Primary Foundation – Year 6

Foundation

ENGLISH
Code	Content Description	Human Rights Example
ACELA1426	Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community.	Exploring texts where characters speak different languages including Aboriginal and Torres Strait Islander languages. Identifying the different languages that are spoken by students within the class.
ACELT1575	Recognise that texts are created by authors who tell stories and share experiences that may be similar or different to students’ own experiences.	Reading stories by male and female authors from different cultures and discuss the different gender roles.
ACELY1646	Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations.	Reading and developing texts about human rights and cultural diversity.
HISTORY
Code	Content Description	Human Rights Example
ACHHK002	The different structures of families and family groups today, and what they have in common.	Exploring diverse family structures.
ACHHK003	How they, their family and friends commemorate past events that are important to them.	Incorporating Welcome to Country and acknowledgement of Traditional Owners into classroom events.
GEOGRAPHY
Code	Content Description	Human Rights Example
ACHGK002	The places people live in and belong to, their familiar features and why they are important to people.	Exploring how places people live provide us with water, housing and food and how these are human rights.
ACHGS006	Reflect on their learning to suggest ways that they can look after a familiar place.	Drawing pictures and describing ways to care for places in order to protect sources of food and water.
SCIENCE
Code	Content Description	Human Rights Example
ACSSU002	Living things have basic needs, including food and water.	Identifying that needs are human rights – we all need food and also have a right to food, we need water and have a right to water, we need shelter and have a right to a safe home.

 

Year 1

ENGLISH
Code	Content Description	Human Rights Example
ACELA1443	Understand that people use different systems of communication to cater to different needs and purposes and that many people may use sign systems to communicate with others.	Using the Auslan Sign Bank to demonstrate and teach Auslan words.
ACELY1656	Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions.	Valuing listening, questioning and positive body language and being respectful of gender differences.
ACELY1788	Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace.	Identifying respectful interaction skills including group and pair work in order to make sure that all students have the opportunity to participate regardless of gender, disability or culture.
HISTORY
Code	Content Description	Human Rights Example
ACHHK028	Differences in family structures and roles today, and how these have changed or remained the same over time.	Exploring diverse family structures and identify the diverse roles that different family members have including focusing on non-stereotypical gender roles.
GEOGRAPHY
Code	Content Description	Human Rights Example
ACHGK005	The natural, managed and constructed features of places, their location, how they change and how they can be cared for.	Supporting students in their right to participate in activities that affect their community such as caring for bushland, a garden or keeping the environment clean in their local area or school.
ACHGK008	The ways that space within places, such as classroom or backyard, can be rearranged to suit different activities or purposes.	Describing and demonstrating how the classroom or school can be inclusive of people with disability.
SCIENCE
Code	Content Description	Human Rights Example
ACSHE022	People use science in their daily lives, including when caring for their environment and living things.	Connecting technologies used by Aboriginal and Torres Strait Islander peoples with rights to maintain culture. Implementing ways that students can practice their right to participate in activities that affect their community such as making their school or home garden a better habitat for native animals.

 

