Mapping My World Unit Plan

Queensland Curriculum, Assessment and Reporting Framework
SOCIAL INVESTIGATION STRATEGY UNIT PLAN

School Name: (non-specific) Unit title: Mapping my World KLA: SOSE Year level: 3 Duration of unit: 6 Weeks
Goal Statement
The overall objective for this unit is for students to use prior knowledge alongside newly learnt knowledge, to demonstrate the skills involved with basic mapping. These skills should include the students ability to: recognise basic symbols that are represented within maps and discuss their importance, it should al so include awareness of relative position, landmarks and specific locations. Students will learn the importance of maps and why, when and how they are used. The students will also learn to communicate and share their ideas using texts and terminology that is associated with social and environmental studies. This will be conducted in the manor of individually or collaboratively using strategies that create a learning environment that is diverse and productive. Throughout the duration of the unit, students will use tools such as information technologies to create and communicate ideas and notions within the context of the unit. At the end of the unit students should be able to organise the information given to them enough for it to be demonstrated in the form of a culminating assessment task, where students will map their own city.
Studies of Society and Environment Content/Concept and Skills Statement

Throughout this unit students will develop a knowledge and understanding of mapping within the context of local, state and national perspectives. Students will be asked to activate prior knowledge in order to build upon and engage in new learning. Specific skills students will learn include recognising basic map symbols, including references to land, water, cities and roads, using cardinal directions on maps, identifying the physical shape of the map in the specific area, locating city centres, rivers, major roads, major developments and other aspects that build a town. Students will work through a series of activities based upon the Social Investigation Strategy which allows students to formulate questions, engage in critical thinking and reflection. The students will develop knowledge of maps and mapping skills through activities being sequenced a succession of lessons that lead to the students demonstrating what they have learnt in the culminating task of the unit. The activities have been structured and sequenced in a way that scaffolds the students learning. The key processes that will be developed in the unit are the students ability to interpret a map and identify the relative position of features including landmarks and locations. Students will develop these through lessons and activities that provide them with the opportunity to: Recognise key features on a map and be able to interpret their meaning Be able to recognise that different cultures have different interpretations of maps and their features Why we use maps and the different types of maps Identify differences in scales in maps and mapping.
QCAR Professional Development Package

Queensland Studies Authority Ground floor, 295 Ann Street, Brisbane. PO Box 307, Spring Hill Queensland 4004 Phone: (07) 3864 0299; Fax: (07) 3221 2553; Email: office@qsa.qld.edu.au; Website: www.qsa.qld.edu.au The State of Queensland (Queensland Studies Authority) 2013 Copyright protects this work. Please read the Copyright notice on our website.
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Each lesson leads to a skill being learnt by the student that is then linked to the next. The students will also develop a learner centred enquiry approach. This approach is used so the students are able to enquire what they have learnt and comprehend by themselves or with fellow students. The skills being developed by the students are of importance to the student as they provide the students with the ability to read maps and comprehend the meaning behind the features on a map. The culminating task will demonstrate the students gained knowledge thorough their ability to produce a map and indicate the features that are represented on the map.
Statement of Intention
By the end of this unit students should be able to demonstrate their ability to: Read and interpret a range of simple maps Understand common symbols and representations for landmarks, locations and buildings Identify the purpose of maps and their usage Demonstrate their ability to effectively design and draw a map with the inclusion of the BOLTS strategy Effectively communicate and reflect on their findings in a written and verbal form
Key Questions
1. What is a map? 2. What are some different types of maps? 3. What are maps used for? 4. What is the importance of a map? 5. How were maps used within the Indigenous Australian Culture? 6. Why are there symbols on maps? 7. What is a legend and what is its purpose? 8. What are cardinal directions and why do we use them? 9. What role does a scale play on a map? 10. Is it important that a map has a scale? 11. What elements are important to use when drawing or designing a map? 12. Are maps relevant in todays society?

