Extract from Sean Dorney’s book, The Sandline Affair, giving details of how the Bougainville War emerged and developed. The student activity uses this information to complete a mind map.

Revision activity requiring students to guess which character from the novel spoke the statements. References provided.

True or false revision activity on Peter Temple’s novel, The Broken Shore.

Lesson on the concept of Intertextuality and use of this concept in The Broken Shore to give a depth to character motives, allusion to previously explored problems and issues and culturally significant issues.

Analysis of the symbols in The Broken Shore: nature, significance, purpose, contribution to the novel, implications.

Activity requiring students to identify the characters from the quotes provided. This resource is part of a unit of work on Allan Baillie’s novel, Little Brother, designed for Stage 3 students.

Activities for Chapters 13-19 of Allan Baillie’s novel, Little Brother. This resource is part of a unit of work for Stage 3 students.

Metalanguage mix and match activity for Allan Baillie’s novel Little Brother. This resource is part of a unit of work for Stage 3.

Crossword using key terms and concepts from Allan Baillie’s novel, Little Brother.

Crossword for Richard Flanagan’s novel, The Narrow Road to the Deep North.

Analysis of article from Special Broadcasting Service, Australia: How we can help refugee kids to thrive in Australia. This resource is part of a unit of work on Allan Baillie’s novel, Little Brother.

Crossword based on key words and concepts in Madeleine D’Engle’s A Wrinkle in Time.

Sequencing activity on Allan Baillie’s novel, Little Brother.

Brief mini-documentary from the Australian Broadcasting Corporation’s, Behind the News, Syrian Refugee Family. The video looks at two Syrian refugee children and their experiences in Syria and Australia. This resource is part of a Stage 3 unit of work on Allan Baillie’s novel, Little Brother.

Activities for Section 4 Pages 251-300 of Peter Temple’s novel, The Broken Shore.

A pervasive theme in Peter Temple’s novel, mental illness is sympathetically portrayed through the struggles of the protagonist, Joe Cashin to deal with post-traumatic stress disorder and depression gained as a result of witnessing a colleague die during an investigation into organised crime in Melbourne. Less sympathetic in their portrayal is the trauma experienced by a number of minor characters who suffered child abuse and who engage in seeking out the perpetrators and killing them. This resource outlines the extent of the issue of mental illness and asks students to make judgments on how effective they believe it has been dealt with.

Magazine article by 8-year old Bana Alabed, The world can be doing more for refugees. Bana explains why she is a refugee, her life before and after leaving Syria and her argument for why we can all be doing more to help refugees. The student activities include questions based on Bana’s text and a scaffolded response to her writing sent via text. This resource is part of a Stage 3 unit of work on Allan Baillie’s novel, Little Brother.

Analysis of article published by Michael Heywood in The Australian, Peter Temple’s crime writing polished to perfection. The article was written by a close friend of Peter Temple and gives an overview of his life and works.

3 Cloze activities to support the teaching of A Wrinkle in Time: Madeleine L’Engle Science Fiction Genre The novel and the Cold War

Analysis of the 1945 speech by Australian Army Staff Sergeant G.G. Rickwood to the Rotary Club of Cessnock in which he narrates his experiences as a POW on the Thai-Burma Railway. Students analyse: Who gave the speech? What do we know about his background? Why did he deliver the speech? What was his purpose in giving the speech? Who was the audience? Where were they located? What was their reaction to the speech? What words and phrases would we now see as racist or antiquated? How would this language be received in 1945, when the speech was given? List the incidents that made this speech a “story of hardship and horror, of death, disease, and suffering.” What values, beliefs and humanitarian acts were displayed by the Australian and British POWs? Is mere survival and kindness enough in situations of extreme abuse?