Year 2

ENGLISH
Code	Content Description	Human Rights Example
ACELA1460	Understand that spoken, visual and written forms of language are different modes of communication with different features and their use varies according to the audience, purpose, context and cultural background.	Inviting members of the community such as parents, grandparents or local community organisation representatives to speak to the class about their language and culture. Displaying greetings and phrases in languages spoken by students and their families.
ACELT1587	Discuss how depictions of characters in print, sound and images reflect the contexts in which they were created.	Discussing human rights texts from various cultures and identifying common features such as fairness and freedom of expression.
ACELT1591	Discuss the characters and settings of different texts and explore how language is used to present these features in different ways.	Comparing stories from different cultures about a human rights issue such as bullying and describe similarities and differences in the authors’ point of view.
ACELY1789	Use interaction skills including initiating topics, making positive statements and voicing disagreement in an appropriate manner, speaking clearly and varying tone, volume and pace appropriately.	Developing a classroom charter showing the rights and responsibilities of everyone in the class including the right to participate, the right to learn, the right to express views, the right to be safe and the right to be free from violence, harassment and bullying.
HISTORY
Code	Content Description	Human Rights Example
ACHHK045	The importance today of an historical site of cultural or spiritual significance; for example, a community building, a landmark, a war memorial.	Identifying, in consultation with Aboriginal and Torres Strait Islander people or another cultural group the importance of protecting sites of significance as this helps protect and maintain cultural heritage.
ACHHS051	Identify and compare features of objects from the past and present.	Identifying places and streets named after people that cared for others and protected human rights.
GEOGRAPHY
Code	Content Description	Human Rights Example
ACHGK011	The ways in which Aboriginal and Torres Strait Islander Peoples maintain special connections to particular Country/Place.	Exploring the reasons why people migrate and that people can be forced to leave their home or place of significance.
ACHGK013	The influence of purpose, distance and accessibility on the frequency with which people visit places.	Exploring the difficulties that people with disability can face if they have a lack of access to accessible public transport.
ACHGS014	Collect and record geographical data and information, for example, by observing, by interviewing, or from sources such as, photographs, plans, satellite images, story books and films.	Collecting and recording geographical data about the accessibility of school or local buildings for people with a disability.
ACHGS017	Present findings in a range of communication forms, for example, written, oral, digital and visual, and describe the direction and location of places, using terms such as north, south, opposite, near, far.	Reporting on the findings of the accessibility of the school or local buildings for people with a disability.
SCIENCE
Code	Content Description	Human Rights Example
ACSSU032	Earth’s resources, including water, are used in a variety of ways.	Recognising that everyone has the right to water that is safe and clean and encouraging students to participate in water conservation solutions at school.
ACSHE035	People use science in their daily lives, including when caring for their environment and living things.	Identifying the interrelationship between the protection of living things and human rights by exploring how caring for water resources protects local environments (plants and animals) and people’s access and right to water.

 

Year 3

ENGLISH
Code	Content Description	Human Rights Example
ACELA1475	Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning.	Identifying themes of human rights such as freedom of expression, respect, fairness and equality in stories from different cultures.
ACELT1596	Draw connections between personal experiences and the worlds of texts, and share responses with others.	Discussing the rights of children both in person and in literature by making connections from the text to personal experiences of students.
ACELY1792	Use interaction skills, including active listening behaviours and communicate in a clear, coherent manner using a variety of everyday and learned vocabulary and appropriate tone, pace, pitch and volume.	Exploring texts relating to bullying and discuss the moral decision of being an active bystander. Identifying the rights and responsibilities associated with freedom of expression when participating in pair, group and class speaking and listening activities.
HISTORY
Code	Content Description	Human Rights Example
ACHHK063	Days and weeks celebrated or commemorated in Australia (including Australia Day, ANZAC Day, Harmony Week, National Reconciliation Week, NAIDOC week and National Sorry Day) and the importance of symbols and emblems.	Celebrating and recognising the human rights significance of NAIDOC week, ANZAC Day, National Reconciliation Week, National Sorry Day, MABO Day and the Anniversary of the National Apology.
ACHHK064	Celebrations and commemorations in other places around the world; for example, Bastille Day in France, Independence Day in the USA, including those that are observed in Australia such as Chinese New Year, Christmas Day, Diwali, Easter, Hanukkah, the Moon Festival and Ramadan.	Investigating the origins and significance of Human Rights Day through exploring the Universal Declaration of Human Rights. Investigating the origins and significance of Malala Day by acknowledging the right to education.
ACHHS069	Identify different points of view.	Inviting an Aboriginal and Torres Strait Islander person to speak about their experiences and perspectives of celebration. Brainstorming questions about human rights and the significance of celebrated or commemorated days in Australia and/or Internationally.
ACHHS070	Develop texts, particularly narratives.	Writing a narrative about human rights events such as Harmony Day.
GEOGRAPHY
Code	Content Description	Human Rights Example
ACHGK018	The similarities and differences in individuals’ and groups’ feelings and perceptions about places, and how they influence views about the protection of these places.	Reading poems, stories and listening to songs about land rights and people’s attachment to special places.
ACHGK019	The similarities and differences between places in terms of their type of settlement, demographic characteristics and the lives of the people who live there.	Describing similarities and differences in the lifestyles of children in Papua New Guinea, East Timor, and Aotearoa/ New Zealand relating to human rights such as when they start school, visiting the doctor and access to healthy food.
ACHGS020	Collect and record relevant geographical data and information, for example, by observing by interviewing, conducting surveys, measuring, or from sources such as maps, photographs, satellite images, the media and the internet.	Interviewing people about why they migrated and identifying their feelings and attachments to places.
ACHGS025	Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal.	Developing an action plan to raise awareness about protecting special places from environmental destruction.
SCIENCE
Code	Content Description	Human Rights Example
ACSHE051	Science knowledge helps people to understand the effect of their actions.	Recognising that when science helps people such as nurses, doctors and dentists, it is protecting the human right for a person to be as healthy as possible. Identifying that one of the characteristics of a pollutant may be that it makes people sick and can take away our human right to be as healthy as possible. Inviting a representative from the local Aboriginal and/or Torres Strait Islander community to talk about the local natural environment.

