The Year it All Ended Curriculum Support

The Year it All Ended will support and enrich learning across the following capabilities: literacy, critical and creative thinking, personal and social competence, ethics development and practice, and intercultural understanding.
The teachers’ notes prepared by Ananda Braxton-Smith detail activities for the teaching of language, literacy and modern history and provide an extensive list of resources.
The Year it All Ended is currently being studied as a set text for Year 8 students at Camberwell Girls’ Grammar and Haileybury College in Melbourne.
To download a free set of the teacher’s notes, click the link beneath the book cover.

The Year it All Ended in schools

Comments from teachers about The Year it All Ended in the classroom:

  • A wonderful stand alone, this book could also be used in a literature circle, in which a number of books with war as their theme are presented to a class. Secondary students will find Tiney’s story engrossing and, along the way, learn a lot about war and its impact on those at home. Murray has skilfully incorporated historical detail into the story, making this a luminous addition to the genre of historical fiction.
    Fran Knight, Retired Teacher Librarian, Adelaide SA 5000
  • The Year It All Ended effectively supports the Australian Curriculum for History, specifically at Year 9 level. In this situation, excerpts of the text might be utilised for close reading to investigate the period of history described. Although time constraints may limit a complete examination of the text, this could be offered to select students as an extension task within this subject. Similarly, the story could operate as an engaging text for class study within English, and if undertaken at Year 9 or 10, provides numerous opportunities for cross-curricular links to History. The story delivers obvious comparisons to war poetry (Siegfried Sassoon, Wilfred Owen), film (Gallipoli), or other war novels depicting the period (All Quiet on the Western Front). Furthermore, senior students might find this an appealing text for independent analysis, and one that is effortlessly paired with the likes of Jackie French’s A Rose for the ANZAC Boys (Allen & Unwin, 2008). Written in sensitive prose, The Year It All Ended is an emotionally moving account of Australia poised precariously on the edge of social change.
    Tanya Grech Welden, Secondary English/History Teacher, Gleeson College SA 5125
  • The Year It All Ended is ideal for senior English classes but would be particularly beneficial in NSW classrooms as it deals with the concepts of journey, change and discovery. As a related text for the new HSC Area of Study, the novel explores the world’s discovery that everything has changed, the changes in the returned soldiers, Tiney’s physical discovery of her lost brother, cousin and their secrets, her discovery of her own inner strength, as well as the reader’s discovery of the rapidly changing laws post World War 1 (such as reminders that prior to the end of the war, women in Australia were legally required to leave their jobs once they married).
    Bernadette Coppock, Heathcote High School, NSW 2233
  • An appropriate book for English, History and Issues classes at a secondary level. Students could research or write:
    • Placing themselves in the role of any of the characters and writing about how they felt.
    • Making comparisons between the effects of modern war and how families feel who have lost a son or daughter in modern day battles.
    • The effects of the great time delay in getting any news faced by those in 1918.
    • The role of women in Victoria in 1918.
    • The relationship between the First World War and the rise of suffragettes.
    • It is a particularly interesting book for boys of 15 plus to read to help them understand how families feel when their sons don’t come home.
    Alexia Gibbons, Teacher Librarian, Ivanhoe Girls’ Grammar School, Ivanhoe VIC 3079
  • Novels provide a window for the teacher. The view each teacher and each student gets from that window is different. In the classroom I would be developing an integrated unit which incorporated the poetry of poets at home, both during and after the conflict(s) – such as Mary Gilmore – a study of demographics in Australia – the ethnic make-up of our communities; nomenclature around the time of the First World War; and our community’s ‘contribution’ to the war in volunteers and lives – and an investigation into Soldier Settlements with the aim of evaluating their success as a social experiment in rehabilitation, for example.Murray’s novel provides much food for thought in discussing what and how our attitudes and values are shaped. As such, it is a wonderful book just to share with students on a Friday afternoon as they draw, doodle or write in journals in response to what they hear!

    Michael Cruickshank, Hellyer College, Tasmania