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Identify curriculum
Ways of working
The students should be able to: Plan simple investigations based on questions Draw conclusions and give explanations, using information and evidence Reflect on learning to identify new understandings
Knowledge and Understanding

Place and Space: Local natural, social and built environments are defined by specific features and can be sustained by certain activities. Maps have symbols to represent places and identify the relative position of features including landmarks and location e.g a 2D map using pictograms such as a large red circle to represent a city and blue lines to represent waterways.
General Capabilities
ICT o Locate, generate and access data and information from a range of digital sources. o Select and evaluate data and information explain why located or information was selected. Literacy o Comprehend texts o Navigate read and view learning area texts, navigate read and view different types of texts o Interpret and analyse learning area texts interpret literal information and make inferences to expand topic knowledge using comprehension strategies Numeracy o Interpret maps and diagrams and interpret information, locate positions and describe routes on maps and diagrams using simple scales, legends and directional language. Critical and Creative Thinking Continuum o Pose questions to expand their knowledge about the world. o Identify and clarify main ideas and select and clarify information from a range of sources The Intercultural Understanding Continuum o Investigate culture and cultural identity, identify and describe variability within and across cultural groups.

Cross-Curriculum Priorities
Aboriginal and Torres Strait Islander histories and cultures. Students gain awareness of the history and diversity of lifestyles of Aboriginal people and Torres Strait Islander people throughout Australia. For example Indigenous cultures will be embedded into this unit through the use of how Aboriginal and Torres Strait Islander people used maps in their culture.

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Develop assessment
Type of assessment What will be assessed
The students will not be formally assessed at this stage. The evidence that will be reviewed would be anecdotal notes of group discussions and anecdotal notes of group participation.
Make judgments
When it will be assessed
This assessment will take place at the beginning of the unit, and will be identified in the Motivate, Explore and Frame, Negotiate and Identify stage.
Purpose of assessment
The purpose of this assessment is to evaluate students knowledge before any main instruction takes place.
Assessable elements
Knowledge and Understanding: previous knowledge. Implementing and Applying: previous knowledge to complete the task.
Diagnostic
Formative
This assessment will take place The students will be assessed during the unit via throughout the whole unit, and the work they complete in their MAPPING MY will take place in various lesson WORLD booklet. This is an individual piece of modules. assessment and anecdotal notes will be taken on student progress.
The purpose of this assessment is to evaluate and identify areas of weakness and strength that may be evident.
Knowledge and Understanding: of aspects that come together to form a map. Planning: of relativity and position
Summative
This assessment task will take Ability to recognise basic maps and place in the take action stage symbols An understanding of symbols to represent (lesson 14). places Cardinal directions Identify key aspects of a town and appropriate relative positions of these aspects
The purpose of this assessment is to evaluate and assess students understanding of certain aspects that contribute to form a simple map.
Knowledge and Understanding: of the aspects that form a map. Planning: the ability to plan a town. Implementing and Applying: Implementing the appropriate aspects that form a map. Applying previous knowledge to form a directional map. Reflecting: Using newly formed knowledge to make decisions that reflect their choices that formed the students map.

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Unit Overview
Lesson Number
1.
Stage of Social Investigation Strategy

Motivate Focus: Mapping our ideas.
Lesson Description

Resources
Deck of mapping cards Sticky notes Pens Whiteboard Whiteboard markers Whiteboard eraser Word wall
Assessment
Observation of students response and group discussions. Anecdotal notes of group participation.
Split the students into small groups of 3-4, and provide each group with a set of Guess What map cards. Each deck of cards contains different symbols and words that are used in relation to maps.
In the groups students will be given a sticky note pad, from here the students are to pull a card from the deck and either write or draw what they think each card is. Example a blue line card may be drawn from the deck, the students would then write down what they think a blue line would represent on a map.
The students in the small groups are to work together to discuss each card. At the end of the deck of cards each group will select a group speaker. As a whole class each group speaker will be asked at different times to stand up and tell the class what they chose for a card, and why.
This will then be led to a teacher/ class discussion on the students choices and their relevance. At the end of the session introduce the class to the word wall and explain its purpose and when it will be used.
Time:40 minutes Links to other curriculum areas: Year 3 English: Language: Express and Develop Ideas Understand that verbs represent different processes (thinking, doing, saying and relating). Learn extended and technical vocabulary and ways of expressing opinion including modal verbs and adverbs.
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2. Explore Focus: A world of maps The students will be seated at their desks and will work both individually and as a whole class for this lesson. The students will have a map of Queensland on the board. The teacher will ask guided questions such as Why is Brisbane a big red dot on the map? This will then help guide the students to identify features that they are already aware of on a map. The students at this time will be shown their individual Map my World booklets that will be filled out during each class, and assessed at the end of the 6/8 week period. On the first page of the students Map my World booklets there will be an identical page of the Queensland map. As a class work through key features on the map, and have the students write the names of the key features on their miniature map. The discussion as a class should be focusing on facts such as why certain aspects of a map may be represented in the way that they are. Example: Why is a river not a thick blue wavy line? Because when represented on a map it needs to be shown to scale and replicate the determined length and width. Time: 30 minutes Links to other curriculum areas: Year 3 English: Literacy: Texts in Context Identify the point of view in a text and suggest alternative points of view Students Map my World booklets. Pencils lead Colouring pencils Rulers Rubbers Whiteboard Whiteboard marker Whiteboard eraser Word wall Observation of student response during class discussion. Teacher questioning of class and individual students.
Interpreting, analysing and evaluating Use comprehension strategies to build literal and inferred meaning.

