Computer Walkabout (years 5-6)

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


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

  • 20 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
  • Available as a PDF book via email for $5. Email Michael for an invoice with prepayment details.
  • OR on Kindle at Amazon for US$2.99 without word searches.

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)

The eBook is $5 pre-paid by cheque or EFT and emailed as an attachment. Email Michael for an invoice which will have EFT details.

Manual begins with a dictionary of computer terms.


Review by Milando:

A very thorough textbook and dictionary for computer newbies.

If you have an obscure computer-related term that you don’t understand, you can look it up here , and the book won’t disappoint you. Even though it’s written keeping Windows XP crowd and kids in mind. all the things mentioned here (such as keyboard shortcuts, descriptions of computer-related terms, etc.)are very much valid even for users of newest Windows version and equally helpful to adult computer users as well!…


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 byBookReaderon August 29, 2015

It is more or less a computer textbook cum dictionary and quite an exhaustive one at that. Suffice it to say, if you have an obscure computer-related term that you don’t understand, you can look it up here, and the book won’t disappoint you. Even though it’s been written keeping Windows XP crowd and kids in mind, all the things mentioned here (such as keyboard shortcuts, descriptions of computer-related terms, etc.) are very much valid even for users of newest Windows version and equally helpful to adult computer users as well! In fact you get much more than a traditional computer dictionary here, because most of the definitions are more than one-sentence long. Take for example this one: it does not just tell you what computer hardware is, but also about the different varieties of computer hardware available along with the descriptions of each.


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:  Lesson two

 Typing Exercise = copy and paste
Begin a new file by opening up Word and clicking on the envelope icon under File or click on File then New then Blank document.
Call it Nathan’s story. Type the following onto your computer
Nathan was awakened by the sun streaming into his bedroom. He listened intently but could hear no sounds coming from the rest of the house. He found his clothes from yesterday and, after putting on shorts, shirt and hat, made his way to the kitchen, which was separate from the house.      He was careful tiptoeing out the back wire door, but the wind caught it and pulled the catch out of his hand. It banged. His heart hammered and he held his breath, waiting for a shout or pounding footsteps. For the moment he wasn’t able to move.                      Nothing.
To save, <Ctrl> + S = Save.  You will be prompted where to save it so choose under your folder or to your floppy disk. Name the file Nathan’s story.
Highlight the first paragraph by dragging your MOUSE over the paragraph—click on “Nathan” and hold down your left mouse until you get to “house”. You are   going to copy and paste it to the end of the story. If you make a mistake, start again.
Use <Ctrl> + C to copy. Then place your cursor below the word Nothing.
 <Ctrl> + V  to paste it. It should be repeated at the end.
 <Ctrl> + Z will Undo Paste. Your text should now be as you first entered it.
Highlight the first paragraph again by dragging the MOUSE over the paragraph. You are going to copy and paste it to the end of the story again.
Now use your MOUSE and click on the Menu toolbar Edit.
Click on Copy to copy the text.                     Position the cursor with your MOUSE after the word  ‘Nothing’.
Click on Edit then Paste to see the paragraph repeated.           Click on Edit then Undo Paste to undo what you copied.

Continue the story into your file called Nathan’s story.

Slowly, he staggered up from the step, catching his breath.

“Phew, that was close,” he thought. “Where did that gust come from? Maybe there’s a storm brewing. Just my luck when I’ve been offered a chance to go fishing later on. It isn’t fair! First, my father, and now a storm, maybe like the one that took Father’s life.”

Suddenly he didn’t care if anyone had heard him.

He ran down to the beach and howled at the waves. He felt good

letting out his pain without having to act brave all the time.

He looked back up at the cliff and thought he saw movement.

“Hey!” he called out. “Stop!”

Maybe it was one of the local indigenous people. Mr. Ebden, his foster father, said to stay away from all the aborigines. Nathan didn’t want to get off on the wrong foot with his foster father, but he couldn’t understand why the Aborigines frightened Mr. Ebden so.

Save your new text by <Ctrl> + S = Save.

This time highlight from Suddenly through to “Stop!”

You are going to use the Alt key to copy and paste. The letters chosen are underlined e.g. E for Edit.

