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Warning: This resource may contain references to Aboriginal and Torres Strait Islander people who may have passed away.

Year 6: Talk about rights

Australian Curriculum: Summary tables

Students will be provided opportunities through the activities to engage with aspects of the following content descriptions, through their elaboration in this unit of work.

Australian Curriculum: English

Strand and sub-strand Content descriptions Elaborations in sequence content
Language variation and change

Understand that different social and geographical dialects or accents are used in Australia in addition to Standard English. ACELA1515

Sequence 3: Vincent Lingiari’s speech in Gurindji, Standard English and Gurindji Kriol.
Sequence 9: Use context to work out meaning of Mardu words.
Sequence 10: Use the map of Indigenous Australia to locate language groups. 

Language for interaction 

Understand that strategies for interaction become more complex and demanding as levels of formality and social distance increase. ACELA1516 

Sequence 6: Discuss formality of language when saying sorry in private and public. 
Sequence 12: Formality of language in a letter to the author.


Understand the uses of objective and subjective language and bias. ACELA1517 

Sequence 7: Compare subjective and objective language when creating a factual recount.
Sequence 11: Locate objective and subjective language that describes Molly, Daisy and Gracie.

Text structure and organisation 

Understand how authors often innovate on text structures and play with language features to achieve particular aesthetic, humorous and persuasive purposes and effects. ACELA1518 

Sequence 4: Analyse the Gurindji petition. 
Sequence 11: Discuss ways in which subjective and objective language is used to influence the reader.
Sequence 12: Identify use of active and passive voice in final chapter of Follow the Rabbit-Proof Fence.


Understand that cohesive links can be made in texts by omitting or replacing words. ACELA1520 

Sequence 8: Replace words to create text cohesion in the short text The Rabbit-Proof Fence. 
Sequence 11: List noun groups replacing ‘Molly, Daisy and Gracie’ to create cohesive links.

Expressing and developing ideas 

Understand how ideas can be expanded and sharpened through careful choice of verbs, elaborated tenses and a range of adverb groups/phrases ACELA1523 

Sequence 4: Plot the tense of verbs in paragraph 4 of the petition. 


Identify and explain how analytical images like figures, tables, diagrams, maps and graphs contribute to our understanding of verbal information in factual and persuasive texts. ACELA1524

Sequence 1: Use of iceberg diagram in Assessment task 1
Sequence 8: Organisational features of Follow the Rabbit-Proof Fence, such as biography of author, map of girls’ journey.


Investigate how vocabulary choices, including evaluative language, can express shades of meaning, feeling and opinion. ACELA1525

Sequence 1: Express and support points of view in Assessment task 1.

Literature and context

Make connections between students’ own experiences and those of characters and events represented in texts, drawn from different historical, social and cultural contexts. ACELT1613 

Sequence 1: Comment on a saying for Assessment task 1. 
Sequence 3: Share knowledge of famous speeches.
Sequence 6: Compare own feelings about saying sorry to Kevin Rudd’s speech.
Sequence 11: Go on an observation walk and compare what the students notice with Molly’s observations in the novel.

Responding to literature 

Analyse and evaluate similarities and differences in texts on similar topics, themes or plots. ACELT1614 


Identify and explain how choices in language; for example, modality, emphasis, repetition and metaphor, influence personal response to different texts. ACELT1615 

Sequence 5: Explore modality in ‘What is a ballad?’
Examining literature Identify, describe, and discuss similarities and differences between texts, including those by the same author or illustrator, and evaluate characteristics that define an author’s individual style. ACELT1616  Sequence 5: Compare variety of ballads. 
  Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse.  ACELT1617  Sequence 5: Rhyming patterns in ballads.
Creating literature

Create literary texts that adapt or combine aspects of texts students have experienced in innovative ways.  ACELT1618 

Sequence 12: Write a letter to the author. 

Texts in context

Compare texts, including media texts that represent ideas and events in different ways, explaining the effects of the different approaches.  ACELY1708 

Sequence 5: Compare information in a picture book with information about the same event in factual texts.
Sequence 6: Compare speeches.
Sequence 7: Compare posters.
Sequence 10: Compare information in novel with Wikipedia entry; compare film clip and book versions using historical notes; compare portrayal of A.O. Neville in novel with information texts.

Interacting with others

Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions. ACELY1709

Sequence 1: Social circle activities; establish routine of weekly discussions with students in preparation for Assessment task 1.
Sequence 5: Exercise about stating and justifying opinion.
Sequence 11: Discuss answers to questions, and author’s influence.
Sequence 12: Discuss whose voice will be represented in class museum.


Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis. ACELY1710

Sequence 12: Presentations for summative Assessment task. 

