Excursion to Kings Park
local area, being the first owners
Key
Big ideas
Question
Integrated lesson
HASS Lesson
Skills (incl. Lit/Num
What is significant in our local
Excursion/incur
sion
Rich Task
ICT, Critical and Creative Thinking,
Investigate and
research local
history/significant
landmarks and events
Incursion – guest speaker from
Students to write a checklist
about what makes something
a piece of technology
(English/HASS)
A range of different objects are
brought into class for students
to explore and discuss
- What are the common
elements?
What is technology?
What are some traditional tools
/toys used by Aboriginal and
Torres Strait Islander children to
play and learn?
Students to explore different types
of tools used in different subjects
to learn. These tools are physical
artefacts
Intercultural Understanding
Research on Indigenous History in
Personal and Social Capability,
Personal and Social Capability of the land and Literacy
Rich Task
Students to choose a significant
and Intercultural Understanding Literacy and Ethical
Researching on ICT these key world event and create a report
Understanding
landmarks to find out about Australia’s involvement
information about them Look at family photos from Intercultural Understanding,
significant events Ethical Understanding Students to compose creative
Digital Technologies/HASS) Look in school buildings and writing piece about a place that is Explore world events that
Explore paintings from the past, highlight significant special to them during reflection
Have an Aboriginal/Torres Strait Australia participate in and have
and compare to land now events/traditions that have time (Eng/HASS)
What is special to my family? Islander elder as guest speaker to been affected by (e.g. Olympics,
(The Arts/HASS) continued (Geo/History)
explain their country Natural disasters)
(English/HASS) (History/Geography)
What are the significant Where is my special place?
landmarks in Perth, Western Significant Landmarks and
Australia? How is Australia connected to the rest
Events How has our school and school What does it mean to be
of the world?
traditions changed? connected to country?
Connections to the world
If you could make your own
community? landmark, what would it be? What factors affect our
What are key world landmarks? connection to the world?
Incursion – Aboriginal and Torres
Are we there yet?
Strait Islander elders in as guest
Design and illustrate a new speakers
Guest speaker who has been a
landmark that has significance Travel time and distance to
long-time member of local Identify and mark landmarks on
to you different destinations
community – their P.O.V
(Art/HASS) map of the world Where do my family and I fit in Read the book “Are we there
(Maths/HASS)
(Eng/HASS) (Geography/History) the world? yet?” and discuss key events and
places they went
(English/HASS)
Apply knowledge of landmarks to Explore family history and
Ethical Understanding
create something significant to
them and form reasons for this  cultures, identify on map where I
live, where family members
live/were born & holidays
Map out key areas on the world
Explore concepts of purpose,
distance and accessibility as to
map from the book “Are We
(Geography/History) why people go places
There Yet?”, including where
Rich Task – Students design and create each student has travelled to
a model of their landmark. They must (or wishes to travel to)
local community
also justify and explain choices and Personal and social capability
significance
Connection Excursion – Perth Airport tour to
see where we are connected to
Excursion to Peninsula Farm and
Whiteman Park transport
Critical and creative thinking, Changes
Intercultural Understanding Investigate where it is in the
museum Excursion to local post office to local community and why it Literacy, Numeracy,
post the letters and find out might be significant in that area Intercultural Understanding and
Students to investigate ‘How Time about process of mail Personal and Social Capability
Compare technology now VS then,
Changes’ interactive website –
what do we use as alternative? T-
chart to compare with images.
(Arts/HASS).
(ICT/HASS)
https://schoolsequella.det.nsw.edu.au/fil
 Students to write a letter to
Students to explore a map of Explore map of the world to
e/1e321aee-682c-467f-a3b6- themselves. This includes explicit
their local community and identify where Australia is
59ad89ad859f/1/14160.zip/index.html teaching of components of a letter
surrounding suburbs situated
(e.g. address) and how to write it
How has technology in the home (Maths/HASS)
(English/HASS)
changed over time? Rich Task –
Where, other than home, do we Students to create their letters
Where do I live? Describe where Australia is in
Technology use technology? independently including all
Where is our school? comparison to other continents
components, correct placings of
e.g. north, south, opposite, near,
writing address and stamp
far (Eng/HASS)
What would we do without How do you change technology,
technology?
Geographical Divisions
and how might it change again? What makes up the different
Where is Australia?
continents?
Class spend a day without using Students to write a persuasive What is in between Australia and the What are other main areas of land on the map?
technology. For example, no IWB, Students to investigate the text to a company to invent a other continents?
Explore how big the continents
no iPad, no phone, no printer etc. methods of how technology new piece of technology they are on the map compared to
Discuss impact of this (HIS/GEO) changes throughout history, have come up with Students to explore a video about
Aus (HASS/Maths) Explore a map of the world using