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3. Frame, Negotiate and Identify Focus: Why? Mapping The teacher starts the lesson by posing a question to the students. What is the importance of a map? as a class the students should discuss. The teacher will then guide the students to the next question What are maps used for? After the students have discussed and presented their ideas the teacher will clarify both questions and stimulate other questions based on the students ideas and thoughts. After this short guided session the students should have three main questions that can be used to start small focus groups. The three key questions are chosen and should be similar to What jobs use maps? Where did maps come from and how were they used? and Are maps used as part of the Aboriginal culture?. The students will be broken into 3 focus groups and will each be given a question and asked to use resources provided in the classroom to give answers to their questions. Once the students have researched their questions they are as a group to present their findings to the class. The teacher will write down key ideas and the students will write these in their Map my World booklets, each group will present their findings. Students then add any new words that they have learnt to the word wall. Students MAP MY WORLD booklets. Pencils lead Colouring pencils Rulers Rubbers Whiteboard Whiteboard marker Whiteboard eraser Word wall Multiple books on various topics in relation to the students group questions. Computers Observation of student response during class discussion. Teacher questioning of class and individual students. Anecdotal notes of group participation.
Time: 45 minutes Links to other curriculum areas: Year 3: Science: Processing and analysing data and information Compare results with predictions, suggesting possible reasons and findings.

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4. Gather Information Focus: Exploring Aboriginal mapping Form the previous lesson have the students who have gathered information on mapping within the Aboriginal culture stand up and discuss their findings. From this stimulate the guided conversation and form a KWL chart, have the students state what KWL stands for and what we as a class use it for. Draw a KWL chart on the board, and start with K (what we Know). The students should state the information that was discussed from the last group that presented their question. After this stimulate the students with some questions about the Aboriginal culture keeping the students minds focused on the idea of mapping within their culture. After this pose to the students the idea of what could be some things that we would Want to learn (this being the W component). At this time guide the students to form questions that are related to mapping and how it intertwines with the aboriginal culture. The students will have a KWL chart to fill out in their Map my World booklet, which is to be filled out alongside the teachers master board copy. Time: 45 minutes Links to other curriculum areas: Year 3 English: Literacy: Interacting with others Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations. Students Map my World booklets. Pencils lead Colouring pencils Rulers Rubbers Whiteboard Whiteboard marker Whiteboard eraser Word wall Observation of student response during class discussion. Teacher questioning of class and individual students. Anecdotal notes of group participation.

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5. Gather Information Focus: Mapping in the Indigenous Australians Culture Remind the students of the previous lesson by showing them the KWL chart, and quickly discuss the student formed questions that are in the W column of the KWL chart. Directly split the students up into 4 groups, and assign each group a question. From this the students are to go and investigate their questions using various materials. Once the students have investigated their questions have the group select a speaker. The speaker is then to stand and tell the teacher the information found about their topic question. From here the teacher is places the information on the chart so students can copy into their Map booklets. Each group is to complete the process of telling the teacher their findings. At the end as a class discuss the whole KWL chart and what the students have learnt about mapping within the aboriginal culture. Time: 40 minutes Links to other curriculum areas: Year 3: English: Language: Language Variation and Change Understand that languages have different written and visual communication systems. Different oral tradition and different ways of constructing meaning. Understand that successful cooperation with others depends on shared use of social conventions, including turn-taking patterns, and forms of address that vary according to the degree if formality in social situations. Students Mapping my World booklets. Pencils lead Colouring pencils Rulers Rubbers Whiteboard Whiteboard marker Whiteboard eraser Word wall Multiple books on various topics in relation to the students group questions. Computers Observation of student response during class discussion. Teacher questioning of class and individual students. Anecdotal notes of group participation.