 

Year 4

ENGLISH
Code	Content Description	Human Rights Example
ACELA1488	Understand that social interactions influence the way people engage with ideas and respond to others for example when exploring and clarifying the ideas of others, summarising their own views and reporting them to a larger group.	Identifying appropriate inclusive terminology when communicating with and about different groups of people including women, people with disability, people who are gay or lesbian and people from different cultures.
ACELT1602	Make connections between the ways different authors may represent similar storylines, ideas and relationships.	Comparing an author’s narrative about racism from the past with a narrative from the present.
ACELY1686	Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contemporary texts.	Exploring documentaries and news footage showing how women and girls are portrayed over time and how changing views on gender equality have occurred. Exploring documentaries and news footage about race in Australia and identify changing views and if these are consistent with human rights.
ACELY1688	Use interaction skills such as acknowledging another’s point of view and linking students’ response to the topic, using familiar and new vocabulary and a range of vocal effects such as tone, pace, pitch and volume to speak clearly and coherently.	Discussing a children’s rights topic such as freedom of expression and the right for children to have their voice heard about important issues.
HISTORY
Code	Content Description	Human Rights Example
ACHHK078	The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts.	Exploring the human rights impact of colonisation on Indigenous peoples.
ACHHK079	Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival.	Discussing the poor treatment of prisoners in terms of their human rights not being respected.
ACHHK080	The nature of contact between Aboriginal people and/or Torres Strait Islanders and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment.	Exploring the human rights impacts of contact between Europeans and Aboriginal and Torres Strait Islander peoples.
ACHHS083	Pose a range of questions about the past.	Generating questions about the diversity of Aboriginal peoples and how racism contributed to the negative impacts of colonisation.
GEOGRAPHY
Code	Content Description	Human Rights Example
ACHGK022	The importance of environments to animals and people, and different views on how they can be protected.	Exploring how protecting a rainforest can have a positive impact on people’s health.
ACHGS032	Reflect on their learning to propose individual action in response to a contemporary geographical challenge and identify the expected effects of the proposal.	Developing a strategy collaboratively about how you can reduce your class or home’s impact on the environment and protect peoples’ right to clean water and healthy food.
SCIENCE
Code	Content Description	Human Rights Example
ACSHE062	Science knowledge helps people to understand the effect of their actions.	Considering different methods of waste management and if they affect the right to being as healthy as possible, the right to housing and the right to clean water and food.
ACSIS064	With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge.	Considering situations that connect scientific inquiry and human wellbeing and rights. Developing investigative questions relating to the right to safe food and the right to play. For example ‘will environmental pollution affect peoples’ ability to catch fish that is safe to eat?’ ‘Will a loss of habitat mean that children will have less places to play and get exercise?’.

