Question 1
storylines across contexts · extension
Before you start: Book access required: Little Bird's Day; The Tale of Peter Rabbit. The books are not reproduced here. Arrange library/class copies before beginning this task.
Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.
Published texts for this comparison:
Little Bird's Day — Sally Morgan; illustrated by Johnny Warrkatja Malibirr.
The Tale of Peter Rabbit — Beatrix Potter.
Compare how the two animal characters move through their surroundings. Find one similarity in their experiences and one important difference.
What to aim for- Refers accurately to both named books and their creators.
- Uses a specific event, word choice or illustration detail from each book.
- Explains a meaningful connection and respects differences of context.
Response or adult observation notes:
VC2E4LE01 · VC2E4LE02
Text references: Little Bird's Day — publisher/author information; The Tale of Peter Rabbit — publisher/author information
Question 2
relationships across texts · extension
Before you start: Book access required: Little Bird's Day; The Tale of Peter Rabbit. The books are not reproduced here. Arrange library/class copies before beginning this task.
Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.
Use the text at Question 1.
Choose a relationship between a character and another being in each book. Explain a similarity or contrast, using a page or event as evidence.
What to aim for- Refers accurately to both named books and their creators.
- Uses a specific event, word choice or illustration detail from each book.
- Explains a meaningful connection and respects differences of context.
Response or adult observation notes:
VC2E4LE01 · VC2E4LE02
Text references: Little Bird's Day — publisher/author information; The Tale of Peter Rabbit — publisher/author information
Question 3
settings and illustrations · extension
Before you start: Book access required: Little Bird's Day; The Tale of Peter Rabbit. The books are not reproduced here. Arrange library/class copies before beginning this task.
Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.
Use the text at Question 1.
Compare the way words and illustrations establish the natural setting in each book. Explain which detail most helped you imagine each place.
What to aim for- Refers accurately to both named books and their creators.
- Uses a specific event, word choice or illustration detail from each book.
- Explains a meaningful connection and respects differences of context.
Response or adult observation notes:
VC2E4LE01 · VC2E4LE02 · VC2E4LE03
Text references: Little Bird's Day — publisher/author information; The Tale of Peter Rabbit — publisher/author information
Question 4
ideas across authors · extension
Before you start: Book access required: Little Bird's Day; The Tale of Peter Rabbit. The books are not reproduced here. Arrange library/class copies before beginning this task.
Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.
Use the text at Question 1.
Find an idea both books invite you to think about. Explain how the authors develop it differently, then give your own supported response.
What to aim for- Refers accurately to both named books and their creators.
- Uses a specific event, word choice or illustration detail from each book.
- Explains a meaningful connection and respects differences of context.
Response or adult observation notes:
VC2E4LE01 · VC2E4LE02
Text references: Little Bird's Day — publisher/author information; The Tale of Peter Rabbit — publisher/author information
Question 5
place and belonging · extension
Before you start: Book access required: Our Flag, Our Story: The Torres Strait Islander Flag; Are We There Yet? A Journey Around Australia. The books are not reproduced here. Arrange library/class copies before beginning this task.
Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.
Published texts for this comparison:
Our Flag, Our Story: The Torres Strait Islander Flag — Bernard Namok Jnr and Thomas Mayo; illustrated by Tori-Jay Mordey.
Are We There Yet? A Journey Around Australia — Alison Lester.
Compare how the books connect people with places. Choose a specific event or page from each and explain one shared idea and one difference.
What to aim for- Refers accurately to both named books and their creators.
- Uses a specific event, word choice or illustration detail from each book.
- Explains a meaningful connection and respects differences of context.
Response or adult observation notes:
VC2E4LE01 · VC2E4LE02
Text references: Our Flag, Our Story: The Torres Strait Islander Flag — publisher/author information; Are We There Yet? A Journey Around Australia — publisher/author information
Question 6
family relationships · extension
Before you start: Book access required: Our Flag, Our Story: The Torres Strait Islander Flag; Are We There Yet? A Journey Around Australia. The books are not reproduced here. Arrange library/class copies before beginning this task.
Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.
Use the text at Question 5.
Compare one family relationship in each book. How does that relationship help a reader understand a person's experience?
What to aim for- Refers accurately to both named books and their creators.
- Uses a specific event, word choice or illustration detail from each book.
- Explains a meaningful connection and respects differences of context.
Response or adult observation notes:
VC2E4LE01 · VC2E4LE02
Text references: Our Flag, Our Story: The Torres Strait Islander Flag — publisher/author information; Are We There Yet? A Journey Around Australia — publisher/author information
Question 7
openings across contexts · extension
Before you start: Book access required: Our Flag, Our Story: The Torres Strait Islander Flag; Are We There Yet? A Journey Around Australia. The books are not reproduced here. Arrange library/class copies before beginning this task.
Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.
Use the text at Question 5.
Compare the openings. How does each invite a reader into a personal story, and what does it make you expect?
