pialbastateschool.files.wordpress.com€¦ · Web viewUnit Plan . What digital systems do you...

OneSchoolUnit Plan

Name: Unit 1 - Digital Technologies Years 3-4 Band (V8)Duration: 13 Weeks

Year Level: Year 3, 4

Applicable LearningAreas/Subjects: Digital Technologies

Unit Plan

What digital systems do you use?In this unit students will explore and use a range of digital systems, including peripheral devices, and create a digital solution (an interactive guessing game) using a visual programming language. They will:

identify and explore a range of digital systems and their use to meet needs at home, in school and in the local community, and use a range of peripheral devices to transmit data

define simple problems and identify needs develop technical skills in using a visual programming language to create a digital solution describe, follow and apply a sequence of steps and decisions (algorithms) in non-digital contexts and when using a visual programming language implement a simple digital solution that involves branching algorithms and user input when creating a simple guessing game explain how their solutions and existing information systems, such as learning software, meet personal, school and community needs develop skills in computational and systems thinking when solving simple problems and creating solutions.

Suggested partner units:

Any unit in Years 3-4, e.g. Science Year 3 Unit 1: Is it living?

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

Band plan Topic overview Supporting learning resource - Technologies essentials https://learningplace.eq.edu.au/cx/resources/items/edcdedce-5d83-4e54-813e-33ab29729724/0/curriculum.html

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 21

Unit Plan Plan Name: Unit 1 - Digital Technologies Years 3-4 Band (V8)

Year: 3, 4Learning Areas/Subjects: Digital Technologies

Duration: 13 Weeks

SafetyWhen planning and conducting ICT activities, including online activities, teachers need to refer to and apply all relevant policies and guidelines. Read the supporting learning resource Online safety and collaborating online https://learningplace.eq.edu.au/cx/resources/items/726812f5-1880-4e74-a15e-d93ad5bd0269/0/DiT_YP-10_SLR_OnlineSafety.docx for advice and links to policies and resources.

Throughout this unit, students will require ready access to ICT at a whole-class, small-group and individual level. Such ICT include spreadsheet software, graphing software, graphic calculators or mobile device apps. Note: A mobile device is a portable computing device, typically having a display screen with touch input or a miniature keyboard. Ensure that the use of ICT in the classroom, including mobile devices, complies with DET policy requirements - Advice for State Schools on Acceptable Use of ICT Facilities and Devices http://ppr.det.qld.gov.au/corp/ict/management/Procedure%20Attachments/Information%20Communication%20and%20Technology/advice.DOCX.




Duration: 13 Weeks

Assessment

Assessment Task Summary Type Learning Areas Status Date

What digital systems do you use? Portfolio (Yr 03, 04)Students demonstrate knowledge and understanding of digital systems and apply skills in defining, designing, implementing and evaluating a digital solution (simple guessing game) using a visual programming language.

Portfolio Digital Technologies Unscheduled

Document Table of Contents

Curriculum Australian Curriculum Considerations

Teaching SequenceTeaching Sequence Summary

Assessment Connections between learning

and assessment Digital systems Investigating problems and digital

solutions Defining and designing digital

solutions Implementing and evaluating

digital solutions

Resources Attachments Plan Resource Bank

Assessment Portfolio - What digital systems

do you use? Portfolio (Yr 03, 04)




Duration: 13 Weeks

Australian Curriculum

Digital Technologies - Years 3 and 4

Years 3 and 4 Achievement StandardBy the end of Year 4, students describe how a range of digital systems (hardware and software) and their peripheral devices can be used for different purposes. They explain how the same data sets can be represented in different ways.

Students define simple problems, design and implement digital solutions using algorithms that involve decision-making and user input. They explain how the solutions meet their purposes. They collect and manipulate different data when creating information and digital solutions. They safely use and manage information systems for identified needs using agreed protocols and describe how information systems are used.

