Smiths Hill High School
Stage 5 English
Off the Rails unit
Handouts and resources
Handouts
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
Fact or (non)Fiction
Deconstruction of cover
DVD review
Close study of texts
WebQuest – Life in Siberia
Tim Cope’s story
Simulation activity
Mountain Designs website
Sponsorship activities
a) Sponsorship proposal
b) Sponsorship application form
Exploring websites
Analysing a website 1, 2, 3
newspaper article
worksheet
worksheet
worksheet
task sheet
short story
worksheet
worksheet
task worksheet
Resources
English Stage 5
Curriculum K-12 Directorate
October 2005
Page 1 of 23
http://www.curriculumsupport.nsw.edu.au/english/
Handout 1
Fact or (non)Fiction
At a recent Writers Festival a speaker called for redrawing the line between the
worlds of fiction and nonfiction. As a convert to the concrete world of fact Alan
Temple explains his view.
Nowhere is the blurred boundary between fact and fiction more apparent than in
television. The ubiquitous reality programs that continually re-invent the genre exist
on a diet of improbability. However the constant stream of the unbelievable on shows
like Oprah are a source for boundary blurrers. A segment that captured my
imagination was about a Florida woman who during the recent hurricane season was
blown off her 16 storey apartment balcony and travelled 50 metres through the air
landing unscathed in a neighbourhood swimming pool. Nobody could make that up.
I was bookshop browsing and spied a colourful red and blue cover of a book in the
nonfiction section. The large sticker covering much of the title declared ‘based on a
true story’.
I read the story of murder, deceit, double cross and cross dressing involving a
prominent family from New York in the 1970s. The final page carried the disclaimer to
the effect that names, descriptions and some events had been altered. Later I learnt
that the family never lived in New York but in the unfashionable Newstead district and
no hint in the family tree about the evil cross dressing son who killed his siblings. My
greatest disgust was that this book was in the New York Times nonfiction bestsellers
list for 6 weeks.
My complaint is simple: how can real life nonfiction compete with the manipulated
and altered facts of these ‘based on’ works. The true writers of nonfiction real life
stories wear out shoe leather, chasing the weird and wonderful. You have to go and
seek out the stories whether pleasant, ugly or just downright stupid. It is not a case of
going home sitting down and polishing the truth into lies and absolve it all by a
disclaimer at the end.
I don’t want to read that the woman in Florida was actually from Tampa and the pool
was a concrete lagoon.
As a reader of both forms of storytelling I celebrate their differences. The adventures
of the likes of Jesse Martin and Peter Hilliary give us a fresh dimension to the label
‘real’ which is sadly devalued in the world of reality television.
Activity
1. What are the ‘blurred boundaries’ the writer speaks about?
2. What is the writers complaint about ‘disclaimers’?
3. What does he say is the best way to write nonfiction?
English Stage 5
Curriculum K-12 Directorate
October 2005
Page 2 of 23
http://www.curriculumsupport.education.nsw.gov.au
Handout 2
Deconstruction of cover
You have studied the article about fiction and nonfiction texts. You will have an idea
about this type of text and you may have read or viewed stories about people who
have undertaken adventures to exotic and remote places. The Television
documentary series by Michael Pallin are examples of this real-life adventure.
Have a look at a television guide and identify documentary non-fiction programs.
What do you notice? What are some of the places that are featured in this
adventures?
Make a list of the adventures these people undertake eg Michael Pallin, Himalaya,
BBC Television, 2003.
Before you begin to study the book you will need to think about what you would
expect in a non-fiction adventure text.
Before you begin reading you need to examine the cover and its design. The cover is
designed to attract readers’ attention and to give information about the book, such as
the title, author and publisher. It may also give other information about the contents
and comments about the book and its authors.
Activity 2
Look at the cover and answer the questions below.
1 What do you notice first? What is there about the cover that attracts the
reader?
2 What facts can you find out about the authors, their adventure and critic
responses from the front and back covers?
3 Describe the visual images used on the front and back covers of the book.
How does the layout and images on the front and back covers reflect the
contents of the text.
You will need to consider:
 use of colour
 use of boxes
 positioning of cultural and language symbols
 photographs and graphics
 font, size and style
 ‘blurb’, publishers comments, other comments
Activity 3
1 What predictions can you make about the contents of the book, ‘Off the Rails’?
2 What are your first impressions of the book? Do you think you will enjoy it?
Give your reasons.