What to aim for- Refers accurately to both named books and their creators.
- Uses a specific event, word choice or illustration detail from each book.
- Explains a meaningful connection and respects differences of context.
Response or adult observation notes:
VC2E4LE01 · VC2E4LE02 · VC2E4LE03
Text references: Our Flag, Our Story: The Torres Strait Islander Flag — publisher/author information; Are We There Yet? A Journey Around Australia — publisher/author information
Question 8
supported comparison · extension
Before you start: Book access required: Our Flag, Our Story: The Torres Strait Islander Flag; Are We There Yet? A Journey Around Australia. The books are not reproduced here. Arrange library/class copies before beginning this task.
Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.
Use the text at Question 5.
Write a short comparison for a reading group: one shared idea, one difference in context and one reason to read both books.
What to aim for- Refers accurately to both named books and their creators.
- Uses a specific event, word choice or illustration detail from each book.
- Explains a meaningful connection and respects differences of context.
Response or adult observation notes:
VC2E4LE01 · VC2E4LE02
Text references: Our Flag, Our Story: The Torres Strait Islander Flag — publisher/author information; Are We There Yet? A Journey Around Australia — publisher/author information
Question 9
ideas in personal stories · extension
Before you start: Book access required: Our Flag, Our Story: The Torres Strait Islander Flag; The Peasant Prince. The books are not reproduced here. Arrange library/class copies before beginning this task.
Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.
Published texts for this comparison:
Our Flag, Our Story: The Torres Strait Islander Flag — Bernard Namok Jnr and Thomas Mayo; illustrated by Tori-Jay Mordey.
The Peasant Prince — Li Cunxin; illustrated by Anne Spudvilas.
Identify one idea about family or learning in each personal story. Explain how a similar idea is shaped by the different circumstances.
What to aim for- Refers accurately to both named books and their creators.
- Uses a specific event, word choice or illustration detail from each book.
- Explains a meaningful connection and respects differences of context.
Response or adult observation notes:
VC2E4LE01 · VC2E4LE02
Text references: Our Flag, Our Story: The Torres Strait Islander Flag — publisher/author information; The Peasant Prince — publisher/author information
Question 10
context and memory · extension
Before you start: Book access required: Our Flag, Our Story: The Torres Strait Islander Flag; The Peasant Prince. The books are not reproduced here. Arrange library/class copies before beginning this task.
Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.
Use the text at Question 9.
Compare how each book presents a remembered experience. What information helps the reader understand why that experience matters?
What to aim for- Refers accurately to both named books and their creators.
- Uses a specific event, word choice or illustration detail from each book.
- Explains a meaningful connection and respects differences of context.
Response or adult observation notes:
VC2E4LE01 · VC2E4LE02
Text references: Our Flag, Our Story: The Torres Strait Islander Flag — publisher/author information; The Peasant Prince — publisher/author information
Question 11
important moments · extension
Before you start: Book access required: Our Flag, Our Story: The Torres Strait Islander Flag; The Peasant Prince. The books are not reproduced here. Arrange library/class copies before beginning this task.
Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.
Use the text at Question 9.
Choose a turning point or important moment from each book. Compare how words or pictures make those moments stand out.
What to aim for- Refers accurately to both named books and their creators.
- Uses a specific event, word choice or illustration detail from each book.
- Explains a meaningful connection and respects differences of context.
Response or adult observation notes:
VC2E4LE01 · VC2E4LE02 · VC2E4LE03
Text references: Our Flag, Our Story: The Torres Strait Islander Flag — publisher/author information; The Peasant Prince — publisher/author information
Question 12
character and experience · extension
Before you start: Book access required: Our Flag, Our Story: The Torres Strait Islander Flag; The Peasant Prince. The books are not reproduced here. Arrange library/class copies before beginning this task.
Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.
Use the text at Question 9.
Discuss one similarity between a person's hopes in the two books. Give evidence and explain a difference rather than treating the two lives as identical.
What to aim for- Refers accurately to both named books and their creators.
- Uses a specific event, word choice or illustration detail from each book.
- Explains a meaningful connection and respects differences of context.
Response or adult observation notes:
VC2E4LE01 · VC2E4LE02
Text references: Our Flag, Our Story: The Torres Strait Islander Flag — publisher/author information; The Peasant Prince — publisher/author information
Question 13
place across texts · extension
Before you start: Book access required: Little Bird's Day; Our Island. The books are not reproduced here. Arrange library/class copies before beginning this task.
Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.
Published texts for this comparison:
Little Bird's Day — Sally Morgan; illustrated by Johnny Warrkatja Malibirr.
Our Island — The Children of Gununa, with Alison Lester and Elizabeth Honey.
Compare how each book creates a sense of place. Find a similar idea about the natural world and explain how different details develop it.
What to aim for- Refers accurately to both named books and their creators.
- Uses a specific event, word choice or illustration detail from each book.
- Explains a meaningful connection and respects differences of context.
