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OneSchoolUnit Plan

Name: Unit 1 - HASS Year 1 (V8)Duration: 16 Weeks

Year Level: Year 1

Applicable LearningAreas/Subjects: Humanities and Social Sciences

Unit Plan

My changing lifeIn this unit students will explore the following inquiry question:

How has my family and daily life changed over time?

Learning opportunities support students to:

explore family structures and the roles of family members over time recognise events that happened in the past may be memorable or have personal significance identify and describe important dates and changes in their own lives compare aspects of their daily lives to aspects of daily life for people in their family in the past to identify similarities and differences respond to questions about the recent past sequence and describe events of personal significance using terms to describe the passing of time examine sources, such as images, objects and family stories, that have personal significance share stories about the past.

For further information to support teaching of the unit, view the:

Year level plan Teacher lesson overview

Throughout the unit, ensure all students have opportunities to develop their higher-order thinking skills. Students develop skills in thinking when they are encouraged to reflect, inquire, generate, and analyse, synthesise and evaluate. Resources that support higher-order thinking skills:

Helpful information - Higher-order thinking skills Years P-9 https://learningplace.eq.edu.au/cx/resources/items/9bd81b3a-7e0f-4031-b685-85cdd806fd89/0/Higher_Order_Thinking.html

Content descriptions, achievement standards and general capabilities © ACARA 2014 of 23

Unit Plan Plan Name: Unit 1 - HASS Year 1 (V8)

Year: 1Learning Areas/Subjects: Humanities and Social Sciences

Duration: 16 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

My changing life (Yr 01)Students identify, describe and sequence personal and family events and describe continuities and changes in aspects of daily life over time.

Portfolio Humanities and Social Sciences

Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

My life in the past A year in my family Daily life over time Reflection

Resources Attachments Plan Resource Bank

Assessment Portfolio - My changing life (Yr 01)




Duration: 16 Weeks

Australian Curriculum

F-6/7 HASS - Year 1

Year 1 Achievement StandardBy the end of Year 1, students identify and describe important dates and changes in their own lives. They explain how some aspects of daily life have changed over recent time while others have remained the same. They identify and describe the features of places and their location at a local scale and identify changes to the features of places. They recognise that people describe the features of places differently and describe how places can be cared for.Students respond to questions about the recent past and familiar and unfamiliar places by collecting and interpreting information and data from observations and from sources provided. They sequence personal and family events in order and represent the location of different places and their features on labelled maps. They reflect on their learning to suggest ways they can care for places. They share stories about the past, and present observations and findings using everyday terms to denote the passing of time and to describe direction and location.

Content Descriptions

Inquiry and skills Knowledge and UnderstandingEvaluating and reflecting

Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI025)

Analysing Compare objects from the past with those from the present and consider

how places have changed over time (ACHASSI023) Explore a point of view (ACHASSI022) Interpret data and information displayed in pictures and texts and on maps

(ACHASSI024)Communicating

Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI027)

Researching Collect data and information from observations and identify information and

data from sources provided (ACHASSI019) Sequence familiar objects and events (ACHASSI021) Sort and record information and data, including location, in tables and on

plans and labelled maps (ACHASSI020)

History Differences and similarities between students' daily lives and life during their

parents' and grandparents' childhoods (ACHASSK030) Differences in family structures and roles today, and how these have

changed or remained the same over time (ACHASSK028) How the present, past and future are signified by terms indicating time, as

well as by dates and changes that may have personal significance, such as birthdays, celebrations and seasons (ACHASSK029)




Duration: 16 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following:

Collect data and information from observations and identify information and data from sources provided (ACHASSI002) Sequence familiar objects and events (ACHASSI004) Explore a point of view (ACHASSI005) Interpret data and information displayed in pictures and texts and on maps (ACHASSI007) Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI008) Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI010)

Curriculum working towardsThe teaching and learning in this unit work towards the following:

Collect data and information from observations and identify information and data from sources provided (ACHASSI019) Sequence familiar objects and events (ACHASSI021) Interpret data and information displayed in pictures and texts and on maps (ACHASSI024) Draw simple conclusions based on discussions, observations and information displayed in pictures and texts and on maps (ACHASSI025) Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI027)