English Stage 5
Curriculum K-12 Directorate
October 2005
Page 3 of 23
http://www.curriculumsupport.education.nsw.gov.au
Handout 3
DVD review
Students to view the DVD ‘Off the Rails’, Australian Geographic, G rating, 52 mins.
Outcomes 6.1, 6.7, 10.4, 10.9, 10.10
Previewing activities
Examine the map in the front of the book, Off the Rails. Locate the key locations of
the journey:
Petrozavodsk
Babushkina
Siberia
Baikal
Mongolia
China
After viewing activities
After viewing the DVD use the headings below to reflect on what you have seen:
People of Siberia
Changes in Russia
since the end of
communist rule
Customs, rituals and
foods
 Siberia

Mongolia
Activities
1. What is your impression of the journey?
2. What experiences and issues in the DVD did you find the most interesting,
unusual or bizarre?
3. Explain one incident from the DVD that you think reflects the determination of
Tim and Chris to complete their journey. Give reasons for your choice.
4. How does the DVD construct the remoteness and isolation of the trip across
the Gobi Desert?
English Stage 5
Curriculum K-12 Directorate
October 2005
Page 4 of 23
http://www.curriculumsupport.education.nsw.gov.au
Handout 4
Close study of texts
Genre: Nonfiction adventure writing
Authors’ background notes:
 What common experiences do they share?
Quote from The Stroud Venturer by Hammond Innes:
 What points is he making about life and living?
Foreword:
 What was the purpose of the journey?
 What was the purpose of writing the book?
Chapters:
Daring to Dream (Tim) p1
1. What was the Finnish border guards reaction to their journey?
2. What was Chris and Tim’s plan?
3. What was the indication that that they had done little planning and
organization for the trip?
4. Briefly outline Tim and Chris’s background.
5. What doubts did Tim have about Chris and the journey?
Check the map in the front of the book for their journey.
Sad Beginnings (Chris) p10
1. Why was it a ‘sad beginning’?
2. What is Chris’s version of the ‘seeds’ of the journey? How is different to Tim’s?
3. What preparations did Chris undertake for the journey?
4. What were some of the doubts that Chris had about the journey?
Breaking the Ice (Tim) p17
1. What was their first job at Petrozavodsk Station?
2. What were some of the early dangers they encountered?
3. What is a bunya?
4. What are the first signs of trouble between Tim and Chris?
5. What were some of the observations they made about the life in the village?
6. ‘We were the first westerns many had seen.’ p43 Why is this difficult to
believe?
7. Why did they postpone their journey?
8. What did they do in the break in preparation for their return?
Fighting the Snow (Chris) p47
1. What problems did they encounter on their new start to the journey?
To the Urals (Tim) p57
1. What was Tim’s ‘adventure’ with the tick?
English Stage 5
Curriculum K-12 Directorate
October 2005
Page 5 of 23
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2. What conclusion did they make about travelling in Russia?
3. What was some of the differences developing between Tim and Chris?
Into Siberia (Chris) p75
1. What were the observations about the teenagers in Tyumen?
Finding Our Way (Chris) p95
1. What does the encounter with the young people and the lost town indicate
about life in Siberia?
2. Why did Chris decide to continue with the journey?
Alone (Tim) p110
1. Why did they decide to ride alone?
2. What observations does Tim make about the Russian men he encounters?
 the bridge workers
 Sasha
Off the Rails (Chris) p129
1. What are some of the physical hardships they had to endure?
2. Who is Gregory? What is his story?
3. What was the ‘…basic addiction of travel’? p144
4. What are Andrei’s observations about modern Russia and its people after
communism?
