Computer Walkabout (years 5-6)

April 3, 2013 in Blackline Masters, Comprehension, Primary School, Walkabout series

Computer Walkabout (years 5-6)

Revised version is for Windows 10 and Office 365
A FREE version of Office 365 may be found at:
– only need a school email address.

If you have Windows 10 but Office 2010, can do.
If you have Windows 10 but Office 2013, can do.

Computer Walkabout is a workbook to assist students with computer skills.

    • 14 weeks of lessons along with typing practice.
    • a dictionary of computer and Internet terminology.
    •  answers to the word searches (not on Kindle version) and questions.
    • suitable for years 5-6 and older

Year 5 English curriculum: creating texts

4. Use a range of software including word processing programs with fluency to construct, edit and publish written text, and select, edit and place visual, print and audio elements (ACELY1707)

Year 6 English curriculum: creating texts

4. Use a range of software, including word processing programs, learning new functions as required to create texts (ACELY1717)

Manual begins with a dictionary of computer terms.

Teacher email:

Sorry it’s been so long to get back to you. VERY detailed. Great lesson ideas, covering a huge amount of needed skills. The intro (what you know) might be too detailed eg. about the history etc. especially for primary schools, but otherwise THANK YOU!!!!!

Miss Karen Eakin

Sir Henry Parkes Memorial Public School



Review byMA on November 14, 2015

4.0 out of 5 starsThis book is an easy step by step guidance and written with an end …

This is a practical handbook for those who want to increase their navigational skills through word processing and the internet. This book is an easy step by step guidance and written with an end to educate people in this area.

An example:


open file:

Your Nathan’s story may be on a folder or a USB or memory stick so you will need to insert the stick and click on the arrow opposite My Documents to choose.
Click on the story.
Scroll down to the end of your story. Use the lower arrow on the right hand side or drag the bar down.
Now type some more of the story.
Nathan thought they were trying to scare him but he’d already seen terrible things done on the ship which brought him out from England. And he’d faced dreadful heartache and loneliness after his father died.
More than anything, he’d love having another boy to play with when the adults couldn’t be bothered. How could it be wrong to talk and play with one of the locals? Sure, they were a different colour. They wore little or no clothing in this hot weather, but that made sense.
Save your new text by + S = Save.
Next you are going to change the margins of the story.
Click on Page Layout then click on Margins.
Choose the Margins Tab.
Change Top to 6 cm and Left to 6 cm
What happened to the picture of lines in the Preview Box?
Click on OK to see your story moved down and to the right.
Now + Z. (make sure cursor is on the first word).
Watch your story revert back to the previous margins.

Turn over for more work.
Next you are going to learn about setting a margin or left tab using the ruler.

Using your Nathan’s story, highlight the second paragraph by dragging your

MOUSE from “He was…” to “Nothing.”

You are going to move the left margin or tab setting so that “He was…Nothing”
will move.

Look at the top ruler.

Use your MOUSE to move the arrows (have to do both separately) to one (1) inch.

Your text should move to the right.

Now press + Z until your paragraph returns to its original position.
(cursor on “he”…)

Indenting paragraphs—a temporary measure.

Using the same paragraph as above, find the Left Indent button on your

Formatting toolbar—it has one arrow and lines.

Click on the arrow a few times and watch your paragraph move to the right.

Now press + Z until your paragraph returns to its original position.

Close your work (and Word) by clicking on the X button in the Title bar.

* * *

Storyteller Walkabout Workbook

April 3, 2013 in Blackline Masters, Comprehension, Primary School, Walkabout series, Work Books


checked 2013.

Less Internet use, more of a workbook

A do-it-yourself practical kit for grade 6 and older students to learn about historical narrative,

Follows the Australian Curriculum on History:

year 6 – migration interview – e.g. at ACARA

Research a period of history (1946-1955) and then

· Write up the interview

· Including the writing of imaginative texts whereby students may describe the setting and the characters, develop a storyline and a conclusion.

