Intel® Teach Program
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Mighty Minibeasts
Unit Plan
Unit Overview
Unit Title
Mighty Minibeasts
Unit Summary
In this unit of study students will explore the world of minibeasts and along the way they will
discover the important role that these creatures play in our lives. They will decide whether the world
would or could survive without their chosen minibeast and will present their conclusions to the class.
Students will investigate the characteristics and habitat of a minibeast of their choice and create a
table-top minibeast zoo for the classroom. At the conclusion of the unit they will invite visitors into
their classroom to visit their zoo.
Curriculum Links
Science, English, ICT, Thinking Processes
Year Level
Years 2, 3 and 4 (Level 3 of the Victorian Essential Learning Standards)
Approximate Time Needed
This unit integrates a number of curriculum areas and will take place throughout one term.
Unit Foundation
Standards/Syllabus Outcomes
Victorian Essential Learning Standards
Discipline-Based Learning- Science, English,
Interdisciplinary Learning- Information and Communications Technology, Thinking Processes
A list of learning outcomes that students will achieve by the end of your Unit.
Science Level 3
Standards
Science knowledge and understanding
At Level 3, students identify and describe the structural features of living things, including plants and
animals. They identify how these features operate together to form systems which support living
things to survive in their environments.
ICT Level 3
Standards
ICT for visualising thinking
At Level 3, students use ICT tools to list ideas, order them into logical sequences, and identify
relationships between them. Students retrieve their saved visualising thinking strategies and edit
them for use in new, but similar situations. They explain how these strategies can be used for
different problems or situations.
ICT for creating
At Level 3, students follow simple plans and use tools and a range of data types to create
information products designed to inform, persuade, entertain or educate particular audiences. They
create information products to assist in problem solving in all areas of the curriculum. With minimal
assistance, students use ICT tools to capture and save images. They use simple editing functions to
manipulate the images for use in their products.
They make ongoing modifications to their work to correct the spelling of frequently used words and
to rectify simple formatting errors. They evaluate the final information product and describe how
well it meets its purpose. Students make adjustments to their equipment and apply techniques that
are ergonomically sound.
English
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Standards
Reading
At Level 3, students read and respond to an increasing range of imaginative and informative texts
with some unfamiliar ideas and information, vocabulary and textual features. They interpret the
main ideas and purpose of texts. They infer meaning from material presented in informative texts.
They use several strategies to locate, select and record key information from texts.
Writing
At Level 3, students write texts containing several logically ordered paragraphs that express opinions
and include ideas and information about familiar topics. They order information and sequence events
using some detail or illustrative evidence, and they express a point of view providing some
information and supporting detail. They combine verbal and visual elements in the texts they
produce. They meet the needs of audiences by including appropriate background information.
Speaking and listening
At Level 3, students vary their speaking and listening for a small range of contexts, purposes and
audiences. They project their voice adequately for an audience, use appropriate spoken language
features, and modify spoken texts to clarify meaning and information. They listen attentively to
spoken texts, including factual texts, and identify the topic, retell information accurately, ask
clarifying questions, volunteer information and justify opinions.
Thinking Processes
Standards
Reasoning, processing and inquiry
At Level 3, students collect information from a range of sources to answer their own and others’
questions. They question the validity of sources when appropriate. They apply thinking strategies to
organise information and concepts in a variety of contexts, including problem solving activities. They
provide reasons for their conclusions.
Creativity
At Level 3, students apply creative ideas in practical ways and test the possibilities of ideas they
generate. They use open-ended questioning and integrate available information to explore ideas.
Reflection, evaluation and metacognition
At Level 3, students identify strategies they use to organise their ideas, and use appropriate
language to explain their thinking. They identify and provide reasons for their point of view, and
justify changes in their thinking.
Curriculum-Framing Questions
Are some little things in life as important as big things?
How do minibeasts affect our lives?
Is a minibeast really a “mini” “beast”?
How is the food chain important to our understanding of the role of minibeasts in the
world?
What is a minibeast?
What are the characteristics of a minibeast?
What is a food chain?
What is the role of minibeasts in the ecosystem?
What is the best environment for a minibeast?
Asessment Plan
Curriculum-Framing Questions
Essential Question
Are some little things in life as important as big things?
How do minibeasts affect our lives?
Is a minibeast really a “mini” “beast”?
Unit Questions
How is the food chain important to our understanding of the role
of minibeasts in the world?
What is a minibeast?
What are the characteristics of a minibeast?
Content Questions
What is a food chain?
What is the role of minibeasts in the ecosystem?
What is the best environment for a minibeast?
Assessment Plan
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Assessment Timeline
Before learning activities
begin
While students work on learning
activities


