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Apostrophes (of death!) February 26, 2007

Posted by Myke Bartlett in CSC Year 08 English 2007, CSC Year 08 Punctuation.
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1) To Show Possession

Luke’s presentation was on ghosts.
Harley’s voice was the loudest in class.

2) Contractions

Had not = hadn’t
Has not = hasn’t
Is not = isn’t
Do not = don’t
Will not = won’t
Was not = wasn’t
I am = I’m
It is = It’s
Can not = can’t
Does not = doesn’t

Luke wasn’t driving carefully and hadn’t seen the lights were red.

Harley’s running down the hallway, away from Mr Bartlett’s classroom.

3) To show ‘talking’, ‘quotes’ or ‘titles’

The teachers at Croydon SC said, ‘8A are an abomination.’

Maddie went to see ‘Happy Feet’ during the holidays and said sarcastically, ‘That’s the best film I’ve ever seen.’

‘Be quiet,’ Mr Bartlett said, ‘Or you’ll all die horribly.’

4) Its and It’s

It’s = It is
Its = ownership.

Eg. The dog played with its ball.


Internet Referencing February 26, 2007

Posted by Myke Bartlett in CSC Year 08 SOSE 2007, CSC Year 09 SOSE 2007, CSC Year 11 English 2007, CSC Year 12 IP.
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How Not To Use the Internet

A little reminder about how to reference information you’ve found on the internet. You should NEVER COPY AND PASTE straight from a webpage, but you should still let people know where your knowledge has come from. If you don’t do this, you could be guilty of Plagiarism. Plagiarism is when you copy other people’s work without giving them any credit. This is illegal and can lead you to failing your assignment.


You can’t copy and paste because the work you hand in should be YOUR work. You need to show that you’ve learned and understood the work you’re doing otherwise there’s no point in doing it.

You can do this in two ways. The main way you’ll want to be referencing a website is in your bibliography. Your bibliography is a page at the end of your assignment where you list all the books, magazines, newspapers and websites you looked at while you were doing it.

To reference a book in your bibliography, you would write it like this:

Author’s Surname, Author’s First Name. ‘Name of the Book’. Publisher: Year Published.

For example, if Joe Bloggs had written a book called “The Magnificent Penguin” which was published by Puffin Books in 2005, you would write it like this:

Bloggs, Joe. ‘The Maginificent Penguin’. Puffin Books: 2005.

To reference a website, you do much the same thing:

‘Name of page’ [Type of resource, eg. Online], the web address, (the date you looked at it.)

For example, this webpage would be referenced like this:

‘Internet Referencing’ [Online], https://mrbartlett.wordpress.com/2007/02/26/internet-referencing/, (26th February 2006.)

HOWEVER, although you often won’t be able to say who the author of a webpage is, when you can, you should.

For example, you can tell that I wrote this webpage, so you should really reference it like this:

Bartlett, Lord. ‘Internet Referencing’ [Online], https://mrbartlett.wordpress.com/2007/02/26/internet-referencing/, (26th February 2006.)

Yes. You can put the web address directly underneath the pictures. Or put a note in your bibliography at the end.


You should do the same as you do with pictures.

You can ‘cut and paste’ quotes but these need to be put in “” (quotation marks) and you should put a note in brackets telling us the reference.

– You should NEVER LIST GOOGLE AS A REFERENCE. Google is a ‘jumping off point’, not a webpage in itself.
– Make sure every assignment has a list of references at the end.

SOSE Presentations February 26, 2007

Posted by Myke Bartlett in CSC Year 09 SOSE 2007.
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Here are the Presentations we’ve had so far, in case you need to answer some questions:

The Gold Rush by Christine
The First Fleet by Shannen

Viking Children! February 21, 2007

Posted by Myke Bartlett in CSC Year 08 SOSE 2007.


Children Without Childhoods

Because most children of the Viking Age had to work along with their parents, their childhood was very different to the kind of life children today have when they grow up.

A Short Life in Viking Times

The first challenge for a viking child was to survive birth. If they were born sick or disabled, they were taken away and left outside to die.

Boys were given a first name, usually named after ancestors, famous vikings or Gods. The last name identified them as son’s of their father. Hence the name of the famous Viking Lief Eriksson meant Lief, the son of Erik. Girls often used the name of their mother or grandmother or one of the female Viking goddesses.