Interpreting, analysing, evaluating 

Analyse how text structures and language features work together to meet the purpose of a text. ACELY1711 

Sequence 3: Analyse Gough Whitlam’s speech. 
Sequence 6: Analyse Kevin Rudd’s speech.
Sequence 7: Write a factual recount; compare the structures and features of stories from The Stolen Generations.


Select, navigate and read texts for a range of purposes, applying appropriate text processing strategies and interpreting structural features; for example, table of contents, glossary, chapters, headings and subheadings.  ACELY1712 

Sequence 1: Select information for Assessment task 1; read a web page and make notes. 
Sequence 6: Interpret structural and language features of speech to The Stolen Generations.
Sequence 8: Interpret structural features of Follow the Rabbit-Proof Fence.


Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts. ACELY1713

Sequence 1: Find specific information for Assessment task 1.
Sequence 2: Compare and analyse source material.
Sequence 4: Use geographic, concept and story maps when reading Gurindji petition.
Sequence 5: Answer questions about Gurindji struggle using a  picture book and other sources.
Sequence 6: Use dictogloss strategy.
Sequence 8: Use prediction as a comprehension strategy; take notes to deconstruct text to assist comprehension.
Sequence 9: Use a variety of strategies to read a chapter of Follow the Rabbit-Proof Fence and summarise a chapter.
Sequence 10: Plot journey on a map, sketch, label and caption.


Analyse strategies authors use to influence readers. ACELY1801 

Sequence 3: Analyse strategies used in Gough Whitlam’s speech. 
Sequence 4: Analyse strategies in Gurindji petition.
Sequence 11: Identify how author attempts to influence the reader; consider why author has included elaborate descriptions of flora.

Creating texts 

Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience. ACELY1714 

Sequence 4: Write letters or petitions. 
Sequence 7: Illustrate rhyming couplets in ‘Took the Children Away’ to create a multimodal text; create a poster or newspaper advertisement.
Sequence 10: Create a poster that juxtaposes images of boarding schools and the Moore River Native Settlement.
Sequence 11: Write a short descriptive text.


Reread and edit students’ own and others’ work using agreed criteria and explaining editing choices. ACELY1715

Sequence 1: Edit own work for Assessment task 1. 
Sequence 4: Assess and edit each other’s letters and petitions.
Sequence 6: Dictogloss – co-operative reconstruction and editing of texts.
Sequence 9: Groups evaluate each other’s summaries.
Sequence 11: Students edit their own and others’ descriptions.
Sequence 12: Students edit their letters before sending.


Use a range of software, including word processing programs, learning new functions as required to create texts. ACELY1717 

Sequence 1: Make a popplet. 

Source for content descriptions above: Australian Curriculum, Assessment and Reporting Authority (ACARA)

Australian Curriculum: Humanities and Social Sciences (History)

Strand and sub-strand Content descriptions Elaborations in sequence content

Historical knowledge and understanding
Australia as a nation

Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women, and children. ACHASSK135 

This content description is not restricted to one any one activity but is the basis for the whole unit. Each sequence is linked to the strand.


The contribution of individuals and groups to the development of Australian society since Federation. ACHASSK137 

Sequence 3: Gough Whitlam and Vincent Lingiari speeches. 

Historical skills
Chronology, terms and concepts

Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines. ACHASSI125 

Sequence 8: Show on a map the spread of rabbits; create a timeline for the class museum. 

Sequence 10: Create annotations for timeline.

Sequence 12: Set up timelines for the class museum.

Perspectives and interpretations/explanation and communication

Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions.  ACHASSI133

Sequence 1: Introduce historical terms.

Sequence 4: Analyse source to identify persuasive techniques.

Sequence 5: Use an iceberg diagram.

Sequence 6: Use an iceberg diagram in Assessment task 1.

Sequence 9: Create a comic strip or animation using choice of media.

Sequence 10: Make a class poster in paper or digital form.

Sequence 11: Discuss points of view of diary writers. Write mock diary entries incorporating source materials. Diaries published as paper diaries or videos of interviews.

Sequence 12: Use of a range of technologies for museum displays; create signs, advertisements and invitations for museum.

Historical questions and research 

Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges. ACHASSI122 

Sequence 1: Ask big questions about Aboriginal and Torres Strait Islander rights.

Analysis and use of sources

Locate and collect relevant information and data from primary and secondary sources.  ACHASSI123 

Sequence 5: Identify and locate information to support a point of view. Compare information when creating an iceberg diagram.

Sequence 6: Identify  primary source materials such as letters and police records. For Assessment task 1, locating information for iceberg diagram.

Sequence 10: Use map of Indigenous languages; research Moore River Native settlement; research A.O. Neville. Locate primary source material embedded in novel.

Source for HASS content descriptions above: Australian Curriculum, Assessment and Reporting Authority (ACARA)