· Conduct an interview with a migrant or someone who knew one from that era.

· 10 Blackline Master lesson with Answers

· utilises the Internet

Review by Larak Jhampa:

Anyone who is interested in learning about the art of storytelling without any of the usual ‘talk down’ found in the books of ‘self-styled gurus’ should get this book. I have not seen a simpler writing style than this. The step-by-step methods are something a newbie can follow quite easily even if he has no previous knowledge with storytelling.

I believe one of the most important lessons in the book is lesson #2. It explains how to frame stories based on 1950’s people…

I was always in awe of historical fiction authors due to the way they could magically create authentic worlds based on time periods set centuries ago. Now I know their secret formula, thanks to Mr. Mardel’s book.

In short, you are going to learn everywhere from where to go to start your research, how to organise your research and turn them into stories, etc.


An example: Lesson 3: 1940s.

A word search.

LOG ON to the Internet.

2.          Search for 1945 in Australia.

3.          Click on the Wikipedia site.

4.          Answer these questions as you work through the years from 1945 to 1949.

[Hint: each successive year is at the top of each entry e.g.  1946 in Australia –   just click on it to open it.]

i.  Who signed the UN Charter in 1945?


ii.  Which political party led Federal parliament between 1945-1949?


iii.  Who was the Prime Minister from 1945-1949?


iv.  When was the Holden car launched?


v.  Which Australian was President of the United Nations General

Assembly in 1948?


vi.  Who was given the vote in Federal elections in 1949?


vii.  When was Australian citizenship established?


5.  Write the URL for 1949 in Australia.


page 18.

7.          Read: What kind of things did go on there?

Well, for a small child … I guess I would be bored now, but as a small child, a lot of interesting things went by…One of the more interesting things was the weekly visit from the corporation dray…  The dray with a big, old horse in front would come down our street and there would be in front of him two men with big brooms and they would sweep up the gutters and the rubbish from the gutters into little heaps and also other horse manure from other callers in the street, and they’d put them into little heaps, then …the old horse coming along would plod along. His driver would walk along side the horse and the horse would stop at each little heap and the driver would shovel the contents into the big dray and then the horse would start plodding again up the street. They did that week after week. The driver took a lot of pride in the horse from memory and a lot of brass giblets hanging down and, and they jingled as they went along, and I was very much attracted to those horses. Then of course the milkman came twice a day. In the mornings I missed him because he came early, but there was an afternoon delivery. The baker called with a horse cart and once a week the rabbito man came. He sold rabbits and he’d come down the street singing out, ‘Rabbito’, and his cart would be a little cart festooned with rabbits hanging …on the side, and if you bought a rabbit with three pence he would chop off the head and skin it. It’d be cleaned beforehand, and then we would have perhaps have rabbit stew that night, [with] perhaps a bit more over for the next day.

8.  Write these questions in your Storyteller journal for later use:

i.  I wonder if we could begin by you describing for me the         house in which you were born, or in which you spent your         early life.

ii.  And the street itself, what was that like? What kind of people lived       in that street?

iii..  Were you exceptionally poor or was everyone around you poor?

iv..  What did your parents hope for you? What was their expectation       of what would become of you and what sort of education you       would have and so on?

From Tape 1 of the Australian Biography, interviewer Robin Hughes on 18 Oct 2000 retrieved 1 April 2008 from

[No longer retrievable.]


9.     In the cities and towns of Australia Clydesdale horses were a common sight in the streets. The sound of their familiar “clip clop” indicated the arrival of a beer  delivery, the ‘milko’, the greengrocer, the baker, etc.

Carlton beer deliveries started about 1864 and finished when motorised trucks   took over just after the Second World War.


10.   Who else besides milkmen used horses to deliver their goods?



11.  i.  On an A4 size poster, divide your paper into four (4) parts.

ii.  List  four (4) people who made home deliveries by horse and     cart.

iii.  Illustrate each one in the four (4) sections.