Content Descriptions

Digital Technologies Knowledge and Understanding Digital Technologies Processes and Production Skills Identify and explore a range of digital systems with peripheral devices for

different purposes, and transmit different types of data (ACTDIK007) Recognise different types of data and explore how the same data can be

represented in different ways (ACTDIK008)

Collect, access and present different types of data using simple software to create information and solve problems (ACTDIP009)

Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them (ACTDIP010)

Explain how student solutions and existing information systems meet common personal, school or community needs (ACTDIP012)

Implement simple digital solutions as visual programs with algorithms involving branching (decisions) and user input (ACTDIP011)

Plan, create and communicate ideas and information independently and with others, applying agreed ethical and social protocols (ACTDIP013)




Duration: 13 Weeks

Curriculum Priorities - Pedagogy

Considerations

Prior and future curriculumRelevant prior curriculumStudents require prior experience with the following in Years P-2 Band:

Recognise and explore digital systems (hardware and software components) for a purpose (ACTDIK001) Recognise and explore patterns in data and represent data as pictures, symbols and diagrams (ACTDIK002) Collect, explore and sort data, and use digital systems to present the data creatively (ACTDIP003) Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (ACTDIP004) Explore how people safely use common information systems to meet information, communication and recreation needs (ACTDIP005) Create and organise ideas and information using information systems independently and with others, and share these with known people in safe online environments (ACTDIP006)

Curriculum working towardsThe teaching and learning in this unit work towards the following in Years 5-6 Band:

Examine the main components of common digital systems and how they may connect together to form networks to transmit data (ACTDIK014) Examine how whole numbers are used to represent all data in digital systems (ACTDIK015) Define problems in terms of data and functional requirements drawing on previously solved problems (ACTDIP017) Design a user interface for a digital system (ACTDIP018) Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition) (ACTDIP019) Implement digital solutions as simple visual programs involving branching, iteration (repetition), and user input (ACTDIP020) Explain how student solutions and existing information systems are sustainable and meet current and future local community needs (ACTDIP021) Plan, create and communicate ideas and information, including collaboratively online, applying agreed ethical, social and technical protocols (ACTDIP022)




Duration: 13 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 Text knowledge Word knowledge Visual knowledge

Numeracy Recognising and using patterns and relationships

Information and communication technology (ICT) capability Applying social and ethical protocols and practices when using ICT Investigating with ICT Creating with ICT Communicating with ICT Managing and operating ICT

Critical and creative thinking Inquiring - identifying, exploring and organising information and ideas Generating ideas, possibilities and actions Reflecting on thinking and processes Analysing, synthesising and evaluating reasoning and procedures

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

Ethical understanding Understanding ethical concepts and issues Reasoning in decision making and actions Exploring values, rights and responsibilities

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

Assessing student learningAssessment name: What digital systems do you use? PortfolioAssessment description: Students demonstrate knowledge and understanding of digital systems and apply skills in defining, designing, implementing and evaluating a digital solution (simple guessing game) using a visual programming language.In this unit, assessment of student learning aligns to the following aspects of the achievement standard.By the end of Year 4, students describe how a range of digital systems (hardware and software) and their peripheral devices can be used for different purposes. They explain how the same




Duration: 13 Weeks

data sets can be represented in different ways.Students define simple problems, design and implement digital solutions using algorithms that involve decision-making and user input. They explain how the solutions meet their purposes. They collect and manipulate different data when creating information and digital solutions. They safely use and manage information systems for identified needs using agreed protocols and describe how information systems are used.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.Specific monitoring opportunities in this unit may include gathering student work samples of written responses to monitor the student's ability to:

describe a range of digital systems and peripheral devices and their purpose transmit different types of data define simple problems describe and follow algorithms needed to solve problems use simple visual programs with algorithms to implement a solution explain how solutions meet their purposes.

