ࡱ> [^XYZ uzbjbjSS 11qz&&&&&2&2&2&8j&.'2&%i@"(@b+(+++///hhhhhhh$elofh&///@//h&&++h555/6&+&+h5/h55`4e+`<0|c,hh0%iJc}ot4Z}oXee&}o&$fl//5/////hh5///%i////}o///////// $: Daniel Morcombe Child Safety CurriculumYears 36Lesson: Recognise Rules, rights and responsibilities (3 of 9) Australian Curriculum: Health and Physical Education Content descriptionsPersonal, social and community health Year 3 and 4 band Being healthy, safe and active  HYPERLINK "http://www.australiancurriculum.edu.au/Glossary?a=HPE&t=Identify" \o "Display the glossary entry for 'Identify'" Identify and practise strategies to promote health, safety and  HYPERLINK "http://www.australiancurriculum.edu.au/Glossary?a=HPE&t=Wellbeing" \o "Display the glossary entry for 'wellbeing'" wellbeing  HYPERLINK "http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACPPS036" \o "View additional details of ACPPS036" (ACPPS036) Communicating and interacting for health and wellbeing  HYPERLINK "http://www.australiancurriculum.edu.au/Glossary?a=HPE&t=Describe" \o "Display the glossary entry for 'Describe'" Describe how respect, empathy and valuing difference can positively influence relationships  HYPERLINK "http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACPPS037" \o "View additional details of ACPPS037" (ACPPS037) Contributing to healthy and active communities  HYPERLINK "http://www.australiancurriculum.edu.au/Glossary?a=HPE&t=Describe" \o "Display the glossary entry for 'Describe'" Describe strategies to make the classroom and playground healthy, safe and active spaces  HYPERLINK "http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACPPS040" \o "View additional details of ACPPS040" (ACPPS040) Year 5 and 6 band Being healthy, safe and active  HYPERLINK "http://www.australiancurriculum.edu.au/Glossary?a=HPE&t=Investigate" \o "Display the glossary entry for 'Investigate'" Investigate community resources and strategies to seek help about health, safety and  HYPERLINK "http://www.australiancurriculum.edu.au/Glossary?a=HPE&t=Wellbeing" \o "Display the glossary entry for 'wellbeing'" wellbeing  HYPERLINK "http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACPPS053" \o "View additional details of ACPPS053" (ACPPS053) Contributing to healthy and active communities  HYPERLINK "http://www.australiancurriculum.edu.au/Glossary?a=HPE&t=Investigate" \o "Display the glossary entry for 'Investigate'" Investigate and reflect on how valuing diversity positively influences the  HYPERLINK "http://www.australiancurriculum.edu.au/Glossary?a=HPE&t=Wellbeing" \o "Display the glossary entry for 'wellbeing'" wellbeing of the community  HYPERLINK "http://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACPPS060" \o "View additional details of ACPPS060" (ACPPS060) Note: The Daniel Morcombe Child Safety Curriculum has been aligned to the DRAFT Australian Curriculum: Health and Physical Education (Version 6.0). Teachers should ensure they check the alignment of the Daniel Morcombe Child Safety Curriculum with the final version of the Australian Curriculum: Health and Physical Education when it is released by the Australian Curriculum, Assessment and Reporting Authority.Australian Curriculum: Personal and social capability Level 3 (Years 3 and 4) Social awareness Contribute to civil society identify the various communities to which they belong and what they can do to make a difference. Understand relationships describe factors that contribute to positive relationships, including with people at school and in their community. Level 4 (Years 5 and 6) Self-management Become confident, resilient and adaptable devise strategies and formulate plans to assist in the completion of challenging tasks and the maintenance of personal safety. Social management Make decisions identify factors that influence decision making and consider the usefulness of these in making their own decisions.Lesson objectivesStudents will: identify relationships between rules, laws and safety discuss how rights, rules and responsibilities can all play a role in our ability to stay safe consider if and when people should take responsibility for their own actions.Evidence of learningThe student can: identify how rules, rights and responsibilities affect