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6. Gather Information Focus: Our local area - Directionality The students will be shown an empty map of the direct area that surrounds the school. The students are to work as a class to fill the map using the basic knowledge learnt thus far. At the beginning of the lesson have the students stand up and face any direction, some students may face the back of the class other the sides etc. Ask all the students then to face North. The students will then stand in different directions as this is a new concept for students. Explain then to students the importance of knowing which way is north and that we can learn where north is using a compass rose. Follow by explaining that there are three other cardinal directions. At this time begin as a class to fill out the map of the local area, the teacher will have a master draft on the board and the students will have an individual copy inside their Mapping my World booklets. Use guided questions to stimulate the students responses, and guide the lesson into a discussion on why is it important that we know what certain symbols mean on a map. The students main focus is to identify key features that are North, East, South and West of the school grounds. Students should identify one or two places in each cardinal direction. Time: 30 minutes Links to other curriculum areas: Year 3 Science: Science Inquiry Skills: Questioning and Predicting With guidance, identify questions in familiar contexts that can be investigated Students Mapping my World booklets. Pencils lead Colouring pencils Rulers Rubbers Whiteboard Whiteboard marker Whiteboard eraser Word wall Observation of student response during class discussion. Teacher questioning of class and individual students.

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Communicating Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representation and simple reports. 7. Gather Information Focus: Symbols in Mapping As a class discuss the three symbols used on maps that students already have an understanding of roads, rivers and major cities. Discuss that symbols are used within every type of map. Give students the word railway and ask them to draw in their workbooks what might be a symbol that could be used to represent a railway. Draw up the symbol for a railway and explain to students that this is the symbol that will be found within common, everyday maps. Brainstorm a list of places, locations, landmarks, buildings etc. that could be found on a map. Using this list, students are to choose 10 of these to write in their workbooks and draw a symbol that they believe that could be used to represent this upon a map. Once students have filled in their page discuss what symbols they have drawn by working through the list, asking students to come and draw what their symbol looked like, and presenting what the actual representation is. Give students the challenge over the next couple of days to look out for different symbols that are used, instead of words, either on maps or signs to gain a greater understanding of how these may be used within maps and society. Students Map My World booklet Whiteboard or Interactive whiteboard Whiteboard markers Whiteboard eraser Pencils/Coloured pencils Observation of student response during class discussion. Teacher questioning of class and individual students.

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Time: 30 minutes Links to other curriculum areas: Year 3 English: Receptive Modes They understand how language features, images and vocabulary choices are used for different effects. 8. Gather Information Focus: Different maps, different symbols During this lesson the focus will be on different maps having different symbols to represent different locations etc. The students will each be given specific maps, (example a pirate map). The students are to look at the different maps and identify the symbols that may be on the map. The students will then write down the names of each of the symbols next to the symbol. The different types of map will challenge the students knowledge in relation to symbols and their purpose within a map. It is important to remind the students that they can use the word wall at any time for words they may not know how to spell. At the end have the students state any new words that they may use again, so that they can be added to the word wall. Time:25 minutes Links to other curriculum areas: Year 3 English: Literacy: Interpreting, analysing and evaluating. Use comprehension strategies to build literal and inferred meaning and begin to evaluate texts by drawing on a growing knowledge of context, text structures and language features. Students Map My World booklet Whiteboard or Interactive whiteboard Whiteboard markers Whiteboard eraser Pencils/Coloured pencils Observation of student response during class discussion. Teacher questioning of class and individual students. Anecdotal notes of group participation.

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9. Gather Information Focus: Using legends Discuss previous lessons on symbols through questioning to activate students prior knowledge. Explain that different maps often use different symbols and today students will be drawing and designing their own pirate treasure maps. Brainstorm different elements that could be used in students pirate maps, guiding students towards the key question How do we know what the symbo ls stand for if everyone could interpret them a different way? This leads to the introduction of the word legend. Students draw, colour and design their pirate treasure maps in their workbooks, including key symbols and elements and creating a legend. Give students the opportunity to share their map design and what elements they decided to use for their legends. Time: 30 minutes Links to other curriculum areas: Year 3 English: Achievement Standards: Productive Modes (speaking, writing and creating). Students understand how language features are used to link and sequence ideas through visual representation. 10. Gather Information Focus: Why use a scale on a map. This lesson will focus on scale and the importance it has within a map. The lesson will start by having a general map on the board that has an evident scale on it. From here ask the students what they think the scale is for, without actually Students Mapping My World booklet Whiteboard or Interactive whiteboard Whiteboard markers Observation of student response during class discussion. Teacher questioning of class and individual students. Students Mapping My World booklet Whiteboard or Interactive whiteboard Whiteboard markers Whiteboard eraser Pencils/Coloured pencils Observation of student response during class discussion. Teacher questioning of class and individual students. Anecdotal notes of group participation.