<Alt> + E = Edit from the Menu toolbar.

Then the letter C for Copy

Position the cursor at the end of the story.

<Alt> + E = Edit then P for Paste

<Alt> + E = Edit then U for Undo Paste.

Your text should be as you first typed it.

<Ctrl> + X will delete any changes you decide not to make.

Highlight the same section, then <Ctrl> + X. This will delete the paragraph.

You can then retrieve it by .<Ctrl> + Z.

Close your work (and Word) by clicking on the X button in the Title bar (the one at the top of the screen on the far right hand side)

* * *



Music Walkabout (years 5-8)

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

Second edition Nov.2012, checked 2013

Years 5-8 Follows the guidelines for the K-12 National Standards Yrs 5-8, Achievement Standard (4)c. identify and define standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression

Utilises the Internet for information and music.

Order via email to Michael . The eBook is $10 pre-paid by cheque or EFT and emailed as a pdf. attachment. Email for an invoice which will have EFT details.


An example: Lesson 2

1. word search.

2. Type this URL in your address window:


3. The shape of a musical note tells you its pitch (where is it is on the staff and how long it lasts. Read the first paragraph.   4. Copy the parts of a note here: 5. Scroll down to The Length of a Note.   6. Copy the most common note lengths here: 7. Read down to Exercise 1. 8. Do the exercises here and correct yourself. (Click on ‘Show Solution’). a. Ex.1 ———————————————————————- —————————————————————————– ————————————————————————–

9. – 10. deleted.

11.     Draw a staff/stave, place a treble clef at the beginning. Now add the following words to each note that you draw: (look back at your work on Length of a Note). breve=full note semibreve=half note crotchet=quarter note quaver=eighth note semiquaver=sixteenth note demisemiquaver=thirty-second note 12. – 13. deleted. 14. Search for The Simpsons characters 15. Choose any site that mentions characters. 16. Click on one of them. Make short notes on your favourites (choose 6): —————————————————————————————————— ————————————————————————————————— —————————————————————————————————— —————————————————————————————————— —————————————————————————————————— ——————————————————————————————————

17.     Search The Simpsons music

18.     Click on Simpson Crazy! The Simpsons song lyrics and mp3 downloads. (

19.     Scroll down then click on the quavers for The Simpsons main title theme (extended) 20. Click on Listen

21. Note the colours and swirls, etc.

22. Listen again and see if you can work out the duration – the rhythm and metre of the beat: is it even, mixed up, is it quick or slow? ——————————————————————————————-

23. Listen to Krusty the clown and comment as above. ——————————————————————————————

24. Choose two (2) more and comment as above (# 22). ——————————————————————————————— ———————————————————————————————


26. Design a poster that shows what you learnt regarding the length of notes and their names (see # 11).


27. Check your answers for the Duration lesson.

28. Display your poster.


Storyteller Walkabout Workbook

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


checked 2013.

The Storyteller Walkabout Workbook is now available at Amazon storyteller for US$2.91 (but no wordsearches).

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
Order via email to Michael .

The eBook is $5 pre-paid by cheque or EFT and emailed as a pdf. attachment. Word searches included plus the answers.

Email for an invoice which will have EFT details.


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


Psychology Walkabout (years 11-12)

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

Psychology Walkabout


NOW available on Kindle for US$2.99


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.


The eBook is $5 pre-paid by cheque or EFT and emailed as a pdf. attachment. Email  Michael for an invoice which will have the EFT details.


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!



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

Update: Kindle edition US$2.99. The only difference between it and the ebook is that there are no wordsearches as they can’t be used on a Kindle. Other than that, it is 38 pages long with questions and answers. The sub title is A Short Introduction and the language is still easy. Go to


[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).

eBook is now $5 pre-paid by cheque or EFT and emailed as an attachment. Email Michael on for an invoice which will have EFT details.


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
• Change of URLS posted online, major changes emailed
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).”
Order via email to Michael  on

The eBook is $10 pre-paid by cheque or EFT and emailed as a pdf. attachment. Email for an invoice which will have EFT details.
$40 hardcopy plus express postage, around $16.

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