and how it might change again (HASS/ENG) the 7 continents and label them on
Google Maps/Globe, to identify map of the world–
Discussion of how different parts Explore different countries oceans, equator, Poles, tropics https://www.youtube.com/watch?
of technology have evolved over inside the different continents. and hemispheres and create our v=rCYERpZ4Ujc
time What do students know? own map (Maths/HASS) (HASS/ICT)
Creative and Critical Thinking Incursion – SciTech on the
Rich Task road to present ways of
Numeracy Information and Communication
Create a model toys used by creating new technology
Incursion – guest speaker to discuss Information and Communication Technology capability
children who lived without Technology capability
travelling in different continents Intercultural Understanding
technology
Tiana Versace 18354795
PROGRAM RATIONALE
The central idea of this unit is significant
landmarks, events and people. The
inquiry into the central idea begins at a
personal level, then moves to local
community, state and global. This
approach has been chosen as it aligns to
the idea of working in a child’s Zone of
Proximal Development, where students
solve problems using their scaffolded
knowledge they have learned or
experienced (Woolfolk & Margetts,
2013, p.323). This topic has been
chosen as it inquires about real-world
concepts and themes (Reynolds, 2014,
p.50), allowing students to see their
learning as authentic and relevant to
their lives (Woolfolk & Margetts, 2013,
p.384). Linking to an Inquiry approach, I
have chosen six focus questions for
students to work through, which have
come from the overview topic of
‘Connection Changes’. Students use
their inquiry skills pose questions and
analyse evidence that informs the big
idea of how they are connected to
significant events and landmarks, and
how this has or will change over time.
All intended learning outcomes,
teaching and learning experiences, and
assessment tasks are constructively
aligned (Readman & Allen, 2013, p.71).
Although the big idea of the lessons is
HASS, intended learning outcomes are
inclusive of cross-curricular integrated
lessons. I found that being able to
explore HASS topics requires
exploration of content from other
learning areas. This assists in fully
engage students and providing them
skills to use across the curriculum.
These skills include working
cooperatively to pose questions and
researching these, analysing
information they have found, and
communicating their findings (Reynolds,
2014, p.53). With this, a range of
teaching and learning strategies have
been incorporated for differentiation
and to cater for different learning
styles. The rich task also incorporates
this as it allows for students to apply
and demonstrate their individual
knowledge that they have gained over
the lessons.
LINKS TO KEY DOCUMENTS
Each lesson is linked to the
Western Australian Curriculum
(SCSA). The six lessons incorporate
HASS into Maths, English, Digital
Technologies and The Arts, to
explore Aboriginal and Torres Strait
Islander cultures, and method of
Sustainability. Throughout the unit,
students engage in all seven
general capabilities outlined by
SCSA.
Year 2 – Significant Events and Landmarks – Inquiry Learning
INTEGRATED HASS EXPERIENCE
What makes my family special?
Purpose
To authentically engage students
into the topic of significant events
and landmarks.
Outcomes – ACHASSK044 and
ACTDIP003
Objectives – Students will be
able to:
 Identify significant events in their
own life
 Create a photographic timeline
highlighting significant events in
their lives
 Present their timeline using digital
technologies
Key language – Significant
events, personal
Hook Prior to the unit of work,
parents/carers will be asked to
collate images from significant
events in their child’s life. These
images will be displayed to
students.
Introduction (5 min)
The teacher will explain to
students that they will be “filling in
the blanks” with key events in life.
Experience/Lesson sequence
Discuss images and how they
have changed over time (10 min)
Ask "What happened in between
then and now?". TPS activity
about key events that can happen
in life in their experience (10 min)
Ask "Can we put these in a
timeline?" – Teacher to give
example of own significant life on
a PowerPoint presentation.
Students to use computers to
create a presentation of events in
their life, one slide for each. (15
min) Students will then be
provided with the images their
parents have provided to see
where they fit on the line and if
they align to the ones they had
identified on their PowerPoint.
Students will then add these into
their PowerPoint (15 min)
Conclusion Students will discuss
the images and descriptions on
their PowerPoint in small groups.
This will allow students to explain
their choices and identify the time
sequence the events have
occurred (10 min)
Resources – Images from
students’ lives, laptop
Strategies for assessment and
evidence collected
 Discussion of important events in
lives
 Observe ordering of images, on
PowerPoint as work sample
 Assessment indicators
 Digital Technologies –
Sequential PowerPoint
presentation, including colour,
text and images
 HASS – Events are described
showing personal importance
INTEGRATED HASS EXPERIENCE
Our School
Purpose
To investigate significant events and
buildings at the school. This is another
authentic and relevant local level for
students to engage in the content.
Outcomes – ACHASSK048 and
ACHASSK044
Objectives
By the end of the lesson, students will
be able to:
 Identify key buildings and historical
landmarks in the school
 Identify historical reasoning for the
name of the school or significant
building in the school
Key language – School, environment,
landmarks
Hook
Students will be in groups exploring