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using the reference of scale. Example: What do you think this line with numbers next to it means? Discuss the ideas that the students form. From here explain to students that the scale is used to show distance on a map. So the students gain a better idea of how this works, place a map of Australia on the floor. Step into the map and ask students if Australia is the size of a foot? Continue to explain to students that a scale is drawn to a specific measurement, mostly 1cm, and that 1cm will represent a certain distance. So an example might be that 1cm equals 100 kilometres and so on. Then in the students Mapping my World booklets they are to work through the local map page. Where they use the scale to figure out how long their local area is. Time: 40 minutes Links to other curriculum areas: Year 3 English: Language: Expressing and Developing Ideas Understand that verbs represent different processes for example doing, thinking, saying, and relating and that these processes are anchored in time through tense. 11. Analyse Information Focus: Mapping your own town. Ask students to discuss what major places/locations are in their local area. Ask the students to form ideas of places that are important to their local community; such as hospital, police station etc. As a class for a list of places/locations that students feel are important to their Students Mapping My World booklet Whiteboard or Interactive whiteboard Whiteboard markers Observation of student response during class discussion. Teacher questioning of class and individual students. Whiteboard easer Pencils/Coloured pencils Anecdotal notes of group participation.

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community. Discuss with students the reason why they chose the specific place/locations that are on the list. Guide the students to answer any places that are relevant to the local area but have not been mentioned. The teacher will then focus the class to analyse what would happen if a certain place/location was to be removed from the local area. As a class discuss whether there would be an impact or not on the community. From this as a class make a list of what the students feel would be necessary places with a small town/community. The list is to be written in the students Mapping my World booklets. Any new words that the students have learnt should be added to the word wall at this point. Time: 40 minutes Links to other curriculum areas: Year 3 English: Language: Language for Interaction. Examine how evaluative language can be varied to be more or less and its ability to become a visual representation. 12. Conclude and Review Focus: B.O.L.T.S B.O.L.T.S is a strategy that the students will use to scaffold the information that they have been taught, so that it can be implemented into their culminating task. The students will sit down as a class and run over what was discussed in the previous lesson, that being what important places/locations are needed to Students Mapping My World booklet Whiteboard or Interactive whiteboard Whiteboard markers Whiteboard easer Observation of student response during class discussion. Teacher questioning of class and individual students. Whiteboard eraser Pencils/Coloured pencils Anecdotal notes of group participation.

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form a town where a community of people would live successfully. To help the students remember the important factors that they need to incorporate into their culminating task, the students will learn the B.O.L.T.Z strategy. Go through the strategy, breaking it down and discussing each point with students. B: Border O: Orientation L: Legend T: Title S: Scale At the end if the students have discovered a new word, have them add it to the word wall. Time:40 minutes Links to other curriculum areas: Year 3 English: Language: Text Structure and Orangisation Understand how different types vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences). 13. Take Action Focus: Mapping my World Culminating Task The students will complete this task individually under test conditions. The focus behind this culminating task is to have students use their prior knowledge and knowledge gained from the unit thus far. The students will be handed a test sheet and their MAPPING MY WORLD booklet, they are to use the booklet to complete the task set on the sheet. Culminating Task sheet Pencils/Coloured Ruler Erasers Mapping my World booklet. Summative form of assessment being marked off against the assessment rubrics.

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The task includes having the students map out a town, where the students must position all relevant attributes of a map and a town using the B.O.L.T.S strategy. Students should be placing relevant attributes on the map correctly. Once the students have completed mapping their town, they are to write a short paragraph discussing why the students chose to place their features within their maps; where they are. When the students have finished collect the test.
Time: 60 minutes Links to other curriculum areas: Year 3 English: Language: Text structure and organisation. Understand that paragraphs are a key organisational feature of written text. Know that word contractions are a feature of informal language and that apostrophes of contraction are used to signal missing letters. 14. Reflect On Focus: What did we learn about mapping? The students will reflect on their learning by filling out the final page in the students, Mapping my World booklet. The students will be asked to write down 5 things that they have learnt about mapping. They will also be told to give one example of why they might use a map in the future. At the end the students will be asked a key question, Can we now effectively participate in society with our new found mapping skills? This allows the student to draw on the content taught. Students Mapping My World booklet Whiteboard or Interactive whiteboard Whiteboard markers Whiteboard easer Observation of student response during class discussion. Teacher questioning of class and individual students.
Time: 45 minutes

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Links to other curriculum areas: Year 3 English: Language: Language variation and Change Understand that languages have different written and visual communication systems, different oral traditions and different ways of constructing meaning from content.