Even after being selected to live, Viking children still suffered greatly. Diseases for which there were no treatments or cures killed many children.

It has been estimated that about one in five children died before their fifth birthday. Nearly as many did not reach age twenty. Few Vikings lived beyond their fiftieth birthday.

In industralised countries of the world today where food and medical care are plentiful, life expectancy has almost doubled from Viking times. Most of the increase has come in just the past one hundred years.


Learning Life’s Skills at An Early Age

At ten years of age, Viking children were considered to be adults. During their childhood, they didn’t attend school. By the age of five, Viking children were expected to work to support the homestead. Children were required to learn the jobs of the adults. Since most Vikings were farmers, both boys and girls were expected to keep the family farm going.

Survival during the Viking Age depended on learning these skills early and learning them well. The skills learned by Viking children depended on their gender. Girls were taught jobs related to running a household. Boys were expected to learn how to manage the farm and how to make the items required for everyday life. Until they were fifteen years old, boys and girls lived very different lives.

Viking Boys

Until they were five years old, most Viking boys were raised and cared for by their parents and grandparents in the Viking extended family. At the age of five, many boys were sent to the home of an uncle or a respected member of the community who could teach them all the skills required of a Viking man.

For the next five or so years, these boys learned all the skills they needed to be successful farmers and warriors. By working side-by-side with adults, the boys learned how plant and care for crops, raise livestock like cattle, sheep and goats and trade goods produced by the family.

Boys were taught to be skilled warriors in the use of a sword, spear and battle-axe. They learned how to make their Viking weapons and how to fight hand-to-hand, the Viking’s favourite way to fight. Viking boys were also taught how to navigate ships using the stars and coastal landmarks. Because they would spend sometime away from home when they became men, boys were expected to recognize important lifesaving plants.

Vikings were master shipbuilders. Because most communities owned a knarr and drakkar, all Viking boys were required to learn how to construct and repair these ships. Most homes also had a small smithy, the Viking name for a blacksmith building. Boys were taught how to fashion tools for making and repairing household furniture, storage barrels and chests. Some of them would become skilled artisans and make the jewelry the Vikings delighted in wearing.

Some Viking boys even learned how to read and write the rune characters of the Viking alphabet. Those that mastered this task carved the runes into weapons, memorial stones and personal belongings. Vikings who could write and read runes were believed to have magical powers and were well respected in Viking society.

Viking Girls

Viking girls remained at home with their mothers and grandmothers. Running a Viking household was a big job. It was considered very important work and girls learned the required skills from an early age.

Girls were taught how to prepare meals for the entire family. It was often inside work, done in a unhealthy darkened and smoky house. They were expected to make yarn from wool and flax, to weave wool and linen to create fabric, and use that fabric to make clothing. Since managing the farm became a woman’s responsibility while her husband was away trading or on a raid, girls were taught how to tend animals. Many of these animals lived near the house. Some of the animals shared the same living space as the Viking family members. If a girl was strong enough and wanted to, she would be taught how to handle a sword and fight like a warrior. There are many stories of female Viking warriors in the Norse sagas. One of the most famous is Freydis, the sister-in-law of Lief Eriksson, who also traveled to Vinland.

(the above information is taken from http://www.cdli.ca/CITE/v_childhood.htm)

1. Complete both of these:
Viking Boys and Girls Venn DiagramViking Kids vs. Modern Kids Venn Diagram

2. Imagine you are a Viking Child and write a diary entry for a Viking Child of your own age. What is your name? What do you do with your day? Be as accurate as possible. (200 words)

Viking Boats! February 20, 2007

Posted by Myke Bartlett in CSC Year 08 SOSE 2007.


Look at the two pictures below and then answer the questions, based on what you already know about vikings. You’ll also find it useful to look at pages 32 and 33 in your textbook. The questions (and answers) should be posted on your blog when you’re finished, along with the appropriate picture. If you like, you can colour in the picture using Paint and post it along with the answers.