 

Year 5

ENGLISH
Code	Content Description	Human Rights Example
ACELA1500	Understand that the pronunciation, spelling and meanings of words have histories and change over time.	Exploring the use of the word ‘gay’ and linking this to its negative use in society and discrimination. Critiquing different words that have been used to describe women and identify if these have positive or negative meaning.
ACELA1501	Understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships.	Identifying appropriate language that is non–discriminatory and inclusive. Identifying the importance of the right to freedom of expression and the responsibilities that come with this.
ACELT1611	Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes.	Exploring Australian songs about human rights such as the Archie Roach songs ‘Took the Children Away’ and ‘From Little Things Big Things Grow’.
ACELY1698	Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expressions, objective and subjective language, and that these can change according to context.	Exploring personal stories from people who have a range of experiences including people with a disability, child refugees and asylum seekers.
HISTORY
Code	Content Description	Human Rights Example
ACHHK094	The nature of convict or colonial presence, including the factors that influenced patterns of development, aspects of the daily life of the inhabitants (including Aboriginal Peoples and Torres Strait Islander Peoples) and how the environment changed.	Identifying if different groups of children throughout history have had their human rights respected such as children of convicts, free settlers, sugar and cane farmers and indentured labor. As a resource, refer to the Universal Declaration of Human Rights and the Convention on the Rights of the Child.
ACHHK095	The impact of a significant development or event on a colony; for example, frontier conflict, the gold rushes, the Eureka Stockade, internal exploration, the advent of rail, the expansion of farming, drought.	Investigating human rights through historical events such as the Myall Creek Massacre, the Pinjarra Massacre, the impact of racism on South Sea Islanders and the Eureka Stockade.
ACHHK096	The reasons people migrated to Australia from Europe and Asia, and the experiences and contributions of a particular migrant group within a colony.	Identifying that people can become refugees and asylum seekers if they have to flee their homes to stay safe. Investigating the experiences and contributions of a particular migrant group within a colony, including any human rights violations they may have faced (for example Germans in South Australia, Japanese in Broome, Afghan Cameleers in the Northern Territory, Chinese at Palmer River, Pacific Islanders in the Torres Strait).
ACHHK097	The role that a significant individual or group played in shaping a colony; for example, explorers, farmers, entrepreneurs, artists, writers, humanitarians, religious and political leaders, and Aboriginal and/or Torres Strait Islander peoples.	Developing a profile about an individual and research their contribution to human rights such as migration reform and women’s rights.
ACHHS105	Develop texts, particularly narratives and descriptions, which incorporate source materials.	Using sources that identify the human rights impacts of colonisation on Aboriginal and Torres Strait Islander peoples.
GEOGRAPHY
Code	Content Description	Human Rights Example
ACHGK027	The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places.	Exploring the change in the local environment over time and identifying how environmental degradation can impact on human rights such as the right to food and water, cultural rights and link to climate change related human rights impacts.
ACHGK028	The influence of the environment on the human characteristics of a place.	Examining how changes in climatic conditions can influence the characteristics of a place. Compare this to how communities and nations can respond to rising sea levels and storm surges based on their level of wealth.
ACHGK029	The influence people have on the human characteristics of places and the management of spaces within them.	Investigating a current local planning issue and explore if people have had the right to participate in the decision making process and how they did this.
ACHGK030	The impact of bushfires or floods on environments and communities, and how people can respond.	Researching the impact of fire on human rights and identify inclusive practices for prevention, mitigation and preparedness for children, culturally and linguistically diverse communities and people with a disability.
ACHGS033	Develop geographical questions to investigate and plan an inquiry.	Identifying if the right to participation is recognised in local environmental and planning issues.
ACHGS034	Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports.	Identifying how ethical research methods and protocols are based on human rights. Refer to the Guidelines for Ethical Research in Australian Indigenous Studies developed by the Australian Institute for Aboriginal and Torres Strait Islander Studies.
ACHGS038	Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps; using geographical terminology and digital technologies as appropriate.	Presenting a report, supported by evidence, on an investigation into a local environmental or planning issue and include reference to the right to participation in decision making processes.
ACHGS039	Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people.	Considering the rights of marginalised groups to participate in decision-making processes and investigating why it may be more difficult for people in poverty to participate in environmental decision making processes.
SCIENCE
Code	Content Description	Human Rights Example
ACSHE082	Important contributions to the advancement of science have been made by people from a range of cultures.	Exploring stories and images on Aboriginal and Torres Strait Islander Astronomy.
ACSIS231	With guidance, pose questions to clarify practical problems or inform a scientific investigation, and predict what the findings of an investigation might be.	Exploring why some groups of people who are experiencing poverty or are from a minority group may be more affected by environmentally destructive practices such as pollution.
MATHS
Code	Content Description	Human Rights Example
ACMSP119	Construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies.	Identifying the best methods of presenting data to illustrate a range of human rights issues such as gender equality and immigration and asylum seekers.
ACMSP120	Describe and interpret different data sets in context.	Using data sets to compare if different groups of people have had their human rights respected such as women and men and pay equality.