Duration: 16 Weeks

General capabilitiesThis unit provides opportunities for students to engage in the following general capabilities.Literacy

Comprehending texts through listening, reading and viewing Composing texts through speaking, writing and creating Grammar knowledge Word knowledge

Numeracy Using measurement

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Reflecting on thinking and processes

Personal and social capability Self-awareness Self-management Social management

Intercultural understanding Recognising culture and developing respect Reflecting on intercultural experiences and taking responsibility

For further information, refer to General capabilities in the Australian Curriculum and the Learning area specific advice.

Cross-curriculum prioritiesAboriginal and Torres Strait Islander histories and culturesStudents will develop a knowledge, deep understanding and respect for Aboriginal peoples' and Torres Strait Islander peoples' history and culture and build an awareness that their histories are part of a shared history belonging to all Australians.The embedding of Aboriginal peoples' and Torres Strait Islander peoples' histories and cultures into the curriculum can be a challenging task. For further information including pedagogical approaches refer to C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx.

Assessing student learningAssessment name: My changing lifeAssessment description: Students identify, describe and sequence personal and family events and describe continuities and changes in aspects of daily life over time.In this unit, assessment of student learning aligns to the following components of the achievement standard.By the end of Year 1, students identify and describe important dates and changes in their own lives. They explain how some aspects of daily life have changed over recent time while others have remained the same. They identify and describe the features of places and their location at a local scale and identify changes to the features of places. They recognise that people describe the features of places differently and describe how places can be cared for.Students respond to questions about the recent past and familiar and unfamiliar places by collecting and interpreting information and data from observations and from sources provided. They sequence personal and family events in order and represent the location of different places and their features on labelled maps. They reflect on their learning to suggest ways they can




Duration: 16 Weeks

care for places. They share stories about the past, and present observations and findings using everyday terms to denote the passing of time and to describe direction and location.Monitoring student learningStudent learning should be monitored throughout the teaching and learning process to determine student progress and learning needs.Each lesson provides opportunities to gather evidence about how students are progressing and what they need to learn next.

FeedbackFeedback may relate to identifying important dates and aspects of family life. In this unit this may include:

distinguishing between and applying use of time terms to describe the past and present recognising and recording events, dates and months on a calendar. sequencing human life stages on a timeline identifying and describing the roles of family members identifying, describing and comparing aspects of life in the past with the present identifying, describing and sequencing personal and family events, such as celebrations and commemorations.




Duration: 16 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

5 Lessons My life in the past Lesson 1: Talking about time Lesson 2: Describing time Lesson 3: Sequencing time Lesson 4: Changes in my life over time Lesson 5: Assessment checkpoint: Part A

4 Lessons A year in my family Lesson 6: Birthdays are important events Lesson 7: Important family events Lesson 8: Celebrating personal and family events in other cultures Lesson 9: Assessment checkpoint: Part B

6 Lessons Daily life over time Lesson 10: Family connections Lesson 11: Changes in family structure Lesson 12: Roles in families Lesson 13: Childhood and daily life in the past Lesson 14: Comparing childhood and daily life in the past and present Lesson 15: Assessment checkpoint: Part C

1 Lesson Reflection Lesson 16: Celebrating my changing life

16 Lessons Total Unit




Duration: 16 Weeks

Teaching Sequence

Topic My life in the past Topic Duration 5 Lessons

Overview Throughout this lesson series, students will: sequence changes in their lives over time in a storyboard share a story about personal changes using terms denoting time.

Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Talking about time

Lesson objectivesStudents will:

Understand terms describing the passing of time in relation to the past, present and future.

Evidence of learningCan the student:

Distinguish between time terms describing the past, present and future?

Recognise and record events, dates and months on a calendar?