FeedbackFeedback may relate to the development of students' Digital Technologies knowledge, understanding and application of processes and production skills. In this unit this may include providing feedback about a student's ability to:

describe a range of digital systems and peripheral devices describe different purposes of digital systems and peripheral devices explain how solutions meet purposes define simple problems describe and following algorithms needed to solve problems use simple visual programs with algorithms involving branching (decisions) and user input use simple visual programs with algorithms to implement a solution.




Duration: 13 Weeks

Teaching Sequence

Curriculum Plan Topics

Duration Topic

1 Lesson Assessment Lesson 1: Assessment

1 Lesson Connections between learning and assessment Lesson 2: Connections between learning and assessment

3 Lessons Digital systems Lessons 3-5: Digital systems

3 Lessons Investigating problems and digital solutions Lessons 6-8: Investigating problems and digital solutions

1 Lesson Defining and designing digital solutions Lesson 9: Defining and designing digital solutions

4 Lessons Implementing and evaluating digital solutions Lessons 10-13: Implementing and evaluating digital solutions

13 Lessons Total Unit




Duration: 13 Weeks

Teaching Sequence

Topic Assessment Topic Duration 1 Lesson

Overview For this topic, students will require ready access to ICT at a whole-class, small-group and individual level. In this topic, students will generate evidence for assessment at key junctures in learning from other topics.

Lessons Teaching and Learning Sequence Resources

Lesson 1

Assessment

Key idea Assessment of learning

Student resources Assessment task - What digital systems do you use? Portfolio

Teacher resources Assessment task - What digital systems do you use? Portfolio: Teaching notes Assessment task - What digital systems do you use? Portfolio: Model response Assessment task - What digital systems do you use? Portfolio: Game marking

checklist Assessment task - What digital systems do you use? Portfolio (Part B: Implementing

the guessing game) - Model response (video)

Attachments Topic outline




Duration: 13 Weeks

Teaching Sequence

Topic Connections between learning and assessment Topic Duration 1 Lesson

Overview For this topic, students will require ready access to ICT at a whole-class, small-group and individual level. In this topic, students will be introduced to unit organisation and make connections between prior learning, the project focus and the assessment.


Lesson 2

Connections between learning and assessment

Key ideas Curriculum organisation Prior learning

Curriculum organisationStudent resources

Slideshow - What is Digital Technologies? Years Prep-6Teacher resources

Supporting learning resource - Alternative projects Supporting learning resource - Technologies essentials

https://learningplace.eq.edu.au/cx/resources/items/edcdedce-5d83-4e54-813e-33ab29729724/0/curriculum.html

Supporting learning resource - C2C: Digital Technologies glossary Supporting learning resource - Introduction to the unit: What digital systems do you

use? Supporting learning resource - Computational thinking for primary teachers Supporting learning resource - Interactive story Supporting learning resource - Online safety and collaborating online

https://learningplace.eq.edu.au/cx/resources/items/726812f5-1880-4e74-a15e-d93ad5bd0269/0/DiT_YP-10_SLR_OnlineSafety.docx

Helpful information Website - Cybersafety policy http://behaviour.education.qld.gov.au/cybersafety/school-

staff/Pages/policy.aspx Website - IT security https://isecurity.eq.edu.au/Pages/default.aspx Website - Cybersafety and reputation management

https://oneportal.deta.qld.gov.au/EducationDelivery/educationandict/cybersafetyandReputationmanagement/Pages/default.aspx

Website - Digital citizenship principles (Australian Government Office of the Children's eSafety Commissioner) https://www.esafety.gov.au/education-resources/classroom-resources/digital-citizenship





Duration: 13 Weeks

Teaching Sequence

Topic Digital systems Topic Duration 3 Lessons

Overview For this topic, students will require ready access to ICT at a whole-class, small-group and individual level. In this topic, students will explore and use a range of digital systems and peripheral devices, and transmit data and perform input and output functions and storage functions.