12.  i.  Check your answers for Storyteller: Lesson 3.

ii.  Display your poster.

* * *

End of Lesson 3

Growing your own (year 6)

April 3, 2013 in Blackline Masters, Primary School, Science, Sustainability

Sustainability in the 21st century part 2: Growing your own

For year 6:  second edition c2011 updated 2014.

A do-it-yourself kit for  students to research, choose and grow their own food at home or at school or in their communities.

less Internet use, more of a workbook.

Do you want a resource that covers the Australian curriculum of science?

Do you want a do-it-yourself practical manual where students do their own research?

Do you want your students to learn about Permaculture and no-dig gardens?

Do you want ten reproducible lessons?

Then Growing your Own could be your answer.

Year 6 Achievement Science Standard
By the end of Year 6 students plan investigations to answer questions relating to simple cause-and-effect relationships. When carrying out investigations, they collect relevant data and apply the concept of a fair test. They reflect on the processes that they have used and demonstrate an awareness of science inquiry methods in their work. They represent data and knowledge using introductory scientific language and graphical representations.

Students suggest explanations for observable changes and they predict the effect of environmental changes on living things. They compare different types of change in materials. They identify requirements for the transfer of electricity and describe one way that electricity can be generated. They describe how developments in science have affected peoples’ lives and identify examples where scientific knowledge is used in decision making.




ByDebra Brandon December 4, 2016

Format: Kindle Edition

It’s sad that the basic gardening skills of our parents and grandparents have been lost to the increased availability of grocery stores of convenience. But what ill you do in a time of economic collapse? Where would you get your food to feed your family? Who can you go to for advice if the internet is gone?

This book will help you to maintain and grow produce during uncertain and chaotic times or even for the novice who wants to start being self-sufficient to provide fruits, vegetables, and more.

There is advice for the proper soil conditions to grow the greatest crops of foods, recipes for making your own bread and so much more. It’s very hard to produce a harvest without knowing how to prepare the ground, use the correct fertilizer, the proper amount of light needed for each type of food, but this book will help you through all of that and more.

A great study guide, for not only a hobby but a lifestyle.


An example: Lesson 3

A word search on vegetables.


Companion planting is the planting of different crops close together (in

gardening and agriculture), on the theory that they assist each other in nutrient uptake, pest control, pollination, and other factors necessary to increasing crop productivity.

Companion planting is used by farmers and gardeners in both industrialised and developing countries for many reasons. ..

For gardeners, the combinations of plants also make for a more varied, attractive vegetable garden, as well as allowing more productive use of space.


3. Answer these questions:

i. What is companion planting?


ii. Where is companion planting used?



In China, the mosquito fern has been used for at least one thousand years, as a companion plant for rice crops. It hosts a special cyanobacteria that fixes nitrogen from the atmosphere, and also blocks out light from getting to any competing plants, aside from the rice, which is planted when tall enough to stick out of the water above the azolla layer.

Companion planting was practiced in various forms by Native Americans prior to the arrival of Europeans. One common system was the planting of corn (maize) and pole beans together. The cornstalk would serve as a trellis for the beans to climb while the beans would fix nitrogen for the corn. The inclusion of squash with these two plants completes the Three Sisters technique, pioneered by Native American peoples.


i. Question: Where was the technique first used?


ii. Look up the meanings of these new words e.g. cyanobacteria and azolla.



LOG ON to the Internet

5.        Go to this site:

6. Highlight the vegetables and save to your floppy disk or folder:

name it Vegetable companions.

7. Scroll down to Flowers.

8. Answer these questions:

i. Which flower beginning with M helps tomatoes grow?


ii. How do geraniums help?


iii. What are nasturtiums good for?


9. Scroll down to Trees.

Which herbs and flowers help apple trees?