Sorting activities


Observation and student
discussion on development of
ideas while students use Visual
Ranking and Showing Evidence
tools
Presentation – ‘selling’ –
of minibeast and habitat
diorama

Completion of minibeast
Wondering Journal

Completed Group
Presentation Rubric
assessment of ‘Save my
minibeast’


Contribution to
Wondering Wall
Wondering Journals
(Today I wondered,
Today I learned, I
remember…)
Anecdotal notes about
questioning of students

Creating diorama

Contribution to class blog

Preparation and presentation of
‘Save my minibeast’ using Group
Presentation Rubric

Preparation of minibeast
brochure

Anecdotal notes about
questioning of students
After learning activities
end
Assessment Summary
A range of assessment strategies and tasks will be used throughout the unit to assess student
understanding prior to the commencement of the unit, during the unit and upon its completion.
The strategies will include self, peer and teacher assessment, teacher anecdotal notes and
observations as well as formal student presentation and product development.
Unit Details
Prerequisite Skills
Students Prior Knowledge
Teachers’ Processional
Learning
An understanding of the use of multimedia and publishing
software-saving work; inserting text, images and sounds;
custom animation etc.
An understanding of blogging software, how to post a message
and upload images.
Students may need some practice in presenting and ‘selling’ in
preparation for the Minibeast Zoo
Teachers will need to familiarise themselves with the Visual
Ranking and Showing Evidence Tools and will then set up a
workspace for their classroom.
Have students work through simple activities to familiarize
themselves with the tools.
Instructions and examples are available at
http://www.intel.com/education/tools/index.htm
Teachers may wish to also familiarise themselves with blogging
software.
Instructions are available through http://edublogs.org/
Teaching and Learning Strategies
Whole class discussions
Socratic questioning
Brainstorming
Collaborative grouping and learning-Think Pair Share
Research and investigation
Individual and group journaling
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Teaching and Learning Activities
1.Preparing for the unit
 Gather a range of text books and children’s story books around minibeasts and food chains.
 Locate a suitable container e.g. glass aquarium to create an environment for the Guess the
minibeast activity and classroom minibeast live zoo.
 prepare enough sets of laminated sorting cards for groups of three students in the class
(see teacher support)
 prepare flipchart with images of animals for whole grade sorting
 contact local authorities and/or universities to ask entomologists or environmental experts
to help students answer the wondering questions.
create a class blog (weblog) for help visit
 www.learnerblogs.org)
 create a Virtual Learning Environment (open source software available) or online class page
to allow students and teachers to access online resources and activities
 gather magnifying glasses, electronic microscopes for viewing of live specimens
 prepare Minibeast Wondering Journal as a reflective, learning journal for students to use
throughout the unit
 create an accessible space in the room for the wondering wall and provide textas, insect
cutouts or thinking clouds for students to write and post their wonderings as they are
working through activities.
 lay some old squares of carpet in various locations around the school yard to attract
minibeasts underneath in preparation for minibeast collection and observation.
2. Introducing the unit:
Throughout the unit read books and show websites to students that illustrate the way minibeasts
affect our lives. Include information that refers to the food chain, the characteristics of minibeasts,
their habitats and their place in the ecosystem.
Wondering:
Are the little things in life as important as big things? (EQ)
Prepare a glass aquarium or similar container with some garden snails or other harmless
minibeast. Cover so that students cannot see what is inside.
Inform students that there is something in the aquarium that is alive. “Would you put your hand in
there without knowing what was in it?”
Encourage children to ask questions and aim to excite and tantalise them with what could possibly
be there. Will anyone volunteer to come up and put their hand inside without knowing what is
inside? Discuss with the students why some might be reluctant and some are not. Put your hand in
the container and describes what you feel. Again encourage students to predict what it might be.
Finally, reveal the contents. Perhaps discuss the environment that has been set up to ensure that
the minibeasts have survived.
Impress upon the students that it would be very foolish to touch or pick up any minibeast without care.