5. What is the BAM?
Riding the Taiga (Tim) p157
1. What observations did Tim make about life in Bratsk?
2. What changes had Tim realised about the journey and Chris? p164
3. Why did Tim remark ‘this was the most profound moment in the journey to
date’? p172
4. What is a ‘bomzsh’? p174
5. Briefly outline the encounters with the ’Russian Hospitality’? p184
Siberian Paradise (Chris) p185
1. What was ‘heaven’ to Chris? p192
2. What groups did Chris and Tim encounter on their trek in the mountains?
Riding Rough (Tim) p201
1. What had Tim learnt after his trekking in the Altai Mountains? p201-202
2. What is his conclusion about his life and adventures? p202
3. What are Tim’s observations about Russia as he leaves for the next part of his
journey through Mongolia? p20 –206
4. What is a ‘ger’? p212
5. What are the problems about getting into China? p217
6. Describe the life of the Mongolian people p222-3
Blood Sweat and Sand (Chris) p233
1. What was the encounter with the Scotsman? p237
2. What was Chris’s view about the ‘Cash for Conversion’? p239
English Stage 5
Curriculum K-12 Directorate
October 2005
Page 6 of 23
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3. What were the first impressions of China? p250
End of the Road (Tim) p257
1. How had their experiences changed since being in China?
2. What did Tim mean by ‘life…about continuing to push into new things.’p27
An Incredible Journey (Chris) p277
1. How did Tim and Chris feel on the last morning of their Journey?
2. What things about Tim did Chris hate? How did he tolerate them?
3. How did they feel about returning to Australia?
Activity
1. What did you like best about the book? Discuss your response with a partner.
2. Which adventure, incident(s) or story(s) did you like the most? Why? Write in
your own words what happened. (4 – 6 sentences)
3. Comment on the structure and style of the book.
4. Would you like to undertake a journey like this?
5. Later in the unit you will have the opportunity to send an email to Tim Cope.
Write down 5 questions you want to ask him about the journey.
Recumbent bikes
 What is a recumbent bicycle?
 Why did they decide to use them?
 What could be some of the dangers riding in the city on a recumbent bike?
 Look at the diagram in the front of the book.
 Read what Tim has to say about the bikes:
http://www.timcopejourneys.com/index.pl?page=1180
 Additional websites
http://www.flyingfurniture.com.au/whyride.html
http://home.internex.net.au/~freedhpv/recumbent%20FAQS.html
Task
A Chinese proverb states:
He who returns from a journey is not the same as he who left.
Using this statement as your starting point write about how Tim and Chris
have changed.
English Stage 5
Curriculum K-12 Directorate
October 2005
Page 7 of 23
http://www.curriculumsupport.education.nsw.gov.au
Handout 5
WebQuest - Life in Siberia
Overview
Research a number of aspects of everyday life of the people of Siberia.
Using the sites below research each of the topics and complete the activity.
Introduction
In the journey across Siberia Tim and Chris encounter many people places and
customs. They grow close to the people and landscape of Siberia.
Presentation
You are to produce an A4 brochure informing the young Australian Traveller about
some of the people, customs, and experiences of everyday life in Siberia that Tim
and Chris enjoyed.
Students can produce the brochure as a print copy or electronic copy. You will need
to negotiate the electronic format with your teacher, e.g. PowerPoint, website.
The brochure needs to be tri-fold, A4 landscape, both sides, with at least three
images and one map of the area.
Information required
 description of landscape, city/country information, customs, food, tourist
activities
 the people of Siberia
Task


Re-read the relevant sections from the text, Off the Rails on Tim’s story about
Siberia
Study a range of information brochures to examine layout, format and styles
Resources
Petrozavodsk
http://members.tripod.com/~argun/petrozav.htm
Siberia
http://www.friends-partners.org/oldfriends/siberia/
Pryaniki
http://www.russianfoods.com/recipes/item00054/vendor003E7/default.asp
Banya
http://www.geocities.com/jeffkiev/Sauna.htm
http://www.cossackconnection.com/banya.htm
English Stage 5
Curriculum K-12 Directorate
October 2005
Page 8 of 23
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Babushka
http://www.xs4all.nl/~elwinw/russia/en/russia_babushka.html
Additional resources
Photos
 Follow the links for a range of photos at
http://www.timcopejourneys.com/index.pl?page=124

Go to Google: Search Web: Images: http://www.google.com.au/
Assessment criteria
You will be assessed on your demonstrated use of ICT skills and understanding
related to:
1. identity and critically evaluate the ways information, ideas and images are
shaped and presented
2. import data from the internet and manipulate images to compose your
brochure
3. engage with a range of texts to respond and compose a brochure with a range
of perspectives related to cultural experiences
4. interpret, respond and compose texts that reflect cultural beliefs and attitudes
about the people and landscape of Siberia
5. use appropriate and effective layout, design, use of colour, relevant
information and images, fonts.
Date due:
English Stage 5
Curriculum K-12 Directorate
October 2005
Page 9 of 23
http://www.curriculumsupport.education.nsw.gov.au
Handout 6
Tim Cope’s story
A Russian Experience
The following story: http://www.iearn.org.au/kindred/stories/cope.htm has been
written by Tim Cope and provides an insightful understanding of life in Russia from
an Australian's perspective in the present.