10. i. search for Benefits of growing your own food.

ii. click on a site of the same name………

11. Write the reference in your Garden journal.

12. Scroll  down and answer these questions in your Journal:

i. What are four (4) benefits of growing your own fruit and vegetables?

ii. How does growing your own food help with greenhouse gases (#3)?



13.      Using your list of Vegetable companions (see #6),

choose three (3) vegetables that would grow together e.g. tomatoes go            with carrots but not with beans.

14.     Make a table of your chosen vegies on a poster using the

headings on the site, omitting Scientific name and Attracts.

You need six (6) columns and four (4) rows so do it sideways (landscape).

Here is an example (in portrait):

Commonname Helps Helped by Repels Avoid Comments
Beans Corn,spinach, eggplant Tomatoes,onions Nitrogen fixing

[NB. California Beetle is omitted under REPELS because this is an American site.]

15. Give your poster the heading Companion vegetables.

[Don’t forget to add where you found your information.]

16. Display your poster.


17. Check your answers with the Answer book for Lesson 3 Vegetables and make any changes in your Garden Journal.

18. Keep collecting empty 2 litre clear plastic drink bottles for your seeds.

* * *

Almost at the end of Lesson 3.

On the next page is a recipe for bread to make at home.

Sustainability in the 21st century pt 1 (year 7)

April 3, 2013 in Blackline Masters, Lower Secondary, Science, Sustainability

Sustainability in the 21st century pt 1 (year 7)

[Revised edition 2017]

Updates on Cancun and Cap and trade and Bottled water videos incorporated into book – 52 pages long.

Science teachers:

  • Do you want a manual that covers the Australian curriculum on science?
  • Do you want your students in years 7 to study sustainability?
  • Do you want them to look at food, water, transport, peak oil, and Cap and Trade?
  • Do you want them to communicate their findings?

Sustainability in the 21st century part 1 could be your answer.

Suitable for year 7.

Australian curriculum: ACARA: Year 7 Science

Science and understanding:

#1 Sustainability (organisms)

#2 Sustainability (food chains)

Earth and space sciences:

#2 Sustainability (non-renewables)

#3 Sustainability (water)

Science as a human endeavour:

Nature and development of science:

#2 Sustainability (connecting ideas)

Use and influence of science:

#1 Sustainability (human activity)

#2 Sustainability (human activity)

#3 Sustainability (occupations)

An example: Lesson 9 yr 7-8 Global warming

word search,.



The inaugural meeting of the Asian Pacific Partnership for Clean Development and Climate was held in Sydney in January 2006.

The APP had agreed to co-operate on the reduction of greenhouse gas



The main sources of greenhouse gases due to human activity are:
burning of fossil fuels and deforestation leading to higher carbon dioxide
Land use change (mainly deforestation in the tropics) account for up to one third of total anthropogenic CO2 emissions.
livestock enteric fermentation and manure management, paddy rice farming, land use and wetland changes, pipeline losses, and covered vented landfill emissions leading to higher methane atmospheric concentrations. Many of the newer style fully vented septic systems that enhance and target the
fermentation process also are sources of atmospheric methane.
use of chlorofluorocarbons (CFCs) in refrigeration systems, and use of CFCs and halons in fire suppression systems and manufacturing processes.
agricultural activities, including the use of fertilizers, that lead to higher nitrous oxide (N2O) concentrations.

[ from]

In your Sustainable journal, name three (3) human activities which raise the levels of carbon dioxide.


The quantity of CFCs (in tonnes) reduced from 14,000 in 1989 to 2,800 in 1995.