Pose the question “Would it be good if we got rid of some of these slimy, creepy creatures? Would it
really matter?
Creating and Exploring:
What is the best environment for a minibeast? (CQ)
Introduce the live minibeast habitat/zoo to the classroom. What sort of habitat will we need to
create?
Students will participate in an exploration activity to try to identify the characteristics of a
successful habitat. In small groups, students section out a square metre of ground and look for
any types of minibeasts. Use a sheet divided into centimeter squares to indicate the location of
each creature that they find. What did they discover? Describe the environment, take pictures of
the environment and the minibeasts that they have found.
Create a portfolio of images of the minibeasts and habitat for use during the course of the unit.
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3. Learning:
What is a MiniBeast? (CQ)
Is a mini-beast really a mini beast? (UQ)
Using an interactive whiteboard or an ordinary whiteboard and data projector pose the question.
Is a mini-beast really a mini beast?
Define the words mini and beast. View multimedia teacher support- Is a mb really a MB? While
revealing the images consider are we really seeing mini beasts?
The images are chosen because they aren’t pleasant to look at. The idea is to try to get a reaction
from the students that will create discussion.
4. Wondering:
Introduce the Wonderingwall.
The Wonderingwall is where students and teacher can post wonderings about minibeasts. As we
are learning and discovering we may be able to answer some of the questions along the way.
Explain to students that this is a display that will stay here for the duration of the unit.
Model this process to the students. e.g. “I wonder why insects have six legs and we have two?” “I
wonder why spiders need to look so scary?” “ I wonder why some animals are really big, like an
elephant and some are really small, like a mosquito?”
Activities
Have cutout insect shapes that are large enough for students to write their wonderings on. Each
child takes one cut-out and after sharing some thoughts with a partner, writes one thing that they
are wondering about. Post on Wonderingwall.
Times should be allocated to regularly return to the “wonderings” to see if any of them have been
solved. Continue to add to this wall over the course of the unit. It is important to impress that
some questions may never be answered and that this is fine. The more important thing is to keep
asking questions.
The wondering wall is an ideal place to also display the Curriculum Framing Questions so that students can keep referring to
them as they are wondering and learning.
Minibeast Wondering Journal:
In addition to the wondering wall students keep a wondering journal to individually record things
they have learnt and wondered. Encourage them to record thoughts that are memorable to them
as they participate in the unit. These may be facts, ideas, images or conversations.
5. Defining and Sorting
What is a minibeast? (CQ)
Students will need to decide on a definition of minibeasts.
Use an interactive whiteboard to display a range of images of creatures from the animal kingdom.
Have two students at a time come to the board and move and sort the images in silence according
to their own criteria. Other students observe, discuss and decide why they think the images have
been sorted in a certain way.
e.g. big and small, pets and wild animals, insects and non insects, number of legs, wings, no
wings.
What differences between the animals do you notice?
Provide students with a set of laminated images of creatures which includes animals large and
small.
In small groups students sort the cards according to their own criteria. Have students share the
way they have sorted the animals. e.g. wings/no wings, large/small, insect/non insect,
mammal/non mammal.
Alternatively, provide two large hoops or string circles for large Venn Diagrams to each small
group and have students sort according to set criteria. e.g. have students sort into minibeast and
non minibeast. Explore differences and similarities between groups.
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Refer back to Is a minibeast really a Mini Beast? (UQ)
What do we think we know about what a minibeast is now?
What is a minibeast? (CQ)
Display class definition on Wonderingwall.
Write personal entry in Minibeast Wondering Journal
6. Listing and deciding:
How do minibeasts affect our lives? (UQ)
Use prepared multimedia- Is a mb really a MB? or BugsGuide
Briefly revisit the images to reignite the emotional response to the enlarged images. Pose
question-Why do you think we have these creatures in the world?
Can you see any evidence of minibeasts in the classroom? (spiderwebs, fly droppings, dead flies)