Example learning sequence Explore the unit focus Identify terms to describe time Sequence personal events in chronological

order on a calendar

Resources Supporting learning resource - HASS Year 1 Unit 1 Glossary Sheet - Time-terms flash cards Sheet - Sorting time-terms

Helpful information Learning object - Clever calendar https://learningplace.eq.edu.au/cx/resources/items/98f0f38d-2bc5-dd32-

69cf-f2ba863ca8fb/0/ViewIMS.jsp

Attachments Lesson plan

Lesson 2

Describing time


Understand how to distinguish between different terms to describe the past and present.


Use appropriate terms to describe the past and present?

Example learning sequence Explore stories that describe toys and games

from the past Examine a point of view about how toys and

games have changed over time

Resources Video - Looking back (watch to 2:15) in How times change (Toys and games section) (TLF M012584)

Education Services Australia Ltd and NSW Curriculum and Learning Innovation Centre, 2013. Reproduced in accordance with Rights statement

Sheet - Play from the past and present Sheet - Sorting play activities from the past and present

Helpful information eBook - My grandmother's toy box :A story about toys (interactive resource written by Joanne Clyne

and Liz Suda, illustrated by CatMacInnes, 2011) http://museumvictoria.com.au/education/learning-lab/little-history/my-grandmothers-toy-box/





Duration: 16 Weeks

Teaching Sequence




Lessons Teaching and Learning Sequence Resources Identify past and present forms of play activities Draw simple conclusions about ways in which

play activities have changed or stayed the same over time

Lesson 3

Sequencing time


Understand different stages of human life and how to sequence human life stages on a timeline.


Recognise different human life stages? Sequence human life stages depicted in sources

on a timeline?Example learning sequence

Explore different human life stages Identify representations of human life stages that

are depicted in provided sources Sequence sources that depict human life stages

on a timeline

Resources Slideshow - My life milestones Sheet - Life stages


Lesson 4

Changes in my life over time


Understand and describe how their lives have changed over time.


Recognise and sequence changes in their own lives over time?

Resources Sheet - My personal developments





Duration: 16 Weeks

Teaching Sequence





Example learning sequence Identify life stages that represent changes

experienced in the past Sequence life stages using simple terms to

denote the passing of time Share stories about one of these life stages and

how it brought about change

Lesson 5

Assessment checkpoint: Part A

Assessment purposeTo identify, describe and sequence personal and family events and describe continuities and changes in aspects of daily life over time.Example assessment sequence

Understand the assessment Review the Guide to making judgments and

understand the standards A-E Conduct the assessment

Resources Assessment task - My changing life Assessment task - My changing life: Model response Assessment task - My changing life: Teaching notes





Duration: 16 Weeks

Teaching Sequence

Topic A year in my family Topic Duration 4 Lessons

Overview Throughout this lesson series, students will identify, describe and sequence important family events on a twelve-month calendar.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.


Lesson 6

Birthdays are important events


Understand that birthdays are important personal and family events that are celebrated annually.


Recognise that birthdays are personal and family events that are celebrated annually?

Example learning sequence Explore how birthdays are important personal

and family events Represent information about a personal birthday

in a pictorial and written form

Resources Sheet - A special birthday Supporting learning resource - Birthdays are important events Video - Birthdays in other cultures




Lesson 7

Important family events


Understand that families celebrate and remember events that are important to them.

Understand that important family events can be recorded on a calendar.


Recall and describe events of personal and family significance?

Record selected dates on a twelve-month calendar?

Example learning sequence Explore dates and events that are important to

families Identify and record important dates and events

Resources Slideshow - Significant eventsHelpful information







Duration: 16 Weeks

Teaching Sequence

Topic A year in my family Topic Duration 4 Lessons

Overview Throughout this lesson series, students will identify, describe and sequence important family events on a twelve-month calendar.Spend a short time at the start of each lesson revising concepts, facts or skills and enhancing understanding and fluency.End each lesson with a review of student learning in that lesson.

Lessons Teaching and Learning Sequence Resourceson a twelve-month calendar

Reflect on learning to draw conclusions about why important family dates and events are recorded on calendars

Lesson 8

Celebrating personal and family events in other cultures


Understand that celebrated personal and family events, such as birthdays and religious holidays, differ between people and cultures.


Recognise that celebrations of personal and family events differ between people and cultures?