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CRITERIA Knowledge and Understanding Inclusion of landmarks, locations, buildings, roads etc. that are required for a functioning town. Skills Use of a wide range of mapping skills such as border, orientation, legend, title, scale and directionality.
A A wide variety of features present on the map. A thorough and well thought out placement of features within the map with thought to functionality.
B A variety of features present on the map. A thought out placement of features within the map with though to functionality.
C Use of a range of features present on the map. Satisfactory placement of symbols within the town, with some thought for the functionality of the town.
D Some features present on the map. Some thought to placement of features within the town with limited thought to functionality of the town.
E Little to no features present on the map. Features placed randomly with very limited thought to functionality of the town.
Exceptional demonstration of mapping skills with no mistakes. Includes all mapping skills covered.
Good demonstration of mapping skills with few mistakes. Includes the majority of the mapping skills covered.
Adequate demonstration of mapping skills, with minor mistakes. Includes most of the mapping skills covered.
Limited demonstration of mapping skills, with major mistakes. Includes some of the mapping skills covered.
Extremely limited demonstration of mapping skills with major mistakes. Include few mapping skills.
Communication Interpret and provide justifications for certain features and placements within the map.
Exceptional written justification for placement of features within the town with evidence of thorough planning. No errors within literacy. Well thought out written justification for place of features with evidence of prior planning. Few errors within literacy. Satisfactory written justification for placement of features within the town with some evidence of planning. Some minor errors in sentence structure, Limited written justification for Little to no written justification placement of features within presented. the town. Majors errors present within the literacy.
Conventions Grammar, spelling and punctuation

Correct use of conventions with complete accuracy.
Use of conventions with a few minor errors or omissions.
Adequate use of conventions with few minor errors and/or omissions.
Limited use of conventions with some major errors and/or omissions.
Few conventions used with numerous major errors and/or omissions.

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Mapping My World Unit Plan

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Queensland Curriculum, Assessment and Reporting Framework

SOCIAL INVESTIGATION STRATEGY UNIT PLAN

Studies of Society and Environment Content/Concept and Skills Statement

QCAR Professional Development Package

Queensland Curriculum, Assessment and Reporting Framework

QCAR Professional Development Package

Queensland Curriculum, Assessment and Reporting Framework

Knowledge and Understanding

QCAR Professional Development Package

Queensland Curriculum, Assessment and Reporting Framework

QCAR Professional Development Package

Queensland Curriculum, Assessment and Reporting Framework

Stage of Social Investigation Strategy

Queensland Curriculum, Assessment and Reporting Framework

QCAR Professional Development Package

Queensland Curriculum, Assessment and Reporting Framework

QCAR Professional Development Package

Queensland Curriculum, Assessment and Reporting Framework

QCAR Professional Development Package

Queensland Curriculum, Assessment and Reporting Framework

QCAR Professional Development Package

Queensland Curriculum, Assessment and Reporting Framework

QCAR Professional Development Package

Queensland Curriculum, Assessment and Reporting Framework

QCAR Professional Development Package

Queensland Curriculum, Assessment and Reporting Framework

QCAR Professional Development Package

Queensland Curriculum, Assessment and Reporting Framework

QCAR Professional Development Package

Queensland Curriculum, Assessment and Reporting Framework

QCAR Professional Development Package

Queensland Curriculum, Assessment and Reporting Framework

QCAR Professional Development Package

Queensland Curriculum, Assessment and Reporting Framework

QCAR Professional Development Package

Queensland Curriculum, Assessment and Reporting Framework

QCAR Professional Development Package

Queensland Curriculum, Assessment and Reporting Framework

QCAR Professional Development Package

Queensland Curriculum, Assessment and Reporting Framework

Conventions Grammar, spelling and punctuation

Use of conventions with a few minor errors or omissions.

Adequate use of conventions with few minor errors and/or omissions.

Limited use of conventions with some major errors and/or omissions.

Few conventions used with numerous major errors and/or omissions.

QCAR Professional Development Package

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