End of semester brought wrapping up the slam poetry analysis with my Year 10 English class and a change of displays, moving from History to Geography. While I'm not teaching Year 9 Geography, a colleague sharing my room is so I offered to put my displays up for them.
​
It also meant I started my second uni topic - Applied Pedagogy. A very interesting topic and I can see how some facets can be universal, regardless of the curriculum framework used in a site.

Semester 2 is already 2 weeks in and although I am currently on holidays, I am excited about what classes I have.
Keeping my Home Group and two English classes but gaining 2 new subjects!

Historical Studies focuses on Ancient History, Modern History, and Media Studies and the focus concept of the subject is Iconography of Power. This gives the students a taster of the three subjects in the hope that they will pick them in Year 11.

Society and Environment focuses on Geography, Tourism, and Society and Culture, again, giving students a taster of the three subjects and hoping that they'll pick them next year. As I have 2 classes, I'm running two courses; one looking at Environmental Conservation and Ecotourism and the other at Sustainable Development and Tourism.

There are classes looking at Legal Studies, People, Politics and Power and Business Innovations; however, I'm not teaching those classes!

All the classes are pilots for this year and we're hoping to see an increase in Humanities subject selection in Year 11 and thus, Year 12.
​
I can't wait to see how they go this year and what students select for their 2026 subjects!

A fascinating read! Its a book I won in an AATE competition last year and finally got around to reading. It didn't take me long but I know I'll revisit this book going forward. A few takeaways from it:

1. Indigenous generally refers to flora and fauna and First Nations refers to traditional custodians,
2. Use plurals - cultures, languages, peoples, histories - rather than the singular,
3. Use texts about First Nations peoples written by First Nations peoples,
4. Ask what they'd like to share or not share - don't presume,
5. Text suggestions are great and some are on my TBR.
​
Definitely one to read if you're wanting suggestions on bringing First Nations perspectives into English, but I will say that the ideas explored and concepts discussed can be applied to any literacy-rich subject.

Version 3, done and dusted! It changes point of view in same chapter so you read about the same date from different point of views. It was a struggle to read - not because I ready knew the plot; if anything, knowing it already helped me get through it. The beginning was very slow which is what put me off.
​
Two things I'm glad of:
1. I didn't give it to my Year 9s to use for their genre study, and
2. I read the kids and graphic novel versions first.

Year 9 Food reviews meant trying different snacks! I modelled the process in front of the students as they did it (trying to stop them from eating the snacks was not on my teaching Bingo card that day!) and it went off with a bang. They all enjoyed it and some of the reviews were pretty good and others were "Mars Bars are trash. I won't eat them."
​
It was a great end of day fun treat during Week 10 but they were incredibly disappointed to know that I wasn't going to put off the assignment until next term.

I would almost consider this a step up from the graphic novel, considering it is definitely text-heavy more than the graphic novel is but it is still easily accessible for kids. I'm not using this one for English this year but it's still a great help for me to wrap my head around the intricacies of Dracula. Now, to read the third (and final!) version!

Dracula novel number 1 and the one that I'm focussing on with my 9 English class. I've never read Dracula until now, but it was a good read. The pictures brought it all to life, and I can't wait to teach it next term!

​On to reading the next version I have!