Viking Longship

Viking Knarr Ship

Longship Questions:
You will need the picture of the longship to help you answer these questions

1. What features of the longship would allow it to go fast?
2. Why would speed be important for a Viking longship?
3. What was the main power source for the longship? The sail or the oars? Why?
4. Which features of the ship made it useful for landing raids?
5. What clues on the ship tells you that it was used for war?
6. How many people would have been on board? What were their roles?
7. Do you think that the picture is of a longship at sea or in harbour?
8. Is the prow (front) or the stern (back) nearest you in the picture?
9. In what ways were longships like and unlike sailing boats today?

Knarr Ship

You will need the picture of the knarr ship to help you answer these questions

1. Why are there no oarholes in the middle of this ship?
2. Do you think that speed was very important to the sailors of the knarr?
3. Why do you think that the hull of the knarr is wider than the longship?
4. What was the main power source for the knarr? The sail or the oars?
5. The knarr was used for long voyages. Where do you think the crew would sleep?
6. Where would the cargo be kept while the ship was at sea?
7. How many crew members would the ship need? What did they all do?
8. What would the sailors have eaten on board? Was there any hot food?

Some questions and pictures taken from National Maritime Museum website

Premier’s Reading Challenge February 13, 2007

Posted by Myke Bartlett in CSC Year 08 English 2007.
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Those of you undertaking the reading challenge this year should have a look at this website.

Premier’s Reading Challenge.

Spelling for Friday 16th February February 13, 2007

Posted by Myke Bartlett in CSC Year 08 English 2007, Spelling.
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Federation (or How the States Learned to Stop Worrying and Love Being a Nation) February 13, 2007

Posted by Myke Bartlett in CSC Year 09 SOSE 2007.
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Here is the powerpoint presentation we used in class, in case anyone missed it or would like to check some details.federation.ppt

Wide Reading (Again!) February 13, 2007

Posted by Myke Bartlett in CSC Year 08 English 2007.
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As you know, reading widely is an essential part of your English Course for 2007. Throughout the year you’ll be expected to be reading a book at all times, whether it’s a book you need to read for class (like Lockie Leonard and Holes) or one that you bring in from the library or from home (like Harry Potter etc.)

We’re going to be using our blogs this year to think about the reading we’ve been doing. To get started, answer 2 or more of the following questions in SEPARATE POSTS on your own blog. If you have already completed 2 exercises, CHOOSE DIFFERENT OPTIONS this time.

  • Describe one of the characters from the book you are reading. What do they look like? Where do they come from? What do they want from the story (eg. Do they want to find their father/sister/boyfriend/pot of gold)? Do you think you are supposed to like the character? Do you like them? Why/why not?
  • Write a letter to one of the characters, talking about what they’ve been doing in the book. What would you want to say to them?
  • Write a short story about something that happened to one of the characters before the start of the story you’re reading.
  • Write a Horoscope for one of the characters, predicting what will happen to them on a crucial day.
  • Predict what you think will happen at the end of the story. Explain why you think this.
  • Write a review of the book (if you’ve finished, explaining what happens in the book and what you did or didn’t like about it)
  • Write a short story about something that happens to one of the characters AFTER the book is finished.
  • Pretend you are one of the characters writing in to an “Agony Aunt” column for advice about whatever problem they are facing. Then write back, pretending you are the “Agony Aunt” and give the character some advice.

“FOX” Assignment February 12, 2007

Posted by Myke Bartlett in CSC Year 08 English 2007.
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Write your own version of “Fox” in the 1st Person, from the POV of one of the three main characters.

This is to be presented as a poster, with accompanying illustrations. If you want to present their story as a comic strip, that’s fine, as long as each panel is accompanied by at least one sentence written in the first person. (If you do want to write the story as a comic strip, come and see me first.)

You can either write your version of the FULL STORY or choose one of the options below (each a page)

i. Write a piece from either Fox or Magpie’s point of view, starting as they are running out into the middle of the desert. What are they thinking? What is Magpie thinking when she is left alone? What is Fox thinking when he leaves her alone?

ii. From either Magpie or Dog’s point of view, write a story starting when they return to the cave and ending when Magpie is ‘flying’ for the first time on dog’s back.

iii. From either Magpie, Dog or Fox’s POV, tell the story of fox’s arrival in the cave. What does your chosen character think of the other characters? What does s/he want?

iv. Tell the story of Fox convincing Magpie to leave dog from the POV of one of the characters. Why is Fox trying to convince her to leave Dog? Why does Magpie agree?