Example learning sequence Explore ways in which the people of different

cultures celebrate special family events Develop a story about a special cultural event

celebrated by family Share a story about a special cultural event

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Slideshow - Telling a story about an important event Video - Birthdays in other cultures Slideshow - What commemoration is that? Supporting learning resource - Celebrating personal and family events in other cultures


Lesson 9

Assessment checkpoint: Part B

Assessment purposeTo identify, describe and sequence personal and family events and describe continuities and changes in aspects of daily life over time.Example assessment sequence

Understand the assessment Review the Guide to making judgments and


Resources Assessment task - My changing life Assessment task - My changing life: Model response Assessment task - My changing life: Teaching notes





Duration: 16 Weeks

Teaching Sequence

Topic Daily life over time Topic Duration 6 Lessons

Overview Throughout this lesson series, students will: examine provided sources to identify and compare aspects of life that have changed and stayed the same over time explain ways that selected aspects of daily life have changed and stayed the same over time.



Lesson 10

Family connections


Understand that families are connected in different ways.


Identify from sources how different family members are connected?

Example learning sequence Explore how family members from different life

stages are connected Consider the importance of family structures and

connections Draw simple conclusions based on discussions

about the importance of family connections

Resources Sheet - Family connections Supporting learning resource - Family connections

Helpful informationNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Website - Twelve canoes: Kinship (Twelve Canoes) www.12canoes.com.au (Click on the image labelled 'Kinship' to view the video.)

Website - C2C: Aboriginal peoples & Torres Strait Islander peoples Cross Curriculum Priority support https://oneportal.deta.qld.gov.au/EducationDelivery/Stateschooling/schoolcurriculum/Curriculumintotheclassroom/Pages/C2CAandTSICCPSupport.aspx


Lesson 11

Changes in family structure


Understand how types of family structures have changed or stayed the same over time.


Identify differences and similarities between family structure from the past and in the present?

Example learning sequence Examine provided sources to identify different

family structures from the past and present Sort and record information from provided

sources to identify similarities and differences between past and present family structures

Resources Slideshow - Family structures Sheet - Family structures: similarities and differences Sheet - Family structures game Supporting learning resource - Changes in family structure over time





Duration: 16 Weeks

Teaching Sequence




Lessons Teaching and Learning Sequence Resources Draw simple conclusions about how family

structures have changed or stayed the same over time

Lesson 12

Roles in families


Understand that the roles of family members have changed or remained the same over time.


Describe how family roles have changed over time by examining a range of sources?

Example learning sequence Examine provided sources to identify family

roles in the past and present Identify similarities and differences between past

and present family roles Draw simple conclusions about how family roles

have changed or stayed the same over time

Resources Slideshow - Roles and jobs in families in the past Sheet - Family roles: past and present Sheet - Household jobs of family members in the past: sources Supporting learning resource - Roles in families


Lesson 13

Childhood and daily life in the past


Understand what life was like for children in the past.


Pose questions to find out about daily life in the past?

Conduct an interview to find out about daily life in the past?

ResourcesNote: Aboriginal peoples and Torres Strait Islander peoples are warned that these resources may contain images, voices and names of persons who may now be deceased.

Slideshow - Children in the past Video - Conducting an interview: Part 1 Video - Conducting an interview: Part 2 Sheet - Interview questions Supporting learning resource - Childhood and daily life in the past





Duration: 16 Weeks

Teaching Sequence





Example learning sequence Explore provided sources to investigate aspects

of life for children in the past Pose questions during an interview to find out

about aspects of life for children in the past

Lesson 14

Comparing childhood and daily life in the past and present


Understand similarities and differences between aspects of life for children in the past and present.


Describe what has changed and what has stayed the same about daily life for children over time?

Example learning sequence Examine provided sources to locate information

about continuities and changes in the lives of children over time

Explore points of view about changes in the lives of children over time

Draw simple conclusions about how aspects of life for children have changed or stayed the same over time

Resources Slideshow - Children in the past and today Sheet - Children in the past and today: sources Sheet - Children in the past and today: T chart Slideshow - Points of view about the lives of children in the past and today Sheet - Points of view


Lesson 15Assessment checkpoint: Part C

Assessment purposeTo identify, describe and sequence personal and family events and describe continuities and changes in aspects of daily life over time.