Response or adult observation notes:
VC2E4LE01 · VC2E4LE02
Text references: Little Bird's Day — publisher/author information; Our Island — publisher/author information
Question 14
viewpoint across authors · extension
Before you start: Book access required: Little Bird's Day; Our Island. The books are not reproduced here. Arrange library/class copies before beginning this task.
Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.
Use the text at Question 13.
Compare the speakers or viewpoints. How does who is telling the story affect what the reader notices?
What to aim for- Refers accurately to both named books and their creators.
- Uses a specific event, word choice or illustration detail from each book.
- Explains a meaningful connection and respects differences of context.
Response or adult observation notes:
VC2E4LE01 · VC2E4LE02
Text references: Little Bird's Day — publisher/author information; Our Island — publisher/author information
Question 15
illustrators and meaning · extension
Before you start: Book access required: Little Bird's Day; Our Island. The books are not reproduced here. Arrange library/class copies before beginning this task.
Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.
Use the text at Question 13.
Choose an illustration from each book. Compare how placement, colour or scale helps communicate an idea also developed by the words.
What to aim for- Refers accurately to both named books and their creators.
- Uses a specific event, word choice or illustration detail from each book.
- Explains a meaningful connection and respects differences of context.
Response or adult observation notes:
VC2E4LE01 · VC2E4LE02 · VC2E4LE03
Text references: Little Bird's Day — publisher/author information; Our Island — publisher/author information
Question 16
sharing literary connections · extension
Before you start: Book access required: Little Bird's Day; Our Island. The books are not reproduced here. Arrange library/class copies before beginning this task.
Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.
Use the text at Question 13.
Which shared idea would you use to introduce these two books at a reading circle? Explain it with one detail from each and acknowledge the different creators.
What to aim for- Refers accurately to both named books and their creators.
- Uses a specific event, word choice or illustration detail from each book.
- Explains a meaningful connection and respects differences of context.
Response or adult observation notes:
VC2E4LE01 · VC2E4LE02
Text references: Little Bird's Day — publisher/author information; Our Island — publisher/author information
Question 17
journeys across contexts · extension
Before you start: Book access required: Alfred's War; The Peasant Prince. The books are not reproduced here. Arrange library/class copies before beginning this task.
Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.
Published texts for this comparison:
Alfred's War — Rachel Bin Salleh; illustrated by Samantha Campbell (published as Samantha Fry).
The Peasant Prince — Li Cunxin; illustrated by Anne Spudvilas.
Compare an important journey or change of place in the books. Explain one similarity in its effect on a person and one difference in context.
What to aim for- Refers accurately to both named books and their creators.
- Uses a specific event, word choice or illustration detail from each book.
- Explains a meaningful connection and respects differences of context.
Response or adult observation notes:
VC2E4LE01 · VC2E4LE02
Text references: Alfred's War — publisher/author information; The Peasant Prince — publisher/author information
Question 18
emotional effects · extension
Before you start: Book access required: Alfred's War; The Peasant Prince. The books are not reproduced here. Arrange library/class copies before beginning this task.
Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.
Use the text at Question 17.
Compare how the creators help you understand a difficult experience. Choose one language or illustration detail from each.
What to aim for- Refers accurately to both named books and their creators.
- Uses a specific event, word choice or illustration detail from each book.
- Explains a meaningful connection and respects differences of context.
Response or adult observation notes:
VC2E4LE01 · VC2E4LE02 · VC2E4LE03
Text references: Alfred's War — publisher/author information; The Peasant Prince — publisher/author information
Question 19
relationships and home · extension
Before you start: Book access required: Alfred's War; The Peasant Prince. The books are not reproduced here. Arrange library/class copies before beginning this task.
Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.
Use the text at Question 17.
Find a relationship or a connection with home in each book. Compare what it means to the person involved.
What to aim for- Refers accurately to both named books and their creators.
- Uses a specific event, word choice or illustration detail from each book.
- Explains a meaningful connection and respects differences of context.
Response or adult observation notes:
VC2E4LE01 · VC2E4LE02
Text references: Alfred's War — publisher/author information; The Peasant Prince — publisher/author information
Question 20
comparing ideas respectfully · extension
Before you start: Book access required: Alfred's War; The Peasant Prince. The books are not reproduced here. Arrange library/class copies before beginning this task.
Read both whole books or teacher-selected complete sections with an adult before answering. A school or public library copy is suitable. Discuss the particular authors' works; do not generalise one story to all Aboriginal or Torres Strait Islander Peoples.
Use the text at Question 17.
Write a reading-group response explaining how these books can explore a similar idea while telling very different stories.
What to aim for- Refers accurately to both named books and their creators.
- Uses a specific event, word choice or illustration detail from each book.
- Explains a meaningful connection and respects differences of context.
Response or adult observation notes:
VC2E4LE01 · VC2E4LE02
Text references: Alfred's War — publisher/author information; The Peasant Prince — publisher/author information