English Stage 5
Curriculum K-12 Directorate
October 2005
Page 10 of 23
http://www.curriculumsupport.education.nsw.gov.au
Handout 7
Simulation activity
Introduction
With your partner you will write your own adventure biography (Handout 8) and
complete the sponsorship application (Handouts 9a & 9b) for Mountain Desigsn.
Select a class member as your partner and discuss your proposal, motivations and
compatibility for the journey ahead.
It can be:
adventure/travel, expedition, competition, scientific, environmental, mountaineering,
rockclimbing, snowsports
The list below will give you some ideas:
 kayak down the Shoalhaven River
 bicycle from Sydney to Jenolan Caves
 horse ride along the Darling River from Queensland to South Australia
 climb the highest peaks in each state and territory of Australia
 search for dinosaur bones in Central Australia.
Research
Visit the website:
http://www.mountaindesigns.com/index.cfm?action=staticContent&content=sponsors
hip_profile
Read the sponsorship profiles on this site and make notes about:
 the layout
 language features and techniques
 use of graphics, photograph(s).
English Stage 5
Curriculum K-12 Directorate
October 2005
Page 11 of 23
http://www.curriculumsupport.education.nsw.gov.au
Handout 8
Sponsorship profiles
You will be writing your own ‘Adventurer Profile’
Research
Go to the Mountain Designs website: http://www.mountaindesigns.com/
Info & Trivia: Sponsorship at MD
Read the ‘Sponsorship Profiles’ for the young adventurers. You will notice they come
from wide ranging backgrounds and interests.
Read the Profiles for Tim Cope and Chris Hatherly:
http://www.mountaindesigns.com/index.cfm?action=staticContent&content=sponsors
hip_people
Activity
 Use the ‘Sponsorship Profiles’ as your template to write your own profile.
 Use the ideas and discussions with your partner from Handout 7 to assist
you.
 The language must be clear, direct and informative.
 A photograph/graphic is optional.
 Biography length: 150 words.
English Stage 5
Curriculum K-12 Directorate
October 2005
Page 12 of 23
http://www.curriculumsupport.education.nsw.gov.au
Handout 9
Sponsorship activities
You will use the information you have collected about your ‘adventure’ and use it to
apply for sponsorship to make your dream come true.
Research
Go to Tim Cope’s website and read the information about sponsorship:
http://www.timcopejourneys.com/
Follow the links on the Home page: YOUR CHANCE TO BE INVOLVED!
Sponsorship Proposal (497b)
Download the documents and read them.
You will read about the Tim’s adventure, “In the Footsteps of Ghengis Khan: a
10,000Km 18 Month Odyssey from Mongolia to Hungary by Horse”
You will notice that he has divided his presentation into the following headings:
1. Short statement about the journey
2. Introductory letter about himself and the journey
a. personal details and motivations
b. outline opportunities and benefits for sponsors
c. background about the journey
d. contact details
3. Specific details about sponsorship including equipment and financial costings
4. Benefits for the sponsors before, during and after the journey.
You can also go to Chris Hatherly’s website:
http://www.centralasiabikeride.com/cabr/pages/page379.asp and read what he says
about sponsorship. He provides strategies about presentations and approaching
people and businesses.
Task
This activity is in two parts:
a) Sponsorship proposal
b) Sponsorship form
English Stage 5
Curriculum K-12 Directorate
October 2005
Page 13 of 23
http://www.curriculumsupport.education.nsw.gov.au
Handout 9a
a) Sponsorship proposal
Use the 4 headings below as the basis for your Sponsorship proposal.
Graphics and photographs are optional.
As part of the activity you will give a 2 minutes presentation to the class about your
proposed adventure.
Use the following template as a guide to designing your own proposal. Don’t forget
you are trying to persuade businesses to give you financial support for your
adventure / journey.
Template
Heading / Title
1. Short description of the proposed adventure/journey
2. Introductory letter about person/group and the journey
a) personal details and motivations
b) outline opportunities and benefits for sponsors
c) background about the journey
d) contact details
3. Specific details about sponsorship including equipment and financial costings
4. Benefits for the sponsors before, during and after the journey.
English Stage 5
Curriculum K-12 Directorate
October 2005
Page 14 of 23
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Handout 9b
b) Sponsorship application form
Complete the Sponsorship application form for your proposed adventure/journey,
using the spaces provided.