the key landmarks and buildings in the
school by going to those buildings and
either looking or asking for information
about the significance
Introduction
Students to group into their faction
colours, and the teacher will explicitly
explain instructions of the ‘information
treasure hunt’. Explain to students that
in their groups, they will be going to
the library, the office, the undercover
area, and the chapel, to look for clues
about the history of each place. (5
min).
Experience/Lesson sequence
Ask – “Did you know these facts?" –
Students will be provided with a list of
questions they need to find the answer
to for each destination. They must
answer these questions correctly
before they proceed to the next
destination on the list. (45 min)
- Questions will include – What is the
name of this building? What is special
about the name? When was this
building built? Why was it built?
Ask – “How have times changed?”
Using the information from history, and
what you know now, discuss how
these significant events/landmarks
have changed over time
Conclusion
Once all groups are back in
classroom, discuss answers and sum
up the main points of significant
features (10 min)
Resources
The school buildings and landmarks,
Clipboards and stationary for the
information treasure hunt
Strategies for assessment and
evidence collected
Work-samples – questions and
answers from information treasure
hunt
Discussion in concluding activity
Assessment indicators
 Identify names of buildings
 Identify reasons for significance of
building/names
INTEGRATED HASS EXPERIENCE
What is significant to our local
community?
Purpose – To be exposed to different
people’s perspectives of events and
landmarks in the local community
Outcome – ACHASSK044 and
ACELY1666
Objectives
 Students identify key landmarks in their
local community
 Students identify how events/landmarks
have changed in their local community
 Students comprehend and apply the
knowledge provided to compare to their
own experience
Key language – Local, historical,
significant, landmarks, figures
Hook – The guest speaker, who has
been a long-time local member of the
community, will be used to engage
students in the topic of local history
Introduction
Students will be introduced to guest
speaker and told that they will be
discussing and asking questions about
local landmarks and events. Begin with
brainstorm about what do you know
about your local community? Events, or
significant places that people gather?
(10 min)
Experience/Lesson sequence
Ask “Are all local communities the
same?” Students discuss their
brainstorm from introduction. Discuss
other cultures who may be different and
have different traditions – for example,
Indigenous Australians have their
connection to land (15 min)
Guest speaker to elaborate on ideas,
and present their point of view on how
times have changes (10 min)
Ask, " How have these landmarks or
events changed?" – Students to do a
guided ICT session, with the teacher
demonstrating search options to find
information about the landmark or event
in local community. How does this
compare to our guest speakers view
from when they were young? (20 min)
Conclusion
Students to draw up a T chart to
compare THEN – NOW. Discussion of
key points from guest speaker’s
perspective written on then, and how it
has changed/what students experience
now. (10 min)
Resources
Guest Speaker from local community
Strategies for assessment and
evidence collected
Observation of student’s questions to
guest speaker
Work Sample- T-chart students fill out –
how have students interpreted
information
Assessment indicators
 HASS – Then/Now ideas are aligned
 English – Discussing landmarks, places or
people in community
INTEGRATED HASS EXPERIENCE
Significant landmarks and events in
Perth, Western Australia
Purpose - For students to begin to
identify significant landmarks in their
state
Outcome – ACAVAR109 and
ACHASSK045
Objectives – By the end of this lesson,
students will be able to –
 Identify changes to historical landmarks
in Perth
 Discuss reasons for significance of
landmarks
 Identify key components of artwork
Key language
Historical, landmark, significant,
heritage, culture, reflection, value
Hook
Gallery walk of paintings from the past,
of historical places in Perth and students
must guess what the painting might be
of
Introduction
Students will participate in the gallery
walk, as they come into class after a
break, observing the paintings presented
without discussing. This will allow all
students to observe the images and form
their own interpretation and ideas of the
paintings. (10 min)
Experience/Lesson sequence
Ask "Did you recognise anything in
these paintings?”. This will form a
discussion with students about how
these are all significant landmarks in
Perth (15 min)
Ask "Why are these significant?"
Students to use ICT (iPads, Computers)
to research (on Kiddle) one of the
paintings to find out why the landmark is
significant in Western Australian history,
and write key information down (25 min)
Conclusion
Conduct an inside/outside circle with
students. Students will take turns to
discuss the key information they found,
then students in the outside circle will
move around to different pairs in the
circle to do the same. This will repeat
four times for students to hear different
ideas. (10 min)
Students will attend an excursion to
Kings Park once this lesson is
concluded.
Resources
iPads and/or computer
Strategies for assessment and
evidence collected
 Work samples with students notes from
their research
 Anecdotal notes throughout excursion
and discussion about key events
Assessment indicators
 HASS – Name of landmark and when it
was created, list main reasons for
significance of landmark

