slave. Students must analyse the source materials and then make a pitch to a television company on the life of an Aztec slave so that they can film an historical series on the Spanish invasion of Mexico. Students must imagine they are the Aztec slaveso that the series is authentic. The activity includes a rubric/marking guide and is linked to outcomes in the NSW History syllabus for the Australian Curriculum.

Unique and well suited to their harsh environment, Mongol clothing at the time of the Mongol Empire in the 13th and 14th centuries was nothing short of unique. This worksheet consists of information, a mix and match of key words and concepts, short answer comprehension questions and drawings to colour. This fits into the NSW syllabus for the Australian Curriculum Stage 4 Depth Study 6: Expanding Contacts 6(a): The Mongol Expansion An interesting set of activities on Mongol society.

Teaching visual literacy is everyone's responsibility! This poster was designed as part of a cross-curriculum promotional campaign to teach staff in all faculties in a New England NSW high school about visual literacy being a component of literacy in every area of the curriculum and to also provide students with an example of how a visual image can be deconstructed to find the hidden messages. this poster is an example of how the techniques of visual literacy can be used in French language classes. It applies an excellent template developed by the English teacher's Association of NSW to a comic.

This resource has been developed for the NSW 7-10 Agricultural Technology syllabus, unit on Farm Tools and Machinery. It has been used with both a regular mixed-ability class and a class for students with Emotional Disorders (ED). The activities within the resource can be adapted for Gifted and Talented and classes for students with Intellectual Disabilities (IM/IO). The resource focuses on how quad bikes are used on Australian properties, safety issues and recreational use. There are both literacy and numeracy activities. Some activities require internet access. Other activities can be completed using only the information on the pages. This makes the activities ideal for students to use on school farms/agricultural plots after practical work has been completed.

This is a source-based homework task to support student understanding of the NSW Stage 6 Ancient History syllabus Higher School Certificate course Part III - Personalities & Their Times Option H - Alexander the Great Students analyse a variety of primary and secondary written sources to come to an understanding as to why Cleitus, a military leader who had saved Alexander's life at the Battle of the Granicus, was then murdered by him a few years later.

This is a source-based homework task to support student understanding of the NSW History syllabus for the Australian Curriculum Stage 5 Depth Study 4: Rights & Freedoms 1945-present Students analyse a variety of written and visual, primary and secondary sources to make decisions about the impact of the 1965 Freedom Ride on Aboriginal and non-Aboriginal people in Australia. The 1965 Freedom Ride was inspired by the Freedom Rides by the American Civil Rights movement. It resulted in immediate publicity about the inequities of all aspects of life for the Aboriginal people. In the longer term it helped to pave the way for the 1967 referendum to include Aboriginal people in the Australian constitution which in turn gave greater legal and political rights to Aboriginal people.

From longhouses to log cabins, turf houses to farm buildings, the Vikings constructed a variety of houses that were adapted to different environmental and social circumstances. This Powerpoint presentation supports the teaching of the NSW History syllabus for the Australian Curriculum Stage 4 Depth Study 4 - The Western and Islamic World 4a - The Vikings This is an excellent presentation that covers construction, urban and rural living, rooms within houses, roles of members of the family, furniture and decorations. There are some tried and tested differentiated and extension activities in the last slides that make the presentation appropriate to students in Gifted and Talented and regular mixed-ability classes. The presentation and activities can be adapted to specialist classes such as classes for students with Emotional Disabilities, Intellectual Disabilities, Autism and Behaviour Disorders.

This is a source-based homework task to support student understanding of the NSW History syllabus for the Australian Curriculum Stage 5 Depth Study 3: Australians at War - World War I & World War II Students analyse a variety of primary and secondary, visual and written sources to decide what role Lieutenant General John Monash had in wining the Battle of Hamel in 1918. Jewish-Australian, John Monash conceived and used the blitzkrieg as the primary means of gaining victory. This strategy was adopted by the Nazi German army in the 1930s. The Battle of Hamel was also the first time that Australian, U.S. and British troops fought together under Australian leadership. This alliance was repeated in the later battles on the Western Front and during battles of the Pacific War of the 1940s.

This is a source-based homework task to support student understanding of the NSW History syllabus for the Australian Curriculum Stage 5 Depth Study 1 - Making a Better World? Option (a) The Industrial Revolution Students analyse a variety of primary and secondary, visual and written evidence to decide the impact of the Industrial Revolution on Australia in the 1800s. This activity is designed for Year 9 students commencing study of History at Stage 5 level. There are scaffolded activities that builds a level of complexity from a mix-and-match of key words and concepts to a longer response of one paragraph. It also incorporates an activity where students are required to deconstruct the elements of a photograph to seek evidence of the impact of the Industrial Revolution on Australian society.

This is a source-based homework task to support student understanding of the NSW History syllabus for the Australian Curriculum Stage 5 Depth Study 6 - School Developed Topic Australia in the Vietnam War Era Students analyse a variety of primary and secondary, written and visual sources to understand what was meant by the "domino theory". This concept was spread by political and social leaders throughout the world as part of the fear of the spread of communism. As it applied to Australia, it was used as a justification for involvement in the Vietnam War. A simple concept sold to simple, unquestioning minds?

This is a source-based homework task to support student understanding of the NSW History syllabus for the Australian Curriculum Stage 5 Depth Study 3 - Australians at War: World Wars I & II Students analyse a variety of primary and secondary, written and visual sources to determine why conscription was introduced in Australia in 1943. Conscription has always been very unpopular in Australia, with plebiscites rejected in 1916 and 1917 and tremendous opposition to the issue during the Vietnam War. Yet, it was introduced in 1943, generally accepted and conscripted troops made a significant impact in the New Guinea campaign of the Pacific War. What made this time different?

This Powerpoint presentation supports the teaching of the NSW Stage 6 Ancient History syllabus Higher School Certificate course Part II - Ancient Societies Option I - Spartan Society to the Battle of Leuctra 371 BCE Part IV - Historical Period Option H - The Greek World 500-440 BCE Students examine the life of Spartan King Leonidas and complete activities involving a dossier on the real Leonidas and issues related to the reconstructed Leonidas of modern film, statuary, paintings and books. This leads to students considering how they think Leonidas would feel about the 21st century re-takes on who he was.

This is a source-based homework task to support student understanding of the NSW History Syllabus Australian Curriculum Stage 5 The Modern World & Australia Depth Study 5: The Globalising World - Popular Culture. Students examine a variety of written and visual, primary and secondary sources to decide whether the 2000 Sydney Olympics actually benefitted Australia.

This resource has been developed to support student understanding of the NSW 7-10 Agricultural Technology syllabus. It requires students to identify various common pieces of technology found on Australian properties and to use the internet to research how they are used. The activity has been used with both a regular mixed-ability class and a class for students with an Emotional Disorder (ED). It can be adapted for use with other specialised classes.

This is a source-based homework task to support student understanding of the NSW History syllabus for the Australian Curriculum Stage 5 Depth Study 1 - Making a better world? The Industrial Revolution Students analyse a variety of primary and secondary, visual and written sources to learn how the Industrial Revolution affected the working conditions of Australians in the 1800s. It includes urban and rural work and the work of men, women and children. Australia was more fortunate than European and North American countries in terms of worker's rights as these countries suffered harsher conditions and fought longer and harder for improvements. Australia, by contrast, acted comparatively quickly to establish better working conditions and worker's rights - unless you were female, ATSI, working in isolated areas or in most rural industries. The good news was that from 1856 legislation became proactive rather than reactionary.