Resources Assessment task - My changing life Assessment task - My changing life: Sources Assessment task - My changing life: Model response Assessment task - My changing life: Teaching notes




Duration: 16 Weeks

Teaching Sequence





Example assessment sequence Understand the assessment Review the Guide to making judgments and






Duration: 16 Weeks

Teaching Sequence

Topic Reflection Topic Duration 1 Lesson

Overview Throughout this lesson series, students will: reflect on their learning to respond to the unit inquiry question share stories about family events and changes in daily life over time present a display work.


Lesson 16

Celebrating my changing life


Understand how to reflect on their learning to draw simple conclusions in response to the unit inquiry question: How has my family and daily life changed over time?


Respond to questions about family events and changes in daily life over time?

Share stories with others about family events and changes in daily life over time?

Example learning sequence Reflect on learning from the unit Create a display of work completed during the

unit Present a display of work to share with visitors

Resources Supporting learning resource - Celebrating my changing life





Duration: 16 Weeks

Resources* Attachments are available in the relevant Unit Plan Section directory in the downloaded zip file.

Unit Plan Section Resource Attachments*

Sequence - My life in the past Lesson plan - HASS_Y01_U1_LP01.docx

Lesson plan - HASS_Y01_U1_LP02.docx




Sequence - A year in my family Lesson plan - HASS_Y01_U1_LP06.docx




Sequence - Daily life over time Lesson plan - HASS_Y01_U1_LP10.docx






Sequence - Reflection Lesson plan - HASS_Y01_U1_LP16.docx




Duration: 16 Weeks


Sequence eBook - My grandmother's toy box :A story about toys (interactive resource written by Joanne Clyne and Liz Suda, illustrated by Cat MacInnes, 2011) http://museumvictoria.com.au/education/learning-lab/little-history/my-grandmothers-toy-box/

Learning object - Clever calendar https://learningplace.eq.edu.au/cx/resources/items/98f0f38d-2bc5-dd32-69cf-f2ba863ca8fb/0/ViewIMS.jsp

Sheet - A special birthday

Sheet - Children in the past and today: sources

Sheet - Children in the past and today: T chart

Sheet - Family roles: past and present

Sheet - Family structures game

Sheet - Family structures: similarities and differences

Sheet - Household jobs of family members in the past: sources

Sheet - Interview questions

Sheet - Life stages

Sheet - My personal developments

Sheet - Play from the past and present

Sheet - Points of view

Sheet - Sorting play activities from the past and present

Sheet - Sorting time-terms

Sheet - Time-terms flash cards Slideshow - Children in the past




Duration: 16 Weeks


Slideshow - Children in the past and today

Slideshow - Family structures

Slideshow - My life milestones

Slideshow - Points of view about the lives of children in the past and today

Slideshow - Roles and jobs in families in the past

Slideshow - Telling a story about an important event

Slideshow - What commemoration is that?

Supporting learning resource - Birthdays are important events

Supporting learning resource - Celebrating my changing life

Supporting learning resource - Celebrating personal and family events in other cultures

Supporting learning resource - Changes in family structure over time

Supporting learning resource - Childhood and daily life in the past

Supporting learning resource - HASS Year 1 Unit 1 Glossary

Supporting learning resource - Roles in families

Video - Birthdays in other cultures

Video - Conducting an interview: Part 1 Video - Conducting an interview: Part 2




Duration: 16 Weeks


Video - Looking back (watch to 2:15) in How times change (Toys and games section) (TLF M012584) Education Services Australia Ltd and NSW Curriculum and Learning Innovation Centre, 2013. Reproduced in accordance with Rights statement

Website - Twelve canoes: Kinship (Twelve Canoes) www.12canoes.com.au (Click on the image labelled 'Kinship' to view the video.)