Arts – Students compare image of
landmark now, to the painting
INTEGRATED HASS EXPERIENCE
Landmarks of the world
Purpose – To explore significant
landmarks at a global level
Outcome ACMMG044 and
ACHASSK048
Objectives – By the end of the lesson,
students will be able to
 Use maps to identify location of
significant world landmarks
 Identify key world landmarks
 Identify why a landmark is significant
Key language world, landmarks,
significant
Hook
Google Earth to zoom in on and
explore key landmarks
Introduction
Teacher to explain to students they will
be continuing with landmarks, but at a
global level by exploring landmarks on
an interactive map. (5 min)
Experience/Lesson sequence
Ask ,"What do you know,?" Students
will begin with a brainstorm about key
landmarks that they know about. Find
these on Google Maps for students to
look at. (Time will depend on what
students know)
Students to watch ‘Top 10 Famous
Landmarks Around the World’ video,
find these on Google Maps/Earth.
Students to have a map of the world
printed out, and draw where the
landmark is with a point, and name it.
This will be completed as a class. (20
min)
Ask “Why do you think these
landmarks” are significant or famous.
Students to TPS on reasons as to why
a landmark may be significant.
Discussion about reasons why (10
min)
Students assigned a famous
landmark. In groups who have the
same landmark, students to use
Encyclopedia and ICT (if needed) to
find out why the landmark is
significant. (25 min)
Conclusion
Discussion of group findings, for all
students to become aware of why the
landmark is significant
Resources
Encyclopedias, iPads, “Famous
Landmarks Around the World” Video.
Strategies for assessment and
evidence collected
 Work samples of students maps with
landmark location identified
 Observation of terminology used e.g.
“near or far away from”
 Anecdotal notes from discussion of
why landmark is significant
Assessment indicator
 Maths – Point and writing on map for
landmarks
- Using ‘near’, ‘far away’, and
names of countries
 HASS – identify history and story of
landmark
IMMERSION/ENGAGEMENT
Images –
Parents will bring in
photographs of students
INTEGRATED HASS EXPERIENCE
Your significant landmark (May go
over two lessons) Focus text/words –
Purpose For students to apply their Significant, landmarks,
learning from the previous five lessons personal, importance
Outcome ACAVAM108, ACHASSK048
and ACELY1677
Objectives – by the end of the lesson, Games (indoor/outdoor)
Students race around school
students will be able to:
ground to different buildings
 Create a landmark to make significant
 Justify their representational choices
Digital Technologies –
 Explain their viewpoint and
Laptops, iPads or computers
interpretation of the landmark for students to use
 Justify why landmark is significant
Video
Top 10 Famous Landmarks
Key language – personal, landmark,
around the world
significant
https://www.youtube.com/watc
Hook h?v=9u8UdH1dCyg
Teacher will create an example model of
made up landmark to show students
Incursion – guest speaker
Introduction
from local community
Teacher to show students the
illustration, design and model of the
Excursion – Visit to Kings
landmark, with a story to justify and
Park for WA history
explain. Explicitly explain the process of
what students must do (5 minutes)
Sharing-
Experience/Lesson sequence
Students share the events in
Ask, " What would you make your
their life and images of
landmark and where?" – Students themselves with their peers.
brainstorm their ideas, produce draft
Students share their
copy and create their model of landmark
completed model landmark
using a range of resources including
with whole school
technologies. (This will depend on how
much students can complete)
Art based experiences –
Ask “What makes your landmark
Explore paintings of landmarks
significant to you?” – Students to write a in WA
justification about their landmark,
including reasoning as to what makes
Rich Tasks – Create your
landmarks significant, and how this
own tourism video of a
particular one meets this criterion. (30
landmark
min)
Conclusion
Parent and community
Presentation of student displays in the
involvement – Parents bring
undercover area for whole school to see.
in family photos of students,
Students will be present at their table
Guest speaker from local
with display to explain their model. community.
Resources
Digital technology to help design,
recycled materials for design, and
Strategies for assessment and
evidence collected
 Photographic evidence of students’
models and their display in undercover
area
ADDITONAL TEACHER
 Work sample of student’s justification PLANNING RESOURCES
 Observation as students are
brainstorming and creating Websites
Kiddle – www.kiddle.com.au
Assessment indicators
 Arts – sharing ideas, discussing Maps – Google Maps online
justification, choice of display in
undercover area
 HASS – Identify landmark, significance is
justified relating to purpose, value and
identity
 English – discusses their model to peers
and other students
Tiana Versace 18354795