 

Year 6

ENGLISH
Code	Content Description	Human Rights Example
ACELA1517	Understand the uses of objective and subjective language and bias.	Differentiating between fact and opinion in an editorial on a human rights issue. Developing a factual recount of the experiences of child asylum seekers. Developing an informative text of a human rights issue in your local community. Developing an editorial/ persuasive text arguing that there should be better access to buildings for people with disability.
ACELT1613	Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts.	Identifying the influence that different historical, social and cultural experiences have on the meaning we make from texts and the attitudes we may develop towards characters, actions and events relating to human rights including gender, culture, nationality, socio-economic background, sexual orientation and religion.
ACELY1709	Participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions.	Exploring personal reasons for acceptance or rejection of opinions about human rights issues such as children in immigration detention.
ACELY1714	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.	Creating informative texts about children’s rights for different audiences.
HISTORY
Code	Content Description	Human Rights Example
ACHHK114	Experiences of Australian democracy and citizenship, including the status and rights of Aboriginal people and/or Torres Strait Islanders, migrants, women, and children.	Identifying how the lack of citizenship rights for Aboriginal and Torres Strait Islander peoples contributed to other human rights abuses including the forcible removal of children from their families leading to the Stolen Generations, poor pay and working conditions, lack of property rights and voting rights. Investigating women’s experience of democracy and citizenship, equal pay, the bar on married women working and ongoing issues relating to the human rights of women including violence against women and the impact of the Sex Discrimination Act 1984. Investigating the experiences of democracy and citizenship of lesbian, gay, bisexual, trans and intersex people including historical discrimination and new legal protections included in the Sex Discrimination Act 1984.
ACHHK115	Stories of groups of people who migrated to Australia (including from ONE Asian country) and the reasons they migrated, such as World War II and Australian migration programs since the war.	Investigating why child refugees migrated to Australia.
ACHHK116	The contribution of individuals and groups, including Aboriginal people and/or Torres Strait Islanders and migrants, to the development of Australian society, for example in areas such as the economy, education, science, the arts, sport.	Investigating the role of notable Australians who have won the Australian Human Rights medal.
ACHHS119	Identify questions to inform an historical inquiry.	Developing key questions about when different groups such as women, migrants and Aboriginal and Torres Strait Islander peoples, people with a disability, gay and lesbian people had their right to vote recognised and when these groups were first elected into parliament.
ACHHS120	Identify and locate a range of relevant sources.	Locating material relevant to a human rights inquiry conducted by the Australian Human Rights Commission.
ACHHS121	Locate information related to inquiry questions in a range of sources.	Finding historical information from primary and secondary sources about the rights of women and fair pay, the Stolen Generations (such as Bringing them Home: The Stolen Children Report), and racism experienced by migrants.
ACHHS122	Compare information from a range of sources.	Exploring the website of a non-government advocacy organisation about the rights and experiences of refugees.
ACHHS123	Identify points of view in the past and present.	Analysing the language used in news stories about people who support the right to freedom of expression.
ACHHS124	Develop texts, particularly narratives and descriptions, which incorporate source materials.	Composing historical texts about a human rights issue such as the different rights that women have fought for.
ACHHS125	Use a range of communication forms (oral, graphic, written) and digital technologies.	Creating a digital story about a historical human rights event.
GEOGRAPHY
Code	Content Description	Human Rights Example
ACHGK031	The location of the major countries of the Asia region in relation to Australia and the geographical diversity within the region.	Identifying that different groups within a country can have different life expectancies and this can be impacted by the level of human rights protections they have.