Attach the form to your proposal.
Mountain Designs
Sponsorship application form
To assist us in processing your application for sponsorship, please completely fill out
the form below and return it to us.
Applicant's name: _____________________________________________________
Organisation: ________________________________________________________
Address: ____________________________________________________________
Phone:___________
Mobile ____________
Email: __________________
Project title: __________________________________________________________
Project start date: ____________________ Project finish date: _________________
How would you classify your project? (please circle) Adventure, Expedition,
Competition, Scientific, Environmental, Other: _______________________________
What are the aims of this project?
Please explain how you plan to achieve your aims.
English Stage 5
Curriculum K-12 Directorate
October 2005
Page 15 of 23
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Please explain why you are involved in this project: What are your long term personal
goals?
What relevant experience / qualifications do you or your team have?
Do you have qualifications or experience in writing, photography and / or publicity? If
so, please explain:
How would you document this project?
What are the publicity opportunities or angles for this project?
List the items of clothing or equipment you would like Mountain Designs to supply or
donate:
Amount you / your team are contributing: $
Amount or value of equipment or cash contribution you are requesting from Mountain
Designs: $
Total cost of project: $
Please attach supporting material for your application.
English Stage 5
Curriculum K-12 Directorate
October 2005
Page 16 of 23
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Handout 10
Exploring websites
Tim Cope and Chris Hatherly have websites providing information about their
adventures past and present.
1. Tom Cope: http://www.timcopejourneys.com/
2. Chris Hatherly: Central Asia Bike Ride – Chris & Nat Hatherly:
http://www.centralasiabikeride.com/cabr/pages/page150.asp
Websites are organised collections of information in electronic format. Each website
consists of a home page with various pages linked to it. The information is presented
in various types of texts, each with its own purpose and form. The text could be a
photograph, film clip, cartoon, review, letter, message, entry form.
You are going to look more carefully at how tho interpret information successfully on
two websites.
Accessing a website
When you ‘read’ a website, you are scanning for the information you want. Websites
are non-linear which allows you to access a variety of information quickly.
Analysing a website
Go to: http://www.timcopejourneys.com/. This is Tim’s website which contains a
range of texts related to his journeys past and present.
Home page
 What is the purpose of the Home page?
 Make a list of the variety of texts on the Home page.
Design
Describe the images on the banner (top) of the site.
 How are they related to other texts on the Home page?
Look at the information contained on the page.
 How is it presented? (font, style, size)
 use of columns, boxes
List the variety of texts on the page and explain their purpose.
 How are they organised?
 Consider the quote. How does it influence your understanding of the
composer?
How do the colours reflect ‘Tim Cope - Young Adventurer’?
How are the links organised on the site?
English Stage 5
Curriculum K-12 Directorate
October 2005
Page 17 of 23
http://www.curriculumsupport.education.nsw.gov.au
Task
Access: http://www.timcopejourneys.com/
Australian Cyclist wants you to write a review of Tim Cope’s website for its next
publication.
Australian Cyclist is a special interest magazine for cycling enthusiasts. It is
published 4 times a year in a glossy format with news and features on cycling,
products and personalities.
Length: 350 words
Additional activity
Visit Chris’s website and read about his latest adventure with his wife, Nat.
Chris Hatherly: Central Asia Bike Ride – Chris & Nat Hatherly:
http://www.centralasiabikeride.com/cabr/pages/page150.asp
Compare this website to Tim’s. Which do you prefer? Write a review of this website
for Australian Cyclist.
The following pages may help you with the analysis.
English Stage 5
Curriculum K-12 Directorate
October 2005
Page 18 of 23
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Analysing a website 1
The following diagram shows the language features and forms which help you move
around a website.
A menu or list which
summaries the contents
Familiar symbols, icons
to identify the site
Navigating a website
Columns and frames to divide
the information
Headings, subheading and
links
You will need to consider:
 types of texts used
 images, graphics: clear, easy to understand, relevant
 use of links, heading: clear, easy to identify
 use of fonts: consistent, easy to read, clear
 sound
 QuickTime movies.
English Stage 5
Curriculum K-12 Directorate
October 2005
Page 19 of 23
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Analysing a website 2
Attractive content for
intended (target)
Clear purpose:
entertainment, information
etc.
audience
Clear and consistent layout
for ease of use
Written text that suits the
purpose and the target
audience
Clear structure; for ease
of navigation
Features of successful
websites
Skilful composition of all
elements of the website
Effective use of visual
Frequent updating (for
sites that offer news or
latest products)
elements
English Stage 5
Curriculum K-12 Directorate
Colour
Graphics
Animation
Size
Quality
Relevance
October 2005
Page 20 of 23
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Some questions to ask when responding to a website 3
Websites: elements that make meaning
 What is the value of a website?