What about outside? What can we see? What do they do? I wonder what would happen if they
disappeared? Wouldn’t it be better if we didn’t have these annoying little creatures that bite and
buzz and leave a mess?
Ask the question-How do minibeasts affect our lives? (UQ)
In small groups or individually list on the T chart Good Ways_Bad Ways the ways that students
think minibeasts affect our lives.
Prepare a flipchart or page on the interactive whiteboard with an enlarged blank T chart, Good
Ways, Bad Ways. Collate the small group responses on the flipchart. As a group evaluate whether
there are more positive effects or negative effects.
Ask why this is so? (the expectation here is that there would be more negative effects on our lives)
Place the collated T chart in an accessible place in the classroom for students to add to as they
learn more.
Wonderingwall.- Continue daily visits to the wondering wall to maintain interest and challenge
students to keep asking questions, thinking and searching for answers.
7. Understanding:
Are the little things in life more important than the big things?(EQ)
How does knowing about the food chain help us answer our EQ?(UQ)
What is the role of minibeasts in the ecosystem? (CQ)
To help visualize the way a food chain works, prepare blocks for the Balancing the Food Chain
activity in Food Chain Activities. Using the blocks to represent the sun, plants, primary and
secondary producers demonstrate how when one thing is removed from the pyramid the whole
structure falls.
Alternatively students could play Food Chain Tag described in Food Chain Activities. Students play
the role of algae, insects and frogs. The numbers need to
represent a balanced system where there are many more algae than insects and frogs. After a
time stop the game to see how many algae, insects and frogs are left. If all the algae has
disappeared then what happens to the insects and what happens to the frogs?
Continue to use other resources such as books, websites, DVD’s, learning objects to reinforce the
understandings of the importance of the food chain. Using the interactive whiteboard illustrate a
very simple food chain and have the children move each of the images around to demonstrate
their understanding. Seek answers to the content question “What is a food chain?”
To reinforce the food chain understandings use the multimedia presentation Where Do MBs Fit to
help explain the role of each member of a food chain. The presentation uses terms such as
predator and prey, producer, decomposer, primary producer, secondary consumer, tertiary
consumer and top consumer and encourages students to discuss the different roles of animals and
how they impact on one another. The penultimate slide illustrates the complexity of a food web but
also raises the question of the absence of minibeasts and the ultimate effect on the whole food
web.
For more information see Food chains and Food Webs at Enchanted Learning
8. Categorising:
What are the characteristics of a minibeast? (CQ)
If an interactive whiteboard is available, use an IWB flipchart of minibeasts. Students come up to
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board and physically move the images into groups. They can use their own method of sorting but
they should explain it to the class.
In small groups give students a packet of laminated images of a variety of minibeasts and ask
them to sort them according to their own criteria. Teacher introduces concepts such as
exoskeleton, skeleton, vertebrates, invertebrates, arachnids, insects.
As the teacher is introducing each term students select the minibeasts that they have in front of
them that belong to that group.
The IWB can be used to illustrate the different minibeasts that belong to each category. Create a
permanent display of the minibeasts and their categories in the classroom using some of the
images and terms that have been referred to.
Socratic Questioning
Remind students of the discussions they have had about the merit of some minibeasts. (see Tchart-Good Ways_Bad Ways activity)
Imagine if you could invent a poison that would eradicate a certain minibeast forever. Would you
eradicate it?
Propose that we eliminate all spiders in the world. Have students “Think, Pair, Share” some
reasons why we should get rid of all spiders. If you don’t believe we should then explain why.
Using the Socratic questioning method to have a whole class discussion about the positive and
negative reasons for eliminating spiders from the world.
This task will introduce students to the assessment task - Save My Minibeast.
9. Assessment task:
The teacher poses the scenario that a scientist has invented a poison that will kill all of a particular
species of minibeast in the world. In groups of 2 or 3 students pretend that they are the Ministry