Assessment Planner - My changing life

Assessment task - HASS_Y01_U1_AT_MR_MyChangingLife.docx

Assessment task - HASS_Y01_U1_AT_MyChangingLife.docx

Assessment task - HASS_Y01_U1_AT_TN_MyChangingLife.docx

Assessment task - HASS_Y01_U1_SH_AT_Sources_MyChangingLife.docx

Assessment Assessment task - My changing life

Assessment task - My changing life: Model response

Assessment task - My changing life: Sources

Assessment task - My changing life: Teaching notes




Duration: 16 Weeks

Assessment

Assessment Task - Marking guide

AssessmentTask Name My changing life (Yr 01)

Type Portfolio

Date

Description Students identify, describe and sequence personal and family events and describe continuities and changes in aspects of daily life over time.

Learning Area Humanities and Social Sciences

Knowledge and Understanding Questioning and researching Analysing, evaluating and reflecting Communicating

Identify and describe important dates and changes in their own lives.Explain how some aspects of daily life have changed over recent time while others have remained the same.

Respond to questions about the recent past.Sequence personal and family events in order.

Interpret information from sources provided.

Share stories about the past using everyday terms to denote the passing of time.

A ◄

Provides reasons for the importance of events or developments.Makes inferences about continuities and changes over time.

◄ Demonstrates chronological awareness in a storyboard. ◄

Interprets sources to make inferences about past and present events.

◄Connects ideas using appropriate terms or phrases to denote the passing of time.

B ◄

Provides information about important events or developments.Describes changes or continuities over time.

◄ Locates personal and family events on a calendar. ◄ Uses information from sources to

support responses. ◄Uses a storyboard to tell about past events or developments using terms to denote time.

C ◄

Identifies important personal and family events and developments in their own life.Identifies ways life has changed or stayed the same over time.

◄

Sequences personal and family events and developments.Responds to questions about personal and family events and developments.

◄ Uses sources to identify information about past and present events. ◄ Shares stories about events or

developments from their past.

D ◄Identifies personal events and developments.Identifies a change over time.

◄

Lists personal or family events or developments.Acknowledges a response to questions about events or developments.

◄ Locates information in a source about a past or present event. ◄ Tells a story about a personal or

family event or development.

E ◄Names an event or development.Acknowledges a change or continuity.

◄ Lists events or developments. ◄ Acknowledges that a source represents a past or present event. ◄ States events or developments.




Duration: 16 Weeks

Acknowledgement, Disclaimer and Copyright

Content descriptions, achievement standards and general capabilities are extracts from the Australian Curriculum.

These are subject to copyright under the Copyright Act 1968 and are owned by the Australian Curriculum, Assessment and Reporting Authority (ACARA) [2014].

Disclaimer: ACARA neither endorses nor verifies the accuracy of the information provided and accepts no responsibility for incomplete or inaccurate information. In particular,

ACARA does not endorse or verify that:

The content descriptions are solely for a particular year and subject; All the content descriptions for that year and subject have been used; and The author's material aligns with the Australian Curriculum content descriptions for the relevant year and subject.

You can find the unaltered and most up to date version of this material at http://www.australiancurriculum.edu.au. This material is reproduced with the permission of ACARA.

Copyright in this publication and the content therein is owned by the State of Queensland (acting through the Department of Education and Training) (‘the Department’) or, in the case of some materials, by third parties (‘Third Party Content’).

Apart from any use expressly permitted by the Copyright Act 1968 (Cth), no part of this publication may be reproduced, published, adapted, communicated, or otherwise used without the prior written permission of the Department.

Third Party Content may only be used as permitted by the Copyright Act 1968, or with the prior permission of the relevant third party. Queensland state educational institutions, within the meaning of the Education (General Provisions) Act 2006 (Qld), may reproduce and communicate all or part of this publication (retaining this notice) for non-commercial, educational purposes.

This publication is only to be shared with or distributed to students of Queensland state educational institutions, their parents, staff of the Department, or any other person authorised by the Department.

This publication is not part of NEALS.

Written requests for permission should be addressed to the:

Governance, Strategy and Policy, Information and Technologies BranchDepartment of Education and TrainingPO Box 15033, City East, Q 4002


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