[Australian Academy of Science. (1997). Activity 4—earth’s sunscreen—the ozone layer. Retrieved 10 May 2006 from]


The Cancun summit

The outcome of the (Cancun) summit was an agreement, not a binding treaty, which aims to limit global warming to less than 2 degrees celsius above pre-industrial levels and calls on rich countries to reduce their greenhouse gas emissions as pledged in the Copenhagen Accord, and for developing countries to plan to reduce their emissions. The agreement includes a “Green Climate” fund, proposed to be worth $100 billion a year by 2020, to assist poorer countries finance emission reductions and adaptation. There was no agreement on how to extend the Kyoto Protocol, or how the $100 billion a year for the Green Climate Fund will be raised, or whether developing countries should have binding emissions reductions or whether rich countries would have to reduce emissions first.

5. Do you think this agreement will limit global warming to less than 2 degrees celcius?



LOG ON to the Internet


6. i. search for ‘The story of cap and trade Annie Leonard’.

.ii. click on The story of Cap and Trade – story of stuff to learn about

emissions trading and what you could do under Take action

e.g. recycling. Take  notes.


7. iii. Go to:

and read about the melting Himalayas.

iv. Which country is most at risk? ________________________

v. record the reference in your Sustainable journal .


.          What does this mean for us?

What can we do to minimise global warming?

Make notes in your Sustainable journal about what you are doing or could  be doing,    e.g. you may tell your parents what you’ve learned in this lesson.

You could ride your bike instead of being driven everywhere.

Sometimes we need to be driven if sport or friends live a long way away and there’s no public transport nearby.

9. Make a poster on Cap and Trade OR the Himalayas.

10. Add your own comments about reducing global warming.


11. i. check your word search and other Global Warming answers for

Lesson 9.

ii. display your poster.

Psychology Walkabout (years 11-12)

April 3, 2013 in Blackline Masters, Senior School, Walkabout series

Psychology Walkabout

It’s a handy dictionary of commonly-confused terms compiled by the author who has a Graduate Diploma in Psychology.

It is suitable for VCE and university.


Review by Lanka Roo

…I am glad to have stumbled on this dictionary because there have been many a times when I got this big, bad word staring in front of my nose and I didn’t know its meaning: as any reader would understand situations such as these can prove to be big stumbling block to smooth reading.

Conventional English dictionaries won’t help you or even if they do, the help they offer won’t …be enough. Thanks to Mr. Mardel there is now a full(y)-fledged professional dictionary on the subject that I can keep handy and consult with whenever I want to!


Eg B:

Behaviour therapies:

based on CLASSICAL CONDITIONING—alters significance of                 various stimulus events e.g. fear of snakes.


emphasises relations between acts and consequences,

i.e. control behaviour through reinforcement.

+ saturation principle e.g. chain smoke until sick, and

token economies—rewards to reinforce.

Used: to treat phobias.



Belief perseverance (INDUCTIVE REASONING):

tendency to cling to our beliefs even in the face of contrary


Biological constraints:

1. natural predisposition.

2. instinctive drift—despite conditioning, return to past


Body temperature = X OSILATOR:

= most powerful clock we have:

when rises, we get up,

when falls, we are sleepy.

Walkabout Dreaming Aboriginal Australia

April 3, 2013 in Aboriginal History, Blackline Masters, Primary School, Walkabout series, Work Books

[second edition c2011, updated 2013]

A simplified version of Walkabout Dreaming for middle primary school students and adults.

Includes 10 Blackline Master lessons, 64 pages in total and a picture story book list.  A workbook which has a small emphasis on utilising the Internet.

Year 3 Australian History new curriculum:

  • Who lived here first and how do we know?
  • How has our community changed? What features have been lost and what features have been retained?
  • What is the nature of the contribution made by different groups and individuals in the community?
  • How and why do people choose to remember significant events of the past?

Australian History year 4 achievement standard:

By the end of Year 4, students place some of the key events and people they have studied in chronological sequence and create simple timelines. Students pose questions about the past and locate relevant information from a range of historical sources. Students use a range of historical sources to examine the reasons for and impact of historical events. They use sources to identify different points of view in the past and the motivations of individuals and groups. Students explain the significance of events in bringing about change. Students compose historical texts, including narratives, using appropriate historical terms. They present their information using a range of communication forms (written, spoken, visual).