Lessons 3-5

Digital systems

Key idea Hardware, software and peripheral devices

Hardware, software and peripheral devicesStudent resources

Sheet - Digital systems stimulus Sheet - Digital systems Sheet - Peripheral devices Slideshow - Digital systems Slideshow - Data transmission

Teacher resources Supporting learning resource - The difference between hardware, software and

peripheral devicesHelpful information

Website - What are input and output devices? (BBC Bitesize) http://www.bbc.co.uk/guides/zx8hpv4





Duration: 13 Weeks

Teaching Sequence

Topic Investigating problems and digital solutions Topic Duration 3 Lessons

Overview For this topic, students will require ready access to ICT at a whole-class, small-group and individual level. In this topic, students will explore how digital solutions meet needs and purposes. They will explore digital solutions and computational thinking, and investigate and compare features of learning games.


Lessons 6-8

Investigating problems and digital solutions

Key ideas Digital solutions and computational thinking Learning games

Digital solutions and computational thinkingStudent resources

Slideshow - Systems thinking Years 3-6 Sheet - Digital solutions Slideshow - Computational thinking Years 3-6 Sheet - Computational thinking Sheet - Computational thinking poster

Teacher resources Supporting learning resource - Computational thinking for primary teachers Supporting learning resource - Computational thinking - answers

Helpful information Website - Computer science fundamentals for grades K-5 (Code.org)

https://code.org/educate/k5 Website - What is computer science? (BBC Bitesize)

http://www.bbc.co.uk/guides/zxgdwmn Website - Computational thinking (BBC Bitesize)

http://www.bbc.co.uk/education/topics/z7tp34j

Learning gamesStudent resources

Slideshow - Information systems Slideshow - Design features Sheet - Features of learning games





Duration: 13 Weeks

Teaching Sequence

Topic Defining and designing digital solutions Topic Duration 1 Lesson

Overview For this topic, students will require ready access to ICT at a whole-class, small-group and individual level. In this topic, students will define simple problems and design algorithms with branching and user input.


Lesson 9

Defining and designing digital solutions

Key ideas Defining and designing screen layout Following and describing algorithms

Defining and designing screen layoutStudent resources

Sheet - Defining the problem Slideshow - Computational thinking Years 3-6 Slideshow - Design features Sheet - Screen layout

Teacher resources Supporting learning resource - Interactive story

Helpful information Website - What is decomposition? (BBC Bitesize)

http://www.bbc.co.uk/guides/z8ngr82#zpk2mp3

Following and describing algorithmsStudent resources

Examples of algorithms, such as instructions for constructing a flat-pack piece of furniture, board game instructions, directions for travelling between local landmarks obtained from an online map, a recipe, interlocking blocks instructions

Slideshow - Computational thinking Years 3-6 Slideshow - What is an algorithm? Sheet - Designing algorithms Slideshow - Algorithms with branching

Teacher resources Supporting learning resource - Algorithms

Helpful information Video - BBC Learning - What is an algorithm? (Vimeo, Rumpus Animation)

https://vimeo.com/104926723 Website - What is an algorithm? (BBC Bitesize) http://www.bbc.co.uk/guides/z3whpv4?

stp_zx3dwmn=2#zx3dwmn Website - Algorithms (BBC Bitesize)

http://www.bbc.co.uk/education/guides/zpp49j6/revision





Duration: 13 Weeks

Teaching Sequence

Topic Implementing and evaluating digital solutions Topic Duration 4 Lessons

Overview For this topic, students will require ready access to ICT at a whole-class, small-group and individual level. In this topic, students will explore visual programming blocks and implement a digital solution. They will evaluate how well the digital solution meets their defined purpose.


Lessons 10-13

Implementing and evaluating digital solutions

Key ideas Using a visual programming language Implementing a digital solution Does this meet my identified purpose?