 What is the purpose of its creation?
 Does it fulfil this purpose?
 How does it fulfil this purpose?
To evaluate the Information ask
 Who is the author/publisher?
 What bias would you expect of this publisher if any?
 Is the language loaded?
 What point of view is foregrounded?
 What points of view have been marginalized?
Design issues
 ‘page’ set out
 text readability
 text columns
 font choice
 still/moving images
 colour
 sound
 frames
 links
 navigation
Reviewing a website evaluation criteria
 To what extent is the purpose clearly communicated and worthwhile?
 To what extent are the visual and auditory elements combined in a cohesive
and continuous manner?
 To what extent does the text impact upon the audience as intended?
 To what extent do communication styles, tone and expression shape the
message and support the purpose?
 What did you like/dislike about the piece? What suggestions do you have to
improve it?
English Stage 5
Curriculum K-12 Directorate
October 2005
Page 21 of 23
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Resources
Review
Off The Rails review by Emma Rodgers:
http://www.abc.net.au/westqld/stories/s831174.htm
Websites
Lada
http://www.cardomain.com/memberpage/560950/3
Recumbent bikes
http://www.flyingfurniture.com.au/whyride.html
http://home.internex.net.au/~freedhpv/recumbent%20FAQS.html
Pryaniki
http://www.jewish-food.org/recipes/pryaniki.htm
http://www.russianfoods.com/recipes/item00054/vendor003E7/default.asp
Babushka
http://www.xs4all.nl/~elwinw/russia/en/russia_babushka.html
Banya
http://www.geocities.com/jeffkiev/Sauna.htm
http://www.cossackconnection.com/banya.htm
BAM (Baikal-Amur-Railway)
http://www.snued.ch/AroundTheWorld/Russia/BAM/bam.html
Ger
http://www.buryatmongol.com/ger.html
Siberia
http://www.friends-partners.org/oldfriends/siberia/
Review – Australian Cyclist
http://www.australiancyclist.com.au/showarticle.php?s=10&a=28
Mountain Designs Profiles
http://www.mountaindesigns.com/index.cfm?action=staticContent&content=sponsors
hip_profile
Interview – Chris Hatherly
http://www.abc.net.au/westqld/stories/s831174.htm
Has a real audio interview with CH, plus summary of the book and journey.
English Stage 5
Curriculum K-12 Directorate
October 2005
Page 22 of 23
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Book review
http://www.penguin.com.au/spotlight/spotlight.cfm?SBN=0670040460&AuthorId=000
0002938&Page=Profile
Tim’s story about life in Siberia
http://www.iearn.org.au/kindred/stories/cope.htm
Tim Cope
http://www.timcopejourneys.com/
Central Asia Bike Ride – Chris & Nat Hatherly
http://www.centralasiabikeride.com/cabr/pages/page150.asp
Wide reading/viewing
Nonfiction
Stage 4
 ‘Escapes!’ Laura Scandiffio, Penguin, 2002
 ‘Tunnels’ Diane Swanson, Penguin, 2002
 ‘Klondyke Kate and other Non Fiction’, Edited by Barbara Bleiman, Sabrina
Broadbent & Michael Simons, 1997.
Stage 5
 In the Ghost Country: A Lifetime Spent on the Edge, Peter Hillary and John E
Elder, Random House,2004.
 Dark Dreams, Ed. S Dechlan, H Millar, E Sallis, Wakefield Press, 2004
 Yakety Yak – Bombay to Beijing by Bicycle, R McGilton, Penguin, 2003
Travel




The Perfect Journey, David Dale, Picador, 2001
Holy Cow, S McDonald, Random House
Almost French, S Turnbull, Random House
Molvania, S Cilauro, T. Gleisner, R Sitch, Hardy Grant Pub, 2003
Films


Touching the Void, directed by Kevin Macdonald, M, 2003
The Weeping Camel, directed by L Falorni & B Davaa, PG, 2004
English Stage 5
Curriculum K-12 Directorate
October 2005
Page 23 of 23
http://www.curriculumsupport.education.nsw.gov.au