ACHGK032	Differences in the economic, demographic and social characteristics between countries across the world.	Investigating that people who have a low per capita income may have poorer health. Identifying the concept of environmental justice and how nations that consume the least are often most impacted by environmental problems such as climate change.
ACHGK033	The world’s cultural diversity, including that of its indigenous peoples.	Identifying examples of the lives of Indigenous peoples such as Maori language schools in Aotearoa New Zealand. Exploring the Declaration on the Rights of Indigenous Peoples for an overview of the diversity of rights that Indigenous peoples have such as the right to speak their own language and practice their own culture.
ACHGK034	Significant events that connect people and places throughout the world.	Investigating the impact of natural disasters on human rights such as loss of life, housing, work and clean food and water. Exploring how aid can help reduce poverty through promotion of education and health.
ACHGK035	The various connections Australia has with other countries and how these connections change people and places.	Exploring how special consideration is often given to gender equality and the rights of vulnerable groups such as children in the implementation of development projects.
ACHGK036	The effects that people’s connections with, and proximity to, places throughout the world have on shaping their awareness and opinion of those places.	Identifying factors such as the media, significant known events, proximity to places and personal relationships that influence people’s awareness and opinions of human rights issues.
ACHGS040	Develop geographical questions to investigate and plan an inquiry.	Planning an investigation about how the Boxing Day Tsunami affected the human rights of people from different locations and focus on how it affected children’s access to education.
ACHGS041	Collect and record relevant geographical data and information, using ethical protocols, from primary and secondary sources, for example, people, maps, plans, photographs, satellite images, statistical sources and reports.	Identifying how ethical research methods and protocols are based on human rights.
ACHGS044	Interpret geographical data and other information using digital and spatial technologies as appropriate, and identify spatial distributions, patterns and trends, and infer relationships to draw conclusions.	Exploring cause and effect relationships between health, discrimination and poverty.
ACHGS045	Present findings and ideas in a range of communication forms, for example, written, oral, graphic, tabular, visual and maps, using geographical terminology and digital technologies as appropriate.	Developing a report on a human rights situation or event such as homelessness in Australia or gender inequality.
ACHGS046	Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge and describe the expected effects of their proposal on different groups of people.	Developing a plan of action to improve children’s rights, using the Convention on the Rights of the Child.
SCIENCE
Code	Content Description	Human Rights Example
ACSSU096	Sudden geological changes or extreme weather conditions can affect Earth’s surface.	Investigating how geological events such as earthquakes, eruptions and tsunamis can impact human rights and exploring how scientific understanding can assist in minimising long and short term impacts on peoples’ human rights.
ACSHE220	Scientific knowledge is used to inform personal and community decisions.	Investigating how understanding catastrophic natural events can help with planning to protect human rights and minimise the impact on those most vulnerable.
ACSHE099	Important contributions to the advancement of science have been made by people from a range of cultures.	Investigating how people from a range of cultures have used sustainable sources of energy, for example solar power in remote communities.
ACSHE100	Scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives.	Investigating how electrical appliances have been used to help people with disability such as screen readers for people with vision impairments.
MATHS
Code	Content Description	Human Rights Example
ACMSP147	Interpret and compare a range of data displays, including side-by-side column graphs for two categorical variables.	Comparing and commenting on the usefulness of data representation of different student-generated diagrams, tables and graphs representing information about student diversity.
ACMSP148	Interpret secondary data presented in digital media and elsewhere.	Investigating data representation in the media about a topical human rights issue such as bullying, discuss what they illustrate and the messages the people who created them might want to convey. Identifying potentially misleading data representations in the media about a topical human rights issues such as homelessness.