Using a visual programming languageStudent resources

Slideshow - What is visual programming? Slideshow - Visual programming with branching

Teacher resources Supporting learning resource - Visual programming

Helpful information Video - Maze intro (Code Studio) http://studio.code.org/hoc/1 Website - Tynker Hour of Code Puzzle - Candy Quest (Tynker)

https://www.tynker.com/hour-of-code/ Video - Computational thinking: A digital age skill for everyone (YouTube, ISTE)

https://www.youtube.com/watch?v=VFcUgSYyRPg

Implementing a digital solutionStudent resources

Slideshow - Visual programming with branchingTeacher resources

Supporting learning resource - Visual programming Slideshow - Computational thinking Years 3-6

Does this meet my identified purpose?Student resources

Sheet - Feedback from users





Duration: 13 Weeks

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

Unit Plan Section Resource Attachments*

Sequence - Assessment Topic outline - DiT_Y03-04Band_U1_TO_Assessment.docx

Sequence - Connections between learning and assessment Topic outline - DiT_Y03-04Band_U1_TO_ConnLearnAssess.docx

Sequence - Digital systems Topic outline - DiT_Y03-04Band_U1_TO_DigitalSystems.docx

Sequence - Investigating problems and digital solutions Topic outline - DiT_Y03-04Band_U1_TO_Investigating.docx

Sequence - Defining and designing digital solutions Topic outline - DiT_Y03-04Band_U1_TO_DefineDesign.docx

Sequence - Implementing and evaluating digital solutions Topic outline - DiT_Y03-04Band_U1_TO_ImplemEvaluate.docx

Sequence Examples of algorithms, such as instructions for constructing a flat-pack piece of furniture, board game instructions, directions for travelling between local landmarks obtained from an online map, a recipe, interlocking blocks instructions

Sheet - Computational thinking

Sheet - Computational thinking poster

Sheet - Defining the problem

Sheet - Designing algorithms

Sheet - Digital solutions

Sheet - Digital systems

Sheet - Digital systems stimulus Sheet - Features of learning games




Duration: 13 Weeks


Sheet - Feedback from users

Sheet - Peripheral devices

Sheet - Screen layout

Slideshow - Algorithms with branching

Slideshow - Computational thinking Years 3-6

Slideshow - Data transmission

Slideshow - Design features

Slideshow - Digital systems

Slideshow - Information systems

Slideshow - Systems thinking Years 3-6

Slideshow - Visual programming with branching

Slideshow - What is an algorithm?

Slideshow - What is Digital Technologies? Years Prep-6

Slideshow - What is visual programming?

Supporting learning resource - Algorithms

Supporting learning resource - Alternative projects Supporting learning resource - Computational thinking - answers




Duration: 13 Weeks


Supporting learning resource - Computational thinking for primary teachers Supporting learning resource - Technologies essentials https://learningplace.eq.edu.au/cx/resources/items/edcdedce-5d83-4e54-813e-33ab29729724/0/curriculum.html

Supporting learning resource - C2C: Digital Technologies glossary

Supporting learning resource - Interactive story

Supporting learning resource - Introduction to the unit: What digital systems do you use? Supporting learning resource - Online safety and collaborating online https://learningplace.eq.edu.au/cx/resources/items/726812f5-1880-4e74-a15e-d93ad5bd0269/0/DiT_YP-10_SLR_OnlineSafety.docx

Supporting learning resource - The difference between hardware, software and peripheral devices

Supporting learning resource - Visual programming

Video - BBC Learning - What is an algorithm? (Vimeo, Rumpus Animation) https://vimeo.com/104926723

Video - Computational thinking: A digital age skill for everyone (YouTube, ISTE) https://www.youtube.com/watch?v=VFcUgSYyRPg

Video - Maze intro (Code Studio) http://studio.code.org/hoc/1

Website - Algorithms (BBC Bitesize) http://www.bbc.co.uk/education/guides/zpp49j6/revision

Website - Computational thinking (BBC Bitesize) http://www.bbc.co.uk/education/topics/z7tp34j

Website - Computer science fundamentals for grades K-5 (Code.org) https://code.org/educate/k5

Website - Cybersafety and reputation management https://oneportal.deta.qld.gov.au/EducationDelivery/educationandict/cybersafetyandReputationmanagement/Pages/default.aspx