Review by MA.

This is a good introductory book to teach (Australian) Aboriginal culture. It is composed of comprehensions, aboriginal words, bush tucker – food, etc. with a wide range of activities. I have picked up a few words myself as I was reading. (There are also) interesting Dreaming stories (e.g.) creation such as the story of black Crow and Eaglehawk. (It is all laid out) in an understandable manner without much complexity.


An example:  Lesson 2

Word search on housing.

2. Exercise: make your own bush shelter: you can make a prototype

(small version) in the classroom from recycled material.

i.         step 1: find two (2) sticks and lash or tie the ends together like a

tepee. You could cut a little out of one so that the other fits in it.

ii. step 2: find a longer stick and lash or tie one end to #1.

The other end rests on the ground.

iii. step 3: cover in the sides – if you were in the bush you would use

bushes with large leaves to keep out the wind and rain.



Why did the indigenous people of Australia lead a nomadic lifestyle?

Their lives were one with the land and everything that grew or walked upon it. They stayed in places where the food was plentiful at particular times of the year.


3. Check your word search with the answers from Lesson 2.

* * *

Here is a picture of  the back of a stone shelter from Tyrendarra via Yambuk in south-western Victoria.

[The stones are laid in a semi-circle, with branches and leaves on top.]

Walkabout Dreaming (years 6 & 7)

April 3, 2013 in Aboriginal History, Blackline Masters, Lower Secondary, Primary School, Walkabout series, Work Books

Revised edition 2017. Marketed 2018 onwards.
years 6 & 7

Achievement standard:

By the end of Year 7, students suggest reasons for change and continuity over time. They describe the effects of change on societies, individuals and groups. They describe events and developments from the perspective of different people who lived at the time. Students explain the role of groups and the significance of particular individuals in society. They identify past events and developments that have been interpreted in different ways.

• Individualised learning
• Internet access not required for all lessons
• Fewer URLs, more work space
• For non-indigenous students to appreciate the diversity of Aboriginal and Torres Strait Islander peoples
• 20 Blackline Master lessons
• Answers, Bibliography, Picture Story list, and Excursions for most states
• Over 120 pages in total
•Checked Sep 2017.

Covers the Australian curriculum on History: Year 6:

· List the contribution of individuals and groups, including Aboriginal and/or Torres Strait Islanders…to the development of Australian society.

· Historical questions and research using a range of communication forms…

· Annotated time of Aboriginal rights in the 20th century (example at ACARA website).”

An example: Lesson 3


1.        List the special ceremonies that your family celebrates.

E.g. Christians celebrate Christmas and Easter,

Jewish people celebrate Passover, Muslims fast during


_________________________ ______________________

_________________________ ______________________

______________________  ____________________  ____



Each religion has evolved a way of dressing for their special ceremonies.

Each religion has their special place and book.

[This is an indigenous message stick from the local Wurundjeri People at

St. Patrick’s Cathedral, Melbourne.]

A message stick is a form of communication traditionally used by Indigenous Australians. It is usually a solid piece of wood, around 20–30cm in length, etched with angular lines and dots.

Traditionally, message sticks were passed between different clans and language groups to establish information and transmit messages. They were often used to invite neighbouring groups to corroborees, set-fights and ball games.


Word search on ceremonial words.


The indigenous people of Australia had no common language.

Some say there were 250 languages for 500 different nations.

An Elder, Aunty Gracelyn (Smallwood, 2001) says there were 500 tribes and 700 different dialects. There were no books. The knowledge and beliefs were handed down through stories.

The stories were passed down by the Elders.

Word search on a corroboree.

4.        FIND some surviving indigenous words:

i.        Write them next to the words in the previous word search on the                previous page.

ii. IF you do NOT have Internet access, see if your library has this book or a similar one:

Reed, A.W. (2001). Aboriginal words of Australia. Sydney: Reed New Holland.