Reflection
As a teacher, it is important to become a reflective practitioner. This is where you constantly reflect on your practices,
what you have learned and what you can do next time (Whitton, Barker, Nosworthy, Sinclair & Nanlohy, 2010, p.79). At
the end of completing this assessment, I have been able to reflect on the effectiveness of the process and way of
planning. As I reflect on the process of this assessment, I can confidently say that this will be an approach to planning I
will be taking in my teaching career. Although the assessment challenged me, I was provided the opportunity to engage
with and explore a different way of forward planning. I believe the overview was and is an excellent way to map out
ideas and key content that needs to be covered over the year. It allows teachers to break down the curriculum into key
sections, whilst ensuring they are incorporating the requirements of teaching and learning. These include integrating
other key learning areas, general capabilities and cross-curriculum priorities. This was a key standout feature of using
the overview as I could see how easily you can implement these into your curriculum.

Another highlight and key aspect of completing the Overview was the ease of putting my chosen topic onto the Unit
Plan. The overview highlighted all the key aspects that should be included in a unit of working – key driving questions,
lessons, skills, incursions/excursions and assessments. Completing the unit plan was simply expanding and elaborating
these to create six lessons, all in which could be extended to cover a whole term. In the elaboration of these lessons, I
could include key teaching and learning strategies, allowing me to see how I can use them in different contexts. From
engagement with this assessment, I now see HASS as a topic that I can easily integrate into a range of other learning
areas, to teach students knowledge and skills required for active participation in the twenty first century.
Tiana Versace 18354795

