HOW YOU AND YOUR STUDENTS USE THIS SITEOnce entering the site, your students will be put 'In the Driver's Seat' for their journey through time. (Past, Present, Future) They will be able to choose their journey through time by clicking on the relevant traffic light colour e.g. Red = Past. As they navigate their way through the site the students will work towards obtaining their 'Learner Licence'. N.B. The Learner Licence can be issued to the students solely based on their results in the 'Test your Knowledge - Licence Time' (Past & Present) component of the site OR you may wish to look at the student's overall effort in navigating the site. Most of the learning experiences are self-directed however, depending on year level some teacher direction may be necessary. Students working on-line in pairs or small groups is suggested. |
RATIONALEThe QT Kids website has been designed as a learning resource to assist teachers in the teaching of the theme, transport. The site incorporates aspects of all the Key Learning Areas with an emphasis on SOSE (Studies of Society and Environment) and Information Technology.By using the QT Website, teachers will be utilising and integrating the key learning area of Information Technology into the SOSE curriculum. The fundamental principles underlying the Lifelong Learning Process have been used in the development of this website. A lifelong learner is:
The website is user friendly and has been designed so it can be used either as a whole unit of SOSE or as a unit integrated with other KLAs. The site provides teachers with the following:
The website recognises:
It is acknowledged that time constraints exist in terms of student access/ time to complete the games and activities, 'on line'. Therefore, provision has been made for the games and activities to be completed by printing them off. Whilst aspects of the Website may be beneficial to students in high school, the content, activities and games are more suited to primary students operating between levels 1 - 4. Queensland teachers now have a ready- made SOSE unit based on the theme, 'Transport - Past, Present and Future'. The curriculum links are provided, the content and activities have been designed according to Levels, Strands and Learning Outcomes. Resources and associated links are easily accessed and assessment tools are provided. |
CORE LEARNING OUTCOMESThe following illustrates the relationship between the Core Learning Outcomes in the Studies of Society and Environment (SOSE) syllabus, and the 'QT KIDS' website. Students are provided with opportunities to demonstrate the outcomes that are listed below through the content, games and activities contained within the website and planned teacher learning experiences.Time, Continuity and Change 1.1 - Students describe their past and their future using evidence from familiar settings. (Implicit outcome) TCC 1.2 - Students sequence evidence representing changes and continuities in their lives. (Explicit outcome) TCC 1.3 - Students share points of view about their own and others' stories. (Implicit outcome) TCC 1.4 - Students describe effects of a change over time in a familiar environment. (Implicit outcome) TCC 1.5 - Students identify what older people value from the past. (Implicit outcome) TCC 2.2 - Students record changes and continuities in familiar settings using various devices. (Implicit outcome) TCC 2.3 - Students cooperatively evaluate how people have contributed to changes in the local environment. (Implicit outcome) TCC 2.4 - Students describe cause and effect relationships about events in familiar settings. (Implicit outcome) TCC 2.5 - Students identify similarities and differences between the experiences of family generations. (Implicit outcome) TCCD 2.6 (discretionary outcome) - Students classify various information sources according to their own criteria. (Explicit outcome) TCC 3.1 - Students use evidence about innovations in media and technology to investigate how these have changed society. (Explicit outcome) TCC 3.2 - Students create sequences and timelines about specific Australian changes and continuities. (Explicit outcome) TCC 3.3 - Students use knowledge of people's contributions to Australia's past to cooperatively develop visions of preferred futures. (Explicit outcome) TCC 4.1 - Students use primary sources to investigate situations before and after a change in Australian or global settings. (Explicit outcome) TCC 4.3 - Students share empathetic responses to contributions that diverse individuals have made to Australian or global history. (Implicit outcome) TCC 4.4 - Students critique information sources to show the positive and negative effects of a change or continuity on different groups. (Explicit outcome) TCC 4.5 - Students review and interpret heritages from diverse perspectives to create a preferred future scenario about a global issue. (Explicit outcome) TCC D4.7 (discretionary outcome) - Students represent eras of past civilisations on a timeline or chart. (Explicit outcome) Place and Space 1.1 - Students match relationships between environmental conditions and people's clothes, food, shelter, work and leisure. (Explicit outcome) PS 1.5 - Students describe the relationships between personal actions and environmentally friendly strategies in familiar places. (Implicit outcome) PS 2.1 - Students identify how environments affect lifestyles around Australia. (Explicit outcome) PS 2.3 - Students cooperatively plan and care for a familiar place by identifying needs of that place. (Explicit outcome) PS 2.5 - Students express a preferred future vision for a familiar place based on observed evidence of changes and continuities. (Explicit outcome) PS 3.2 - Students create and undertake plans that aim to influence decisions about an element of a place. (Explicit outcome) PS 