personal safety and the safety of others. ResourcesDigital The Convention on the Rights of the Child Animations: Articles 120  HYPERLINK "http://www.unicef.org/rightsite/433_articles1.php" http://www.unicef.org/rightsite/433_articles1.php The Convention on the Rights of the Child Animations: Articles 2154  HYPERLINK "http://www.unicef.org/rightsite/433_articles2.php" http://www.unicef.org/rightsite/433_articles2.php UNICEF flyer: What rights? (suggested Year 56 version)  HYPERLINK "http://www.unicef.org/magic/media/documents/what_rights_flyer_english.pdf" http://www.unicef.org/magic/media/documents/what_rights_flyer_english.pdf From website:  HYPERLINK "http://www.unicef.org/magic/briefing/uncorc.html" http://www.unicef.org/magic/briefing/uncorc.html scroll down to English (child friendly version) UNICEF UN Convention on the Rights of the Child in Child Friendly Language (suggested Year 34 version)  HYPERLINK "http://www.unicef.org/rightsite/files/uncrcchilldfriendlylanguage.pdf" http://www.unicef.org/rightsite/files/uncrcchilldfriendlylanguage.pdf From website:  HYPERLINK "http://www.unicef.org/rightsite/484_540.htm" http://www.unicef.org/rightsite/484_540.htm Meerilinga: Shop UN Rights of the Child Poster (A3) (alternative Year 34 version)  HYPERLINK "http://www.meerilinga.org.au/shop" http://www.meerilinga.org.au/shop Crocodile safety sign No jumping off bridge/No diving sign Queensland Government (Department of Transport and Main Roads) School transport safety campaigns  HYPERLINK "http://www.tmr.qld.gov.au/Safety/Safety-campaigns/School-transport-safety-campaigns.aspx" http://www.tmr.qld.gov.au/Safety/Safety-campaigns/School-transport-safety-campaigns.aspx Scroll down to Television advertisement and play the New rules around schools 30 second advertisement (rated G).  HYPERLINK "http://www.tmr.qld.gov.au/Safety/Safety-campaigns/School-transport-safety-campaigns.aspx" http://www.tmr.qld.gov.au/Safety/Safety-campaigns/School-transport-safety-campaigns.aspx Refer to the New Rules around schools public education campaign summary fact sheet.  HYPERLINK "http://www.tmr.qld.gov.au/~/media/Safety/safetycampaigns/School%20transport%20safety/new%20rules%20around%20schools%20campaign/New_rules_around_schools_factsheet_2012.pdf" http://www.tmr.qld.gov.au/~/media/Safety/safetycampaigns/School%20transport%20safety/new%20rules%20around%20schools%20campaign/New_rules_around_schools_factsheet_2012.pdf Scroll down to and play the radio advertisement Look out school kids are unpredictable radio commercial.  HYPERLINK "http://www.tmr.qld.gov.au/Safety/Safety-campaigns/School-transport-safety-campaigns.aspx" http://www.tmr.qld.gov.au/Safety/Safety-campaigns/School-transport-safety-campaigns.aspx Display the Look out! There are children about bus back advertising.  HYPERLINK "http://www.tmr.qld.gov.au/~/media/Safety/safetycampaigns/School%20transport%20safety/new%20rules%20around%20schools%20campaign/Bus_back_2004.pdf" http://www.tmr.qld.gov.au/~/media/Safety/safetycampaigns/School%20transport%20safety/new%20rules%20around%20schools%20campaign/Bus_back_2004.pdf School Bullying Council  HYPERLINK "http://www.schoolbullyingcouncil.com/tag/bullying-posters/" http://www.schoolbullyingcouncil.com/tag/bullying-posters/ Scroll down to Australian Communications and Media Authority (ACMA) bus shelter posters in the article ACMA tries outdoor to reach teens on cyberbullying. Australian Communications and Media Authority (ACMA)  HYPERLINK "http://www.acma.gov.au/theACMA/sydney-transport-poster-campaign-educates-teens-about-cybersafety" http://www.acma.gov.au/theACMA/sydney-transport-poster-campaign-educates-teens-about-cybersafety Scroll down to the article Sydney transport poster campaign educates teens about cybersafety. Rights postcard template (Years 36) Safety links worksheet (Years 56) Which child rights are not being respected? worksheet (Years 34) Rights for everyone worksheet (Years 56) Find and prepare For every child by UNICEF Book order details:  HYPERLINK "http://www.unicef.org.uk/Education/Resources-Overview/Resources/For-Every-Child" http://www.unicef.org.uk/Education/Resources-Overview/Resources/For-Every-Child A3 poster: Recognise, react, report (colour or black and white) Disclaimer of liability and non-endorsement for third party materials These materials include references (including internet URLs) to related materials owned by third parties as examples only. The content of the related materials is not created, controlled or approved by the State of Queensland and no responsibility is taken for the consequences of viewing or using such content. A reference to related materials does not constitute endorsement, non-endorsement or support by the State of Queensland for the information, products, services or persons associated with the related materials.Learning area specific language (metalanguage)Penalty, rights, responsibilities, laws, rules Teaching and learning sequence Opening the lesson Teaching strategy used Direct teaching: explicit teachingReview Review group guidelines with the class. Introduction Say: We will discuss how rules, rights and responsibilities can all play a role in your ability to stay safe. Review situational awareness using class discussion to answer the focus questions. Focus questions What does situational awareness mean? Why is it important to be aware of what is happening around you? Objectives Say: The purpose of todays lesson is to: make a connection/relationship between rules, laws and safety discuss and understand your rights and the rights of others discuss situations when you need to take responsibility for your own actions.Body of lesson Teaching strategies used Interactive teaching: whole class discussion Experiential teaching: simulationRules and laws Group discussion (Years 36) Consider having students seated in a large circle for the following discussion session. Use an object that can be passed to the speaker. Identify and reinforce the rule that no one can speak without the object in their possession. Students put a hand up when they wish to speak and must wait for the object to be passed to them prior to contribution. Explain this is a rule that tells students what they can and cannot do in this activity. Focus question What are some examples of rules and laws? Hear a selection from volunteers. Ask students to categorise the example as either rule or law using prior knowledge. You may choose to record student examples on a T-bar chart. Rules Laws No running on stairs Wearing a helmet when riding a bike Crossing on the walk signal only Clarify the difference between rules and laws for students in Years 34. Ask students in Years 56 to explain the difference using the T-bar chart to inform their responses. Law societys rules about conduct (how we behave) created through a parliamentary process (legislation). Rule expected conduct (behaviours) or a standard that applies to a specific location/thing (e.g. school or game). Rules are more localised and are often developed and enforced by those in charge of the organisation/area (e.g. school: principal, classroom: teacher, home: parents). Focus question What do you think might happen if we had no laws/rules? Ask the focus question. Obtain and discuss volunteer responses. Reinforce with students that safety is commonly linked to the need/reason for introducing rules/laws (i.e. keeping things orderly). Have students identify applicable safety links to the law/rule examples already listed on the T-bar chart. For example, wearing a helmet when riding a bike (the law in Queensland) reduces the chance of serious head injuries if there is an accident. Focus question Do we need to have penalties for people who break rules/laws? Ask the focus question. Clarify the meaning of penalty. Penalty: a punishment or consequence which may be in the form of a monetary fine, prison sentence, community work, or a loss of privileges such as being grounded, no television, no pocket money or detention. Distinguish between penalties imposed at home or school and those imposed when laws are broken. Obtain volunteer responses to the question. Encourage justification (e.g. Why do you think that? Why might that be so? Why does it work that way?) Optional: Record key words (to assist with consolidation and writing tasks). Focus question Would people follow rules/laws if there were no penalties? Ask the focus question. Give students the chance to discuss in pairs. Obtain feedback. If debate stalls, use further focus questions. For example: What would happen if there were no penalties for stealing? What might happen if there were no penalties for not following the road rules? Encourage discussion that refers to values, being conscientious or respectful of others, and respect for property as reasons for doing the right thing rather than fear of penalty. Child rights Focus question What is a right? Discuss rights what are they? (Things you are entitled to do, or have.) Students write a childrens rights definition into workbooks (to assist with revision for assessment tasks): Rights are things that all people should have. It is different to what you want. There are special rights that are for children. These rights help to protect children from harm. Activity: Rights postcard (Years 34) Show the book For every child (by UNICEF) to class. Explain to the students that the book includes a summary of the key childrens rights that have been adopted by the United Nations, an international (worldwide) organisation that promotes the rights of people. Read the story. Return and reread the first page (Right No. 2). Remind students that the rights refer to all children and that all children should have these rights. Inform students that we also have a responsibility to respect each other, to help each other and to protect those in need. Provide students with a copy of UNICEF UN Convention on the Rights of the Child in Child Friendly Language (suggested Year 34 version) and insert into workbook (for revision and assessment). Have volunteer students read the rights to the whole class. Note: This resource is used further in consolidation activities. Provide a postcard template to each student. Students: choose a right from UNICEF UN Convention on the Rights of the Child in Child Friendly Language (suggested Year 34 version)  HYPERLINK "http://www.unicef.org/rightsite/files/uncrcchilldfriendlylanguage.pdf" http://www.unicef.org/rightsite/files/uncrcchilldfriendlylanguage.pdf From website:  HYPERLINK "http://www.unicef.org/rightsite/484_540.htm" http://www.unicef.org/rightsite/484_540.htm create an image to represent the selected right write the text of the right on the back of the postcard. Teachers inform students that the book features images that model pictorial representations of rights. Teachers may wish to choose one as an example for students. Notes: This is a suitable take-home activity for sharing the message of the lesson with parents. There are further opportunities to talk about rights in the lessons. For example, Lesson 4 (Private body parts and body ownership) and Lesson 7 (Safety helpers). Activity: Rights postcard (Years 56) Play a selection of appropriate cartoons from the Convention on the Rights of the Child animations: Each right is outlined in text at the conclusion of the cartoon. Students can contribute to a discussion about how the cartoon has depicted the right and also where childrens safety fits in. For example, Article 2 (Every child has the right to a life free from discrimination) depicts a block not fitting into the available shaped holes but eventually included despite being different. Suggested articles to show students (approximately 30 seconds each) include: The Convention on the Rights of the Child Animations: Articles 120  HYPERLINK "http://www.unicef.org/rightsite/433_articles1.php" http://www.unicef.org/rightsite/433_articles1.php Article 8: Every child has the right to an identity Noureddin Zarrinkelk Article 2: Every child has the right to a life free from discrimination John Rocco Article 7: Every child has the right to a name and nationality Alexandra Crippa, Nelson Venecia and Reinaldo Cayama Article 13: Children have the right to express themselves Alejandro Rojas Tellez The Convention on the Rights of the Child Animations: Articles 2154  HYPERLINK "http://www.unicef.org/rightsite/433_articles2.php" http://www.unicef.org/rightsite/433_articles2.php Article 28: Every child has the right to education Muafak Kat Article 31: Children have the right to play Ben Edlund and Christopher McCulloch Note: The content of other cartoons in the series may be unsuitable for this age group or require additional scaffolding. Some images may be confronting for students who have been exposed to violence or abuse. Always review the vignettes to assess their suitability prior to showing students. Also, be aware that some articles have more than one animation each only one may be appropriate for students. Advise students that the rights refer to all children and that all children should have these rights. Inform students that we all have a responsibility to respect each other, to help each other and to protect those in need. Distribute: UNICEF flyer: What rights? (suggested Year 56 version)  HYPERLINK "http://www.unicef.org/magic/media/documents/what_rights_flyer_english.pdf" http://www.unicef.org/magic/media/documents/what_rights_flyer_english.pdf From website:  HYPERLINK "http://www.unicef.org/magic/briefing/uncorc.html" http://www.unicef.org/magic/briefing/uncorc.html scroll down to English (child friendly version) Share reading of the rights among volunteer students (reading to the whole class). Note: This resource is used further in consolidation activities. Provide a Rights postcard template to each student. Students: choose a right from the What rights? flyer create an image to represent the selected right write the rights text in words on the back of the postcard. Notes: This is a suitable take-home activity for sharing the message of the lesson with parents. There are further opportunities to talk about rights in the lessons. For example, Lesson 4 (Private body parts and body ownership) and Lesson 7 (Safety helpers). Responsibilities Activity: Group discussion (Years 36) Focus question What does responsibility mean? Display and read to students a definition for responsibility (Years 34). Responsibility: A duty or a task that you are required to carry out and that you are capable of doing. For children it could be a task that you have promised you will do to help (e.g. making your bed). Develop a class definition based on prior knowledge (Years 56). Note: Ensure a class definition includes the following: responsibilities are things we should be able to do or are capable of doing. Discuss the definition and clarify any misunderstandings. This definition can be written by students into their work book. Reiterate that children have rights, but also have responsibilities. Ask students to provide examples of things they are responsible for at home, at school, in the classroom (e.g. feeding the dog, cleaning up their own rubbish after lunch). Inform students that responsibility can include the decisions that we make or things we choose to do. This applies especially to decisions we make about our own safety or the safety of other people. Use some of the responsibility examples provided by students to make safety links (e.g. forgetting to feed the dog and fill his water bowl is dangerous for the dogs health; not picking up our rubbish creates a health risk because it spreads germs, attracts pests and might cause people to slip and hurt themselves). Focus questions Should children and young people be accountable for the things they do? (i.e. take responsibility for their actions/decisions) Is there an age that determines when you can be responsible? Affirm that age may not be the only thing that determines our level of responsibility. Other things such as level of maturity, experience or training, and the task or activity involved will all play a part in how much responsibility someone is given. Explain that even though parents, teachers and other carers are responsible for keeping children safe, children can also be responsible for keeping themselves safe and not putting themselves at risk. Activity: Responsibility (Years 36) Display the Crocodile safety sign. Discuss the sign using the following focus questions. Allow time for student feedback after each one. Focus questions Would you swim here? (Hopefully students respond with no!) Why would it not be a good idea to swim here? (risk, chance of being hurt, prior knowledge that people have been injured/killed) If you can read a sign and understand what it means, should you be responsible for your behaviour? (discuss) Show the No jumping off bridge/No diving sign to students. Focus questions If you disobey the sign, should you be held responsible if something goes wrong? Why? What might cause you to disobey the sign? If everyone else is doing it, does that make it OK? Is it OK to encourage someone else to do the wrong thing? Note: React strategies and how to deal with peer pressure will be continued in Lesson 6. Have students brainstorm words (or review the list from the consolidation activity I can be safe in Lesson 2) that might be used to describe a person who chooses to make a sensible decision, even if they are being pressured by their friends/peers to do something wrong/unsafe. Responses might include: brave, assertive, confident, strong, clever, intelligent, powerful, courageous. Add these words to the word wall. Consolidation activities Teaching strategies used Indirect teaching: problem-based learning Interactive teaching: cooperative learning whole class discussion Activity: Promoting safety (Years 36) Play and display a range of safety campaign slogans/advertisements/ posters. Some examples are listed below: Queensland Government (Department of Transport and Main Roads) School transport safety campaigns  HYPERLINK "http://www.tmr.qld.gov.au/Safety/Safety-campaigns/School-transport-safety-campaigns.aspx" http://www.tmr.qld.gov.au/Safety/Safety-campaigns/School-transport-safety-campaigns.aspx Scroll down to Television advertisement and play the New rules around schools 30 second advertisement (rated G).  HYPERLINK "http://www.tmr.qld.gov.au/Safety/Safety-campaigns/School-transport-safety-campaigns.aspx" http://www.tmr.qld.gov.au/Safety/Safety-campaigns/School-transport-safety-campaigns.aspx Refer to the New Rules around schools public education campaign summary fact sheet.  HYPERLINK "http://www.tmr.qld.gov.au/~/media/Safety/safetycampaigns/School%20transport%20safety/new%20rules%20around%20schools%20campaign/New_rules_around_schools_factsheet_2012.pdf" http://www.tmr.qld.gov.au/~/media/Safety/safetycampaigns/School%20transport%20safety/new%20rules%20around%20schools%20campaign/New_rules_around_schools_factsheet_2012.pdf Scroll down to and play the radio advertisement Look out school kids are unpredictable radio commercial.  HYPERLINK "http://www.tmr.qld.gov.au/Safety/Safety-campaigns/School-transport-safety-campaigns.aspx" http://www.tmr.qld.gov.au/Safety/Safety-campaigns/School-transport-safety-campaigns.aspx Display the Look out! There are children about bus back advertising.  HYPERLINK "http://www.tmr.qld.gov.au/~/media/Safety/safetycampaigns/School%20transport%20safety/new%20rules%20around%20schools%20campaign/Bus_back_2004.pdf" http://www.tmr.qld.gov.au/~/media/Safety/safetycampaigns/School%20transport%20safety/new%20rules%20around%20schools%20campaign/Bus_back_2004.pdf Focus question What is the purpose of these campaigns? Responses might include: to provide information, to promote safety, to get people to follow rules, to communicate a safety message to a lot of people. Explain that a safety issue would generally apply to many people. Access the following School Bullying Council website. Scroll down to the article ACMA tries outdoor to reach teens on cyberbullying. Show the posters. School Bullying Council  HYPERLINK "http://www.schoolbullyingcouncil.com/tag/bullying-posters/" http://www.schoolbullyingcouncil.com/tag/bullying-posters/ If time permits, access this website to give a detailed overview of the campaign and its objectives. Scroll down to the article Sydney transport poster campaign educates teens about cybersafety. Australian Communications and Media Authority (ACMA)  HYPERLINK "http://www.acma.gov.au/theACMA/sydney-transport-poster-campaign-educates-teens-about-cybersafety" http://www.acma.gov.au/theACMA/sydney-transport-poster-campaign-educates-teens-about-cybersafety For Years 34 students, explain how bus shelters are an effective location for the posters because of their high visibility to many young people in a place where they will gather, have time to read the information and also be able to access the scannable link with their phones. For Years 56 students, discuss the following focus question: Focus question Why would the bus shelter be used for this sort of ad? Activity: Bus stop safety campaign (Years 34) Students develop a campaign poster about a local safety issue to encourage safe behaviour. Students look for examples where people their age are breaking rules in the local community or at school (e.g. jaywalking, running on the stairs, coming to school too early, bullying) Students develop a poster or a slogan that can be displayed (e.g. at school, local shop, bus shelter) to encourage young people to be safe and/or follow the rules. Activity: Safety links (Years 56) Organise students into pairs. Allocate a Safety links worksheet to each student. In pairs, students discuss each rule or law and record on their worksheet why it is important for safety. As a class, discuss why these rules and laws have been put into place and how they affect safety. Use the Safety links worksheet to discuss the following rules and laws: Compulsory wearing of helmets on a bicycle Children not allowed to be left unattended under the age of 12 No access to school ovals outside school hours No alcohol in specified regions of Australia (e.g. Queensland parks) Plain packaging on cigarette packs Having a car confiscated if you are caught hooning No gambling until age 18 Restricted access to MA15+ films at the cinema or video stores Parental restrictions for online access. Activity: What child right is not being respected? (Years 34) Provide the following resources to students: UNICEF UN Convention on the Rights of the Child in Child Friendly Language (suggested Year 34 version) Which child rights are not being respected? worksheet Students may work individually, in pairs or small groups to complete the task. Students identify which child right each scenario relates to and write this in the appropriate column. Students then decide if the right is being respected. They tick the yes or no column to indicate this. Discuss each scenario as a class. Adapted from: Child protection education: Stage 3 (2008). New South Wales Department of Education and Training, Student Services and Equity Programs Directorate, p. 148. Activity: Rights for everyone (Years 56) Provide a copy of the following resources to each student: Rights for everyone worksheet UNICEF flyer: What rights? Students may work individually, in pairs or small groups to complete the task. Using the What rights? flyer, students assess each picture on the worksheet and indicate in the appropriate column which child right the picture relates to. Students then decide if the right is being respected or not. They tick the yes or no column on their worksheet. Discuss each picture with the class. Closing the lessonSay: This lesson has focused on rules, rights and responsibilities. These all contribute to our wellbeing and safety in our home, at school, in the community and throughout the world. In our next lesson we will discuss rules and rights that relate to our bodies.  HYPERLINK "http://creativecommons.org/licenses/by/4.0/"  INCLUDEPICTURE "cid:image004.png@01CF32FC.75059040" \* MERGEFORMATINET  INCLUDEPICTURE "cid:image004.png@01CF32FC.75059040" \* MERGEFORMATINET  INCLUDEPICTURE "cid:image004.png@01CF32FC.75059040" \* MERGEFORMATINET  The Daniel Morcombe Child Safety Curriculum is licensed by the State of Queensland (Department of Education, Training and Employment) under a  HYPERLINK "http://creativecommons.org/licenses/by/4.0/" Creative Commons Attribution 4.0 International License, with the exception of third party content which is used by permission and separately acknowledged.      PAGE 1 of  NUMPAGES 12 Daniel Morcombe Child Safety Curriculum 3-6_L3_RulesRightsResponsibilities (12345=Intuvw  ȽȤp`XTXDhZqhe2Z6\mH sH tHh$ jh$ Uh`uhMd5PJ]aJtHhMdhMd5PJ]aJtHhPt5PJ]aJtH himhQ hMdh`u5PJ]aJtH"hMdh`u5PJ]aJsHtH h EhQ h+ hQ hy&hQ hqjhQ htVhQ hQhQ h]ahQ h*hQ hh$OhQ 5CJ$aJ$(234qh $IfgdQ pkd$$Ifl0 &S $  @@ t644 lapytn$$Ifa$gd# $IfgdQ 45uvwgbULU $Ifgd|c x$@&Ifgd`ugdQ Pkd$$Ifl &w&  t 644 lap ytn $Ifgdy&>kd$$Ifl &w& t644 la , 5Gf`+$7$8$H$Ifgd x$@&Ifgde2Z$7$8$H$IfgdA $@&Ifgde2Z x$@&Ifgd*$7$8$H$Ifgde2Z x$@&IfgdMd W X a b c d , -  ַo_Rhe2Zhe2ZmH sH tHhe2Zhe2Z6\mH sH tHjh$ 6UmH sH tHhe2Zhe2Z6mH sH tHh`uh*5PJ]aJtHhe2Z^JmH sH jh$ U\mH sH tHhZqhe2Z\mH sH tHhZqhe2Z^JmH sH h$ jh$ UhZqhe2Z6\mH sH tH!jh$ 6U\mH sH tH H I Q R ()345:;@FGķįsscScFShPt5PJ]aJtHhMdhMd5PJ]aJtHh*hMd5PJ]aJtHhe2Zhe2ZmH sH tHhe2Zhe2Z^JmH sH jh$ 6UmH sH tHhe2Zhe2Z6mH sH tHh$ jh$ Uh*5PJ]aJtHh`uh*5PJ]aJtHhe2Z6\mH sH tHhe2Zhe2Z6\mH sH tHjh$ UmH sH tHGfgABRS]^`b `aƹ謞謞ujhc}he2ZCJaJh he2Z5CJaJhe2Z5PJ]aJtHh`uhe2Z5PJ]aJtHjh$ UmH sH tHhe2Zhe2ZmH sH tHhe2Zhe2Z^JmH sH jh$ 6UmH sH tHhe2Zhe2Z6mH sH tHh$ jh$ Uh`uhMd5PJ]aJtH)Z*+,Abc "hz 56xxqqjc_h} h h} himh`u hXch`u hMdh`uhMdh`u6\mH sH tHh`uh`u5PJ]aJtHhMdh`u5PJ]aJtH"hMdh`u5PJ]aJsHtH himhQ hAhe2Z\mH sH tHhIShe2ZCJaJhe2ZCJaJh he2Z6CJaJh he2ZCJaJ%+,bc{ "zmmmmd[dP $Ifgd`u $Ifgd`u $Ifgd`u x$@&Ifgd`ukdH$$Ifl      %0j &  t0w&22q4q4 laytPt hzNkd$$Ifl      0j &  t0w&22q4q4 laytA x$Ifgd $Ifgd`u $Ifgd`u x$@&Ifgd`u V*Tkd$$Ifl      0j &  t0w&22q4q4 layt Q x$Ifgd $Ifgd} $IfgdQ $IfgdQ 6V$*+Z`%&WXY ".KLM=>ȔȌ}v h}h} hk\h}h}0J^Jh}h}6h',h}o(h}h}^Jjh$ 0JU^Jh}h}0J^Jh$ jh$ U h',h}hQ himh%[ h}o( hh}h(gh* himhQ h} h h}-Yzqqhhh]L & F$If^gdgn $Ifgdlg $Ifgd]e $IfgdQ kd%$$Ifl      U0j &  t0w&22q4q4 layt Q>no  ]^/Rqrsh¾³¾ws¾h_X hk\h}hk\h}^Jhk\h}0J^Jhk\h',h}o( h',h}hgnhgn^JhJhgn0J^J hgn^J hgnhgnjh$ 0JU^Jhgnhgn0J^Jh$ jh$ U h|hgnhgnhgn6hgnh}h}^J h}h}jh$ 0JUhk\h}0J"+b ""J#$a%%' & F$If^gdWd x$IfgdWd=$If^=gdWd & F$If^gd]e & F$If^gdWd & F$If^gdWd $IfgdWd $Ifgd]e hij)*+;Et|  ` a b o!p!"""""""""H#ɾ٬xtgh]eh]e0J^JaJh]eh]eh}^J+jh$ >*B*PJU^JnH phtH (h]eh]e>*B*PJ^JnH phtH h',hWdhk\hWd0J^Jh} hk\h} h',h}hk\h}^Jjh$ 0JU^Jhk\h}0J^Jh$ jh$ Uhk\"H#I#J####0$1$$$$$$$$%%%_%`%a%3&4&&&'''c'ӺӐyhVIh]eh]e>*B*ph#jh$ >*B*UnH phtH h]eh]e>*B*nH phtH hWdh}0JB*phjh$ 0JUhk\h}0Jhk\h}0J^J+jh$ >*B*PJU^JnH phtH (h]eh]e>*B*PJ^JnH phtH h$ jh$ Uhk\ h',h}h]eh]e^JaJjh$ 0JU^JaJc'e'f'~'''''''''( (((+(E(F(Z([((() ) )).)I)J))++++ž{qi`h$OhQ 0Jh&h'Y56h$Oh'Y556h'Y5hT{hk\6jh$ 0JU^Jhk\hk\0J^Jh$ jh$ Uhk\hk\^Jhk\ hT{hk\ himhQ hc, hQ h(gh} h:h} h7RMh} h',h} h_h}h]eh}>*h',h}6"'f''''(+( )J))+ $Ifgd& $Ifgd'Y5 $IfgdQ h$Ifgd: $Ifgd]e & F$If^gd]e ++++zqh $Ifgd& $Ifgd|ckd$$Ifl      (0j &  t0w&22q4q4 laytk\++++,,,,/,0,j,k,,,,,,-|----@.K.P.V.s.y...... / /7/8/Y/䉅tf_ hsbh(gh(gB* ]^JaJph h"h(gB* ]^JaJphh(g himh(gh2}h2}56 h2}h2}hjh2}h2}6hH'h>h2}o( h>h2} hk\hk\ hsbhk\h& h EhQ h+ hQ hQ himhQ h&hQ 5hT{hk\5^JaJ%+++,|zq $IfgdQ kdc$$Ifl      0j &  t0w&22q4q4 layt Q,,,0,H,Y,k,r,,,,-l-|-~s~~ x$IfgdH' $Ifgd(g $Ifgd(g $$Ifgd(g $Ifgd(ggdQ Ukd$$Ifl &w&  t w&44 l` ap yt2T |-----.W... $Ifgd: $Ifgd(g $Ifgd(g $Ifgd(g 4$Ifgd(g 4$Ifgd(g... /!/8/Z/j/zqfYLCq $Ifgd(g x$@&Ifgd(g x$@&Ifgd(g $$Ifgd(g $Ifgd(gkdi$$Ifl       0j &  t0&22q4q4 laytpY/Z/z/{/////+0/0{0}0000O1t1x11111#2$2-2.2/2:2O2P2s222222D3E3S3Ī}vnvbh?4h(g6^JaJh*eh(go( h*eh(gh~wh(g^JaJ hs?h(gh~wh(gmH sH h(gh~wh(g5mH sH h(gmH sH  h2}h(ghj hjh(gh>h(go(h>h(g5hH'h(gmH sH hWqhH'hH'hH'mH sH h>h(g himh(g&j//0@1O1y11/252:2 $Ifgd~wK$ 4$Ifgd(g $Ifgd(g $Ifgd(g :2;2P2t22tg\g $Ifgd~w $Ifgd~wK$kd$IfK$L$l0       t0244 lapyt~w222E3334ti`SFF 7$If^7gd?4 7$If^7gd?4 $Ifgd(g $Ifgd(gkd$IfK$L$l0       t0244 lapyt~wS3T3333344"4#44444444444445)5*5Q5R5q55555555w6{6676787O7V7W7a777'888888h*eh(g6h*eh(g5o(h*eh(g5h?4h(g5o(h?4h(g5h*eh(go( h?4h(g h*eh(gh?4h(g6o(h?4h(g6h?4h(g6mH sH h?4h(g6^JaJh?4h(g6^JaJo(4445T5566 7X7(889i9x99 :F:G:::;;; 4$Ifgd?4 $Ifgd(g 7$If^7gd?4 $Ifgd?4 4$Ifgd?4 $Ifgd?488888888999g9h9x99 :G:::B;;;;n<<<<<#===H=I=W=f=>>>>>>?'?p??????2@𸮸𔐈| h|hp hp6hgnhp6hp h*ehph~h?4h(g5 hlgh(gh?4h(g56h?4h(g6hjh*eh(g5h*eh(g^JaJ h?4h(gh*eh(g6h*eh(g6o( h*eh(gh*eh(go(0;;;n<#=I=O>p?m@@@@AtBBB $Ifgd?4 $Ifgd?4 & F$If^gdp $Ifgdp $Ifgd?4 & F"x$If^"gdp $Ifgd?4 7$If^7gd: $Ifgd?4 4$Ifgd?42@Q@[@_@l@m@r@@@@ACADAaAbAAAAAAA B BFBGBrBsBBBBCCQQURRRRSSTTTT UNUUUVƾƶƶƮƦƞ͞ƈƀƾƀ|ƶttƾhy9h(g5hEKhy9h(g6hjhH'h(gmH sH hWqhH'hH'mH sH h8mH sH h?4h(g5h*eh(g6h*eh(g5 h*eh(ghH'h?4h(g^J h?4h(gjh$ 0JUh?4h(g0Jjh$ Uh$ *QURRSSTPUVVVWYWTXYAYeYYYZZZ $Ifgd(g $@&Ifgd(g 4$Ifgdy9 4$Ifgdy9 $Ifgdy9 $Ifgdy9 $Ifgdy9 7$If^7gdy9VVWXWXX5YAYMYbYYYYYZZZGZHZZZ [V[C\D\K\P^Q^R^S^a^b^^^^^__ƻһ򙒋yrkd hlgh2: h7h2: himh2: hsbh2:h> himhQ himh(g h:h:h(g h2:h(g *h*eh(g6^JaJh2:h(g0Jh*eh(g^JaJh*eh(g6^JaJh2:h(g0J;hy9h(g6 hlgh(gh*eh(g5 h*eh(g hy9h(g%ZZ [F[V[[[ \D\\]Q^R^ $IfgdH' $Ifgd: 4$Ifgd2: $Ifgd2: $Ifgd2: 4$Ifgd2: $Ifgd(g R^S^l^^^^^^^zqf]R]]] x$Ifgd2: $Ifgd2: $$Ifgd(g $Ifgd(gkd$$Ifl      d0j &  t0&22q4q4 layt/^__`$aac ddHfWffg[gghZiaj $IfgdP $Ifgd8 4$Ifgd2: B$Ifgd2:B & F8$If^8gdWd B$IfgdWd & F"$If^"gd8 $Ifgd2: $Ifgd2:__`_a_j_p_w______T`U````#a$a%aaaaaab8b9b:b;bbbccc d d dsdtdd¶ѣwmfѣ h2:h2:jh$ 0JUhWdhWd0Jh2:h2:6 hWdhWd