for the Environment and they must decide if this is a good thing. Their task is to think of reasons
for and against the eradication of a particular minibeast eg flies, mosquitoes, spiders, cockroaches,
leeches, scorpions, termites.
In their groups, students formulate an argument supporting why they believe that their minibeast
should survive or not.
They will present their argument in a short multimedia presentation eg Bee-ing Bees.
Their presentation should include:
1. basic information about their minibeast - image, facts, habitat, place in food chain,
sustenance needs, predators
2. arguments for why it should not be eradicated
3. arguments for why it should be eradicated
4. their opinion
The teacher emphasizes to the students that this type of multimedia product is used to add to, not
dominate, a presentation. Therefore they should use dot points, clear and relevant graphics and
succinct information. Each group should practice using their presentation to make a powerful
argument. See Group Presentation Rubric.
In order to assist students to prepare their argument and supporting presentation the
teacher may employ a number of strategies and tools.
Preparing, Thinking and Questioning:
The teacher may invite local experts into the class or establish email contact with scientists and
entomologists so that students can begin the thinking that will be required to formulate arguments
for and against the worth of their minibeast.
Additionally have students use the Showing Evidence Tool to formulate their arguments for the
Save My Minibeast task.
Students will need to learn how to use the tool. Practice by proposing a claim “I think that all flies
should be eliminated” Ask students to think of 3 reasons why they think it would be a good idea to
get rid of all flies in the world and three reasons why we shouldn’t. Impress upon them that they
must give reasons for their claims and that they have to also think very carefully why they might
hold the opposite view.
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Use this scenario to practice using the tool.
Then have students use Showing Evidence Tool to prepare their arguments and stance for their
group presentation.
Sharing and Presenting:
Have an afternoon where students share what they have discovered about their minibeast and
their arguments for and against its preservation. Special guests could be invited to hear their
presentations.
Students will be assessed on their ability to collectively persuade others of the worth of their
minibeast through their group presentation.
The audience will be encouraged to ask questions of the presenters and their responses could also
be part of the assessment.
Ranking:
Once all group presentations have been made, have students use the Visual Ranking Tool to rank
the minibeasts in order of importance. Student should form conclusions based on what other
students have presented, a judgment of the facts and how powerful their persuasion has been.
Have groups then compare their ranking and justifications with another group.
Deciding.
How do minibeasts affect our lives?(UQ)
The Visual Ranking tool can also be used to have students think about the effect that minibeasts
have on people’s lives and occupations.
In groups of 3 or 4 students take on an occupation. Use the Visual Ranking tool to consider the
affect of minibeasts on the work of that person. The challenge for the students this time, will not
be to rank the minibeasts in order of importance but in order of effect. For example a market
gardener may rank worms and snails quite highly but for very different reasons. Snails - because
they force him to work harder to protect his lettuces and worms - because they add nutrient to the
soil. The Visual Ranking tool therefore compels students to explain and justify why they have
ranked things in certain ways.
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10. Creating and Presenting:
The culminating event for the unit will be a day where parents and friends will be invited to visit
the Minibeast Zoo. The title for this special day could be “Just because it’s little, it doesn’t mean it
isn’t worth preserving!”
In preparation for the day, students will create their own minibeast display/diorama that shows the
habitat of the minibeast they have chosen. It will be based on research they have done over the
previous weeks and must illustrate accurately the characteristics of their chosen minibeast and the
optimal habitat.
Students will also prepare a brochure eg Wonderful Worms to print out and accompany their
display and give to visitors. The brochure will be designed to “sell” their minibeast and will provide
arguments for why it should be preserved, and why it is a valuable member of the ecosystem.
Brochures could feature:




Snappy heading (Crazy Cockroaches, Flittering Flies, Beautiful Bees)
My Best Environment-includes the environment that minibeast needs to survive
Why we should look after them
Interesting Facts
It may be valuable for students to practice ‘selling’ their minibeast with other students before the
visiting afternoon.
On the day, students will locate themselves near their diorama and their brochures, talk with
visitors and show and tell them about their minibeast.
Visitors will be asked to vote for





the
the
the
the
etc
scariest
prettiest
ugliest
most important
Votes will be cast by pasting an image of that minibeast on a display board
Incidental activities for the day could include:
 making minibeast food eg butterfly cakes, ant chocolate balls, etc
 writing and creating invitations for the visit
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



writing thank you notes drawing maps to show how to get to the classroom
taking photographs of the visit
writing an article for the newspaper/newsletter
taking video of activities on the day
To complete the unit the teacher may have students reflect on the activities of the day
and the unit using photos and recording. Students could write an article for the school
newsletter or local newspaper. The teacher may also have students write a reflective
piece for their MiniBeast Wondering Journal, class blog or for display.
The teacher will also bring students back to the Essential Question through a final time
of pondering/wondering.
Have we answered our Essential Question?
Are some little things in life more important than big things?
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textbooks, story books e.g. Pole to Pole by P. Freeman and P.
Blyth, manuals, reference materials etc.
Printed Materials
Accommodations for Diverse Needs
Students with
Special Needs
English as a Second
Language (ESL)
Students
Gifted Students
Indigenous Groups
Mixed ability partnerships/groups. Tips for using multimedia, peer mentoring,
negotiated timelines, negotiated modifications of tasks.
ESL teacher involved within the class – providing extra assistance for these
students.
Students are involved in open-ended activities, debating, developing collective
understandings, etc.
Describe the ways you might accommodate and recognise the needs of
indigenous students. Research resources such as local people and
groups/organizations who may be available for consultation, as well as
appropriate websites, texts and artifacts.
Materials and Resources Required for Unit
Technology – Hardware (Click boxes of all equipment needed)
Camera
Laser Disk
Computer(s)
Printer
Digital Camera
Projection System
DVD Player
Scanner
Internet Connection
Television
VCR
Video Camera
Video Conferencing Equip.
Other MP3 Player,
Interactive Whiteboard,
PDA Mobile Technologies
Technology – Software (Click boxes of all software needed)
Database/Spreadsheet
Desktop Publishing
E-mail Software
Encyclopedia on CDROM
Web Page Development
Image Processing
Internet Web Browser
Multimedia
Word Processing
Other Editing software,
Internet Web Browser,
Animation Software, Digital
learning objects
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Supplies
http://www.yptenc.org.uk/*
http://www.yptenc.org.uk/docs/factsheets/env_facts/minibeasts.ht
ml*
http://www.teachers.ash.org.au/jmresources/minibeasts/minibeas
ts.htm#movies*
http://www.abc.net.au/schoolstv/animals/default.htm*
http://www.ltscotland.org.uk/earlyyears/Images/huntforminibeasts
_tcm4-117847.doc* (DOC 32KB)
Internet
Resources/
Communication
Tools
http://school.discovery.com/clipart/category/scie.html*
http://www.uky.edu/Ag/CritterFiles/casefile/bugconnection/teachi
ng/Bug%20Hunt%204-5.pdf* (PDF 520KB)
http://www.uky.edu/Ag/CritterFiles/casefile/bugconnection/teachi
ng/mascots.htm*
http://www.nationalinsectweek.co.uk/facts.htm*
http://sycd.co.uk/primary/living-things/minibeasts.htm*
http://members.aol.com/yesedu/3lessons.html*
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http://members.aol.com/yesedu/glossary.html#Click*
http://members.aol.com/yesedu/introbug.html*
http://bugguide.net/node/view/15740*
http://magma.nationalgeographic.com/ngexplorer/0605/articles/m
ainarticle.html*
http://www.thelearningfederation.edu.au/tlf2/showMe.asp?nodeID
=766#groups*
http://www.ento.csiro.au/about_insects/for_kids/colour.html*
http://www.ento.csiro.au/aicn/name_c/a_1.htm*
http://www.ento.csiro.au/science/ants/default.htm*
http://www.csiro.au/science/ps4d.html*
http://members.ozemail.com.au/~macinnis/scifun/live.htm*
http://www.bbc.co.uk/schools/scienceclips/index_flash.shtml*
http://www.tki.org.nz/r/wick_ed/science/interactives.php*
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http://www.gould.edu.au/foodwebs/kids_web.htm*
http://frogs.org.au/*
http://whatcom.wsu.edu/ag/compost/Easywormbin.htm*
http://yucky.kids.discovery.com/noflash/worm/pg000102.html*
http://www.insecta.com*
http://www.bbc.co.uk/schools/scienceclips/ages/8_9/habitats.sht
ml*
http://www.enchantedlearning.com/subjects/insects/bee/Honeybe
ecoloring.shtml*
http://www.bees-online.com/HealthBenefitsOfHoney.htm*
http://www.enchantedlearning.com/subjects/foodchain/*
Separate Resource document - Resources
Credits
Anne Baird, Deirdre McKenzie and Tanya Chalmers participated in the Intel®
Teach Program which resulted in this idea for a classroom project. A team of
teachers expanded the plan into the example you see here.
© State of Victoria 2006
Anne Baird, Deirdre McKenzie and Tanya Chalmers attended an Intel® Teach Essentials Course and
provided the idea for this portfolio.
Copyright is owned by the Crown in right of the State of Victoria. It may be reproduced in whole or in
part for study or training purposes, subject to the inclusion of an acknowledgment of the source and
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no commercial usage or sale. Reproduction for the purposes other than those indicated above
requires the written permission of the Department of Education and Training. Requests and enquiries
concerning reproduction and copyright should be addressed to the Liability Management Manager,
Department of Education and Training, 2 Treasury Place, Melbourne, VIC, 3002
The State of Victoria accepts no responsibility for the accuracy of any part of this material and bears
no responsibility for any modifications made.
*
Other names and brands may be claimed as the property of others.