[You won’t find all the word search words in this reference so look for these words:]

Ankle _________ Nose __________

Arm ___________ Possum ____________

Ceremony ___________ Ochre red ______________

Sticks for clapping time _____________

Headband ___________ Reed_______________

Hunger __________ Necklace ____________

Messenger ___________White Women, two ____________

5. i Go to #14 on page 30  for your next task IF you CANNOT access the Internet.

ii. Go to #15 on page 30  for your next task IF you CANNOT

find the above reference at  #4.(ii).


LOG ON  to the Internet.

6. Use this site to find some words of the Kamilaroi People of

Upper North New South Wales



c. Note marked area: draw a rough outline of Australia in your Walkabout Dreaming journal and mark in the area of the  Kamilaroi country.

d. click on TO DICTIONARY.


find the words at #3.

7.        Translate some of the words from the word search puzzle at #3 on            page 20.

8.        Write out the Reference for your  language here:



[Hint: author or group responsible for URL. (year). Title or underlined. Retrieved <date you looked at it> from <the URL>.]

9. i. FIND a picture of an item listed above at #3.

[N.B. don’t forget the reference and write it in your Walkabout

Dreaming journal ]:

ii. Design a poster to display what you found –

write at least 20 words if you found that many.

[N.B. don’t forget to add the Reference at the bottom of your poster, plus your name as the author of this work.]



10.     Create three (3) sentences using at least three (3) words in each            sentence from your chosen LANGUAGE.

Write the English sentence first, then write the indigenous language







iii. ___________________________________________________


Check your answers to At Home: Ceremony and Clothing.

[clapsticks designed and made from mulga wood by women at Walalkira in the Anangu Pitjantjatjara lands, S.A. ]

* * *

End of Lesson 3


Peddling Wares to the Goldfields (year 5)

April 3, 2013 in Blackline Masters, Colonial History, Comprehension, Primary School


Peddling Wares to the Goldfields (year 5)

This is an illustrated interactive story for Year 5 students to learn about the goldfields in Victoria and how people of the 1860s and thereabouts made their living supplying the miners.

The Year 5 curriculum calls for a study of colonial Australia in the 1800s.  What was life like for different groups of people in this period.

The idea for the story came from reading the diary of a great great grandfather who supplied the miners, one who was the manager of the mine at Creswick before the mining tragedy, and one who carted gold to S.A.

An examination is called for of significant events and people, political and economic developments, social structures, and settlement patterns.

Students may read the story all the way through or do their research at each point in the story. The Internet is a good place to start, as is the school library.  Thus students will be practised in doing research as well as comprehension.  At the end of the story there are answers and their references.


This book offers a very vivid and wonderful insight into the life and culture of people living around the time of (the) goldrush (19th century). As an Australian native, Michael Mardel has more than accomplished the job of a true patriot by bringing forth this sneak-peek about a rather forgotten time period. The dialogs as well as the general language and style…(are) a true reflection of the time (when) the story is set…and can be called absolutely realistic. (Milando)


Review by MA

This book describes the life of diggers in Australia. Quite an imaginative feat, as this history unfolds through the eyes of a young boy when his father exposes him to the diggers. These accounts show not only the writer’s in-depth knowledge of history but his literary prowess as well. It is a befitting read for school children of all ages.


An example:

‘Father, you’re late! We’ve been saving tea for you and we’re really hungry.’

‘Sorry Patrick, I’ve been down at the Eastern Market in Bourke St. talking to wholesalers. I had to organise some supplies to be delivered on Monday so we can take it on our trip starting that day. Now you can eat and we’ll have peace and quiet while you chew with your mouth closed.’

[1.a.What hotel stood on the corner of Bourke and Exhibition St. where the Eastern Market was? __________________________________________

1.b .When did the Queen Victoria market begin? _____________________

1.c. Was there a Western Market and where was it?] _________________________________________________________