3.5 - Students describe the values underlying personal and other people's actions regarding familiar places. (Explicit outcome) PS 4.2 - Students predict the impact of changes on environments by comparing evidence. (Explicit outcome) PS 4.5 - Students explain whether personal, family and school decisions about resource use and management balance local and global considerations. (Implicit outcome) Systems, Resources and Power 1.1 - Students identify how elements in their environment meet their needs and wants. (Explicit outcome) SRP 2.2 - Students create a representation of the various people and resources involved in the production and consumption of familiar goods and services. (Explicit outcome) SRP 2.5 - Students devise possible solutions to problems people may have in accessing resources. (Explicit outcome) SRP 3.2 - Students create a representation of occupational specialisation and interdependence in an industry from the past, present or future. (Explicit outcome) SRP 3.3 - Students apply the principles of democratic decision making in cooperative projects. (Explicit outcome) SRP 4.1 - Students outline how Australian industries link to global economic and ecological systems. (Implicit outcome) SRP 4.3 - Students enact democratic processes in familiar settings using knowledge of representative government. (Explicit outcome) |
| Name | Learning Outcome | |
| Crossword Capers | - | - |
| Odd One Out | - | TCC 2.2 , TCCD 2.6 |
| Word Search | Yes/No | - |
| Comparing Transport Past & Present | - | TCC 4.1 |
| Then & Now | - | TCC 3.1 |
| Past & Present | - | TCC 4.1 |
| Spot the Difference | - | - |
| Find the Station | - | SRP 1.1 |
| Pictorial Timeline | - | TCC 3.2 |
| Let's Travel | - | SRP 1.1, TCCD 2.6 |
| Pictorial Timeline | - | TCC 3.2 |
| Up, Up and Away | - | SRP 1.1, 2.2, 3.2 |
| Sliding Puzzle | - | - |
| Motor Car Comparison | Yes | TCC 4.4 |
| Mock Community Meeting - Operation Seascape |  | TCC 3.3 PS 2.1, 2.3, 2.5, 3.2, 3.5, 4.2 SRP 2.5, 3.3, 4.3 |
FIELD TRIPS, EXCURSIONS AND RELATED TEACHING IDEASThe following is a brief list of excursion suggestions and ideas that could be used in conjunction with this topic. It is by no means comprehensive and it is planned that this list will be constantly added to and updated by Queensland Transport and from other classroom teacher's suggestions. |
| It is envisaged that this section of teaching ideas and learning experiences will be regularly updated and additions made based on ideas provided by teachers on the feedback form on this site. |
MOCK COMMUNITY MEETING - TEACHER NOTESTCC 3.3PS 2.1, 2.3, 2.5, 3.2, 3.5, 4.2 SRP 2.5, 3.3, 4.3 This activity is the 'Future' equivalent of the 'Test Your Knowledge - Licence Time' activity for the Past and Present. It, (like Licence Time) is part of the Synthesising Phase of the site - where students demonstrate their newly acquired knowledge and abilities. This is done by reflecting* on the future transport needs of a particular community (Seascape) and then communicating* their ideas at a mock community meeting. It is highly recommended that teachers read the notes for this activity before conducting the meeting to gain a full understanding of the challenges facing transport planners for the future. * (SOSE Curriculum Processes ) TEACHER NOTES :-The way the 'mock community meeting' is conducted is at the discretion of the classroom teacher. It is aimed at students in upper primary grades. Stakeholders/groups represented at the meeting can be changed, added to or deleted from the list provided. The meeting does not necessarily have to reach a solution to the transport problems depicted in this scenario. The main aim of the meeting is for students to gain an understanding of the challenges facing transport planners in terms of planning for future needs. The scenario is characterised by a high level of community consultation in decision making and by a demand that transport infrastructure be provided that supports the needs of a diverse community while not adversely impacting lifestyle and the natural environment. Such demands make government decision making and consultation very difficult. 'Operation Seascape' poses particular problems for transport planners as the groups in this community are in conflict. On one hand they demand the services that require significant infrastructure support (e.g. roads, trains or airports) to meet industry, population and tourist needs. On the other hand they have to take into account the sensitive environmental issues unique to this area and the many residents who have moved here to avoid the complexities and lifestyle that such infrastructure entails. The 'Point of View' cards are optional. If used they can be printed out and distributed to the students prior to conducting the meeting. The cards have been arranged in pairs - so ensure that a pair is removed rather than randomly selected individual cards. The student with the opposing point of view will have to be ready to give a speech at the meeting when their 'partner' has finished. Blank cards can also be distributed so students can come up with their own points of view that represent their group's position. These blank cards can also represent people who are undecided and do not belong to any particular group in the community. After the community meeting you and your students may choose to use the activities in the 'Planning process' section. These activities are optional and better suited to upper primary students.It is suggested that a time limit is set for the meeting and that the teacher acts as the chairperson or transport planner. Ample time should be given to preliminary discussion of the scenario to ensure the students have a full understanding of the past, present and future transport planning issues associated with this case. |