Australia’s Wild Weird Wonderful Weather

Australia's Wild Weird Wonderful Weather

Australia’s Wild Weird Wonderful Weather












Australia’s Wild Weird Wonderful Weather

Stephanie Owen Reeder

Tania McCartney

NLA, 2020

68pp., hbk., RRP $A24.99


According to my Facebook memories, 12 months ago it was snowing heavily here in the Snowy Mountains while there were 95 bushfires raging in the north of NSW, and we, ourselves, were evacuated just a few weeks later because of fires that had ignited here. The talk and news were constantly about the “worst drought in memory”, the heat and the continual and spreading threat of those fires.  And just as we thought that it would never end and we were doomed to breathing smoke-laden air forever, the rains came and places devastated by flames were now threatened with floods!

Regardless of the time of year, the weather in Australia is always a reliable topic of conversation and now two of my favourite creators have teamed together to offer an explanation for the phenomena for our younger readers.  Beginning with an explanation of whatever is weather, their combined writing and drawing talents have been used to explore the various elements of the weather, particularly in Australia so there is a greater understanding of the why, where, when and how of that which has such a bearing on our lives so that it is more than listening to the brief forecast on television or the BOM site. or being fascinated by the rain radars.  Living in the bush as I do, my favourite pages were Bush Forecasting that explain some of the behaviours and characteristics that we have come to notice and learn as the weather changes. Black cockatoos are always a welcome sign here.

Both Stephanie and Tania have drawn deeply on the resources of the National Library of Australia (luckily for them, it’s in their neighbourhood) and being a NLA publication the support materials for further exploration are very detailed. Even moreso though, is the module written to support the book as part of the NLA’s digital classroom   Aligned with the Australian Curriculum: Humanities and Social Sciences (Geography), and Science for Year 4, 5 and 6 students, it adopts an inquiry-based learning approach to develop students’ understanding of geographical and scientific processes relating to weather, environments, people and systems.

What more could you want?

The House on the Mountain

The House on the Mountain

The House on the Mountain











The House on the Mountain

Ella Holcombe

David Cox

Allen & Unwin,2019

32pp., hbk., RRP $A24.99



There is a fire coming, and we need to move quickly. Mum and Dad start packing bags, grabbing woollen blankets, the first-aid kit, torches, and then the photo albums. Dad puts Ruby on her lead and ties her up near the back door. My chest feels hollow, like a birdcage.

At first, it was just another hot day as  summer days can be in Victoria, with the heat lingering well into the night. But this hot day turns out to be like no other… For this is February 7, 2009 – a day that is forever etched in Australia’s history as Black Saturday. Over 400 fires took 173 lives and left thousands homeless.  

And sadly, it could have been any one of a number of deadly days of this past summer as fires again tore through the landscape, on a much larger scale devastating homes and lives in every state on an unprecedented scale.  In this particular story, the author draws on much of her personal experience of 10 years ago to tell of the fear, the anguish, the devastation, the unknown but she has changed the ending of one of family tragedy – she knows that story too well – to one of hope and continuity and renewal. 

But this could be the story of so many of our students this year – those who have witnessed the fires first-hand, those who have had to evacuate, those for whom there is no home to go back to; those for whom life is going to be topsy-turvy and very different for a long time to come.  But while it is a bleak story to begin with, one that will stir memories for many, it is that message of connection and continuity, that one day (that might seem too far away just yet) their children may play on land they once called home that can offer succour and strength to try one more day.  And it may be the catalyst for some to open up about their experiences and begin to share and process what they can.

Even if students have not been able to return to their own schools, nevertheless it is the routines of school that are the constants in students’ lives right now so anything we, as teachers, can read, understand and do to support them is so important. Used sensitively at this time, this could be an important part of the help we offer.