Foxes and Friendship February 12, 2007

Posted by Myke Bartlett in CSC Year 08 English 2007.
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1) Write a short piece on your blog, explaining what “friendship” means to you. Who has been a good friend to you? When have you been a good friend to someone else? What does it mean to be a “good friend” to someone?

2) Do you think it’s important to have good friends?

3) Why is Fox described as a ‘flickering tongue of fire’? What does this tell us about the effect he will have on Dog and Magpie.

4) Think of five words that describe Dog, Fox and Magpie.

5) Magpie feels that Fox’s smell fills up the cave. She isn’t really describing his smell, but how she makes him feel. What does this tell you about how she feels about Fox?

6) Why do you think Fox splits up Dog and Magpie? Would he have done this if he had more friends of his own?

7) Why would Fox’s scream be a scream of despair? Why would it be one of triumph?

8) Do you think Magpie was really good friends with Dog? Why/why not?

Write a Poem, Win a Wii February 12, 2007

Posted by Myke Bartlett in CSC Year 08 English 2007, CSC Year 11 English 2007.
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Details here: http://www.write4fun.net/competitions.asp
If you need any help getting an entry ready, come and see me.

Australia: How to Become a Citizen in One Easy Test February 8, 2007

Posted by Myke Bartlett in CSC Year 11 English 2007, CSC Year 11 English Issues 2007.
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The Howard Government is wanting to introduce a citizenship test that all new immigrants to Australia will have to pass before they are allowed to call themselves Australian. Some of the details can be found below:

Some people are a bit worried about this:

(Be aware the second link is on the website for The Greens Political Party, so will have an obvious left-wing bias.)

Other people think it’s a great idea:


  1. What is the cartoon at the top of this post suggesting about the citizenship test?
  2. What are some of the reasons given for the introduction of the citizenship test?
  3. What are some reasons given for people who are against the idea of the citizenship?
  4. Which arguments do you find more convincing? Explain why.
  5. What was the White Australia Policy? Research.
  6. What do you think the writer of this piece thinks of the citizenship test:

Explain your conclusion. Consider and address the following:

  • What is the purpose of the piece? (Article/Feature/Opinion Piece etc.)
  • What is the writer’s tone? If you are a reader who disagrees with the writer, how would the tone make you feel?
  • What are some of the words the writer uses to describe people who disagrees with?
  • What effect does using words such as these have on the reader’s perception of these people?
  • The article criticises people who overreact to cultural issues – people who worry that people from different backgrounds cannot comfortably co-exist – but is the writer guilty of stirring up such feelings himself?
  • When he describes Muslim areas, what are some of the words he uses?
  • What emotions do you think the writer is appealing to when he says things like’We’re seeing ethnic gangs, too, capable of pack raping women picked out for being “skips”.’ What language tools does he use to emphasise his points?
  • Do you think the writer likes Australian society as it is today? Explain your thinking.
  • The writer says immigrants who are ‘picked’ through the new test won’t need to ‘assimilate.’ Why not?

Some helpful Linguistic tools can be found in the section starting on p183 of your textbook.

8A Blogs February 8, 2007

Posted by Myke Bartlett in CSC Year 08 English 2007.
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Here is a list of everyone’s blogs for this class. Today you’ll need to go through and add each of them to your blogroll.

  • To do this, log into wordpress.
  • Come back to this page and then click on each person’s blog (to the right)
  • On the blue bar at the top of each page, select “Blog Info”. Then select “Add to Blogroll”.
  • Come back to this page and go on to the next student.

Vikings!!! February 6, 2007

Posted by Myke Bartlett in CSC Year 08 SOSE 2007.
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Our first assignment is on Vikings, those scary scandinavian savages. You’ll need to create a powerpoint presentation that you will give in class next week.

The questions you will need to answer are the ones we came up with in class:

  1. Where did Vikings come from?
  2. When did they live?
  3. What did they wear?
  4. What did they look like?
  5. How did they hunt?
  6. What weapons did they use?
  7. How were they taught/trained?
  8. What language did they speak?
  9. What sort of boats did they use?
  10. Were there different types of vikings?
  11. What was a viking’s typical day like?
  12. What did they eat?
  13. Did they wash or did they smell?