References

Readman, K., & Allen, B. (2013). Practical Planning and Assessment. Retrieved from https://curtin-
a.alma.exlibrisgroup.com/leganto/readinglist/citation/6217966360001951?institute=61CUR_IN
ST&auth=LOCAL

Reynolds, R. (2014). Teaching Humanities and Social Sciences in the Primary School (3rd Ed.)
Victoria: Oxford University Press.

School Curriculum and Standards Authority. (n.d.a). Digital Technologies (Version 8.1), Year 2,
Processes and production skills: Collecting, managing and analysing data (ACTDIP003).
Retrieved from https://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-
browser/technologies/digital-technologies2

School Curriculum and Standards Authority. (n.d.b). Humanities and Social Science (Version 8.1),
Year 2, Knowledge and Understanding, History: The past in the present (ACHASSK044)
(ACHASSK045). Retrieved from https://k10outline.scsa.wa.edu.au/home/p-10-
curriculum/curriculum-browser/humanities-and-social-sciences

School Curriculum and Standards Authority. (n.d.c). Humanities and Social Science (Version 8.1),
Year 2, Knowledge and Understanding, Geography: People are connected to many places
(ACHASSK048). Retrieved from https://k10outline.scsa.wa.edu.au/home/p-10-
curriculum/curriculum-browser/humanities-and-social-sciences

School Curriculum and Standards Authority. (n.d.d). English (Version 8.1), Year 2, Literacy:
Interacting with Others (ACELY1666) (ACELY1667). Retrieved from
https://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/english-v8

School Curriculum and Standards Authority. (n.d.e). Visual Arts (Version 8.1), Year 2, Responding
(ACAVAR109). Retrieved from https://k10outline.scsa.wa.edu.au/home/p-10-
curriculum/curriculum-browser/the-arts/visual-arts2

School Curriculum and Standards Authority. (n.d.f). Mathematics (Version 8.1), Year 2, Measurement
and Geometry: Location and Transformation (ACMMG044). Retrieved from
https://k10outline.scsa.wa.edu.au/home/p-10-curriculum/curriculum-browser/mathematics-v8
Tiana Versace 18354795

School Curriculum and Standards Authority. (n.d.g). Visual Arts (Version 8.1), Year 2, Making
(ACVAM107). Retrieved from https://k10outline.scsa.wa.edu.au/home/p-10-
curriculum/curriculum-browser/the-arts/visual-arts2

Whitton, D., Barker, K., Nosworthy, M., Sinclair, C., Nanlohy, P. (2010). Learning for teaching:
teaching for learning (2nd Ed.) South Melbourne, Victoria: Cengage Learning

Woolfolk, A., & Margetts, K. (2013). Educational Psychology (3rd Ed.) Frenchs Forest, NSW:
Pearson Australia.
Tiana Versace 18354795

Appendices
Outcomes used in unit plan:

Lesson 1 –

 Digital Technologies – Present data using a variety of digital tools (ACTDIP003) (SCSA, n.d.a)
 HASS – History – The history of a significant person, building, site or part of the natural environment in
the local community and what it reveals about the past (ACHASSK044) (SCSA, n.d.b)

Lesson 2 –

 HASS – Geography – Local features and places are given names, which have meaning to people, and
these places can be defined on a variety of scales, including personal (e.g. home), local (e.g. street,
suburb or town), regional (e.g. state) and national (e.g. country) (ACHASSK048) (SCSA, n.d.c)
 HASS – History – The history of a significant person, building, site or part of the natural environment in
the local community and what it reveals about the past (ACHASSK044) (SCSA, n.d.b)

Lesson 3 –

 HASS – History – The history of a significant person, building, site or part of the natural environment in
the local community and what it reveals about the past (ACHASSK044) (SCSA, n.d.b)
 English – Literacy – Listen for specific purposes and information, including instructions, and extend
students’ own and others' ideas in discussions (ACELY1666) (SCSA, n.d.d)

Lesson 4
 Visual Arts – Responding – Personal responses, identifying elements of shape, line, colour, space and
texture in artwork they view and make (ACAVAR109) (SCSA, n.d.e)

 HASS – History – The importance today of an historical site (e.g. community building, landmark, war
memorial, rock painting, engraving) and why it has heritage significance and cultural value for present
generations (e.g. a record of a significant historical event, aesthetic value, reflects
the community's identity) (ACHASSK045) (n.d.b)

Lesson 5 –
 HASS – Geography – Local features and places are given names, which have meaning to people, and
these places can be defined on a variety of scales, including personal (e.g. home), local (e.g. street,
suburb or town), regional (e.g. state) and national (e.g. country) (ACHASSK048) (SCSA, n.d.c)

 Maths – Interpret simple maps of familiar locations and identify the relative positions of key
features (ACMMG044) (n.d.f)

Lesson 6 –
 Visual Arts – Making – Use of a variety of techniques, to create 2D and 3D artwork inspired by personal
experiences, ready for display (ACAVAM108) (n.d.g)

 HASS – Geography – Local features and places are given names, which have meaning to people, and
these places can be defined on a variety of scales, including personal (e.g. home), local (e.g. street,
suburb or town), regional (e.g. state) and national (e.g. country) (ACHASSK048) (SCSA, n.d.c)

 English – Literacy – Interacting with others – Rehearse and deliver short presentations on familiar and
new topics (ACELY1667)