Website - Cybersafety policy http://behaviour.education.qld.gov.au/cybersafety/school-staff/Pages/policy.aspx

Website - Digital citizenship principles (Australian Government Office of the Children's eSafety Commissioner) https://www.esafety.gov.au/education-resources/classroom-resources/digital-citizenship




Duration: 13 Weeks


Website - IT security https://isecurity.eq.edu.au/Pages/default.aspx

Website - Tynker Hour of Code Puzzle - Candy Quest (Tynker) https://www.tynker.com/hour-of-code/

Website - What are input and output devices? (BBC Bitesize) http://www.bbc.co.uk/guides/zx8hpv4

Website - What is an algorithm? (BBC Bitesize) http://www.bbc.co.uk/guides/z3whpv4?stp_zx3dwmn=2#zx3dwmn

Website - What is computer science? (BBC Bitesize) http://www.bbc.co.uk/guides/zxgdwmn

Website - What is decomposition? (BBC Bitesize) http://www.bbc.co.uk/guides/z8ngr82#zpk2mp3

Assessment Planner - What digital systems do you use? Portfolio

Assessment task - DiT_Y03-04Band_U1_AT_Portfolio.docx

Assessment task - DiT_Y03-04Band_U1_AT_TN_Portfolio.docx

Assessment task - DiT_Y03-04Band_U1_AT_MR_Portfolio.docx

Assessment Assessment task - What digital systems do you use? Portfolio: Game marking checklist

Assessment task - What digital systems do you use? Portfolio: Model response

Assessment task - What digital systems do you use? Portfolio: Teaching notes




Duration: 13 Weeks

Assessment

Assessment Task – Marking guide

AssessmentTask Name

What digital systems do you use? Portfolio (Yr 03, 04)Type Portfolio

Date

Description Students demonstrate knowledge and understanding of digital systems and apply skills in defining, designing, implementing and evaluating a digital solution (simple guessing game) using a visual programming language.

Learning Area Digital Technologies

Knowledge and understanding of Digital Technologies Process and production skills

Describe how a range of digital systems (hardware and software) and their peripheral devices can be used for different purposes.

Define simple problems.Design and implement digital solutions using algorithms that involve decision-making and user input.Explain how the solutions meet their purposes.

A ◄ Justifies selection of digital systems and peripheral devices required for particular purposes. ◄

Justifies how specific features suit the purpose of the game with examples.Designs algorithms that align with the purpose of the guessing game to deliver required results.Names programming blocks aligned to deliver required actions.Implements a digital solution that meets their identified purpose by engaging the user.Explains alternative uses for the guessing game.

B ◄ Explains choice of digital systems and peripheral devices required for particular purposes. ◄

Explains how the type of guessing game best suits the purpose.Designs logical algorithms.Implements a digital solution that meets their identified purpose.Explains how the guessing game could be improved.

C ◄ Describes how a range of digital systems (hardware and software) and their peripheral devices can be used for different purposes. ◄

Describes the purpose of the digital solution.Designs algorithms that involve decision-making and user input.Names a programming block.Implements a digital solution with branching and user input.Explains how the guessing game meets the purpose.

D ◄ Identifies type of digital system and peripheral devices. ◄ Describes the digital solution.Designs a sequence of steps.Implements a digital solution.




Duration: 13 Weeks

Assessment Task – Marking guide

AssessmentTask Name

What digital systems do you use? Portfolio (Yr 03, 04)Type Portfolio

Date

Description Students demonstrate knowledge and understanding of digital systems and apply skills in defining, designing, implementing and evaluating a digital solution (simple guessing game) using a visual programming language.

Learning Area Digital Technologies

Knowledge and understanding of Digital Technologies Process and production skills

Describes the guessing game.

E ◄ Lists familiar digital systems or peripheral devices. ◄

Identifies the audience of the digital solution.Draws a screen or writes a step.Implements elements of a digital solution.Names the guessing game.




Duration: 13 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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