You’ll need to come up with and answer TWO questions on your own.

Your presentation will also need to include:

  • Pictures of Vikings
  • A Map of where Vikings lived and where they sailed to


Some useful sites to research Vikings:




Vikings Discovered America!
Viking Childhoods

Once you’ve finished, you can try this out:

BBCHistoryViking Quest

Year 9 SOSE First Semester Project February 5, 2007

Posted by Myke Bartlett in CSC Year 09 SOSE 2007.
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In groups of 2-4, choose 4 areas of study from the lists below. Make sure you choose two from each list. Over the course of the semester you will have to complete 4 presentations. Each presentation should contain at least 500 words of writing but can take any format (eg. a Powerpoint presentation, a short film etc.) It must not be simply a written piece and MUST NOT BE COPIED AND PASTED FROM THE INTERNET. No marks will be given for a presentation like this.

You will need to present and explain your work to the class and give the class 10 questions on your presentation.

The first presentations will take place in week 3.

To start (for Friday 9th February):

1) How much do you already know on your chosen areas?

2) How will you find out what you need to learn?



Australian Govt./Federation

Capital Cities/States

Neighbouring Countries

First Fleet/Settlement/Convict Era


Australian Pioneers


Eureka Stockade

Economical History

Gough Whitlam/The Dismissal

Australia before 1788

Sydney Harbour Bridge/Opera House

Queen’s Visit/Republic Debate

Capital Punishment

Vietnam War

The Great Depression


The New Millennium



Tasmanian Tiger

Australian Inventions

Ned Kelly

The Last Man Hanged

Port Arthur Massacre

Australian Fashion (Bogans, Mullets etc.)

Australian Animals and Plants

Australia and the Cold War

First Postage Stamp

Harold Holt

Flying Doctors

Phar Lap

IR Laws

(Most of these options have already been chosen, so ask me if you wish to change your selection.)

Useful Websites:

http://members.ozemail.com.au/~slacey/weblinks.htm (Plenty of Australian Goodness!)

100 Years of Australian Innovations and Inventions!

Year 12 International Politics February 2, 2007

Posted by Myke Bartlett in CSC Year 12 IP.
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Year 12 IP students should direct themselves to http://internationalism.wordpress.com/ for details on work for their subject.

Year 11 English Homework for 5/2/2007 February 2, 2007

Posted by Myke Bartlett in CSC Year 11 English 2007.
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Half a page post on what you understand the term “UnAustralian” to mean. This should be posted on your blogs. If you don’t have internet access at home, then you can submit the work on paper and put it up on your blog later.

Australians February 1, 2007

Posted by Myke Bartlett in CSC Year 11 English 2007.
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Below is a list of characteristics we came up with in class that we feel describe Australians:


Idolise Criminals? (Chopper, Ned Kelly etc.)

Outdoors People

Working Class

Casual/Chilled Out




Australia February 1, 2007

Posted by Myke Bartlett in CSC Year 11 English 2007.
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Here is the list of things we decided we thought of when we thought of Australia:

•    Wildlide
•    Freedom of Speech?
•    Multicultural
•    Aboriginals
•    VB/Beer/Pubs
•    BBQS
•    Outback
•    Green and Gold
•    Mateship
•    Football
•    Cricket
•    Food:
o    Meat Pies
o    Vegemite
o    Kirks
o    Lamingtons
o    Pavlova
o    Kangaroo Meat
•    Landmarks:
o    Sydney Opera House
o    Great Barrier Reef
o    Uluru
o    MCG
•    Landscape/Weather
o    Hot/Dry
o    Bushfires
o    Desert
o    Red Dirt
o    Trees & Bush
•    Clothes:
o    “wifebeaters”
o    flannels
o    stubby shorts
o    thongs
o    “Billabong”
o    mullet
•    People:
o    John Howard
o    Boonie
o    Chopper
o    Ned Kelly
o    Cathy Freeman
o    Thorpedo
o    Lleyton-Hewitt
o    Kylie
o    AC/DC
o    Steve Irwin