Which parts of your itinerary worked well? When do you think it might be useful to plan an itinerary again? Who might plan itineraries or pathways in their jobs? Assessing learning Sources of evidence could include: itineraries of excursion day floor plans of museum showing pathway clarification and justification of choices reflection sheets guides. visitors’ When making judgments, teachers consider whether the student has: read, recorded and calculated with 12-hour time interpreted calendars and simple timetables related to daily activities interpreted and created maps and plans used a range of mapping conventions described locations using major compass points, angles and grids given directions using major compass points, angles and grids. Links This investigation could be connected to core learning outcomes from another key learning area for example, Studies of Society and Environment. — Studies of Society and Environment Continuity and Change TCC 3.5 Students describe various perspectives based on the experiences of past and present Australians of diverse cultural backgrounds. Students gather information about: leisure activities of past generations scientific and technological advances cultural diversity of ’s early settlers the effects of the First and Second World Wars. For more information, refer to the elaborations in the Years 1 to 10 Studies of Society and Environment Sourcebook Guidelines, which are available online from the QSA website: www.qsa.qld.edu.au Acknowledgment Grateful acknowledgment is made to the staff of for their help in the co-development of this investigation.
Which parts of your itinerary worked well? When do you think it might be useful to plan an itinerary again? Who might plan itineraries or pathways in their jobs? Assessing learning Sources of evidence could include: itineraries of excursion day floor plans of museum showing pathway clarification and justification of choices reflection sheets visitors’ guides. When making judgments, teachers consider whether the student has: read, recorded and calculated with 12-hour time interpreted calendars and simple timetables related to daily activities interpreted and created maps and plans used a range of mapping conventions described locations using major compass points, angles and grids given directions using major compass points, angles and grids. Links This investigation could be connected to core learning outcomes from another key learning area — for example, Studies of Society and Environment. Studies of Society and Environment Continuity and Change TCC 3.5 Students describe various perspectives based on the experiences of past and present Australians of diverse cultural backgrounds. Students gather information about: leisure activities of past generations scientific and technological advances cultural diversity of ’s early settlers the effects of the First and Second World Wars. For more information, refer to the elaborations in the Years 1 to 10 Studies of Society and Environment Sourcebook Guidelines, which are available online from the QSA website: www.qsa.qld.edu.au Acknowledgment Grateful acknowledgment is made to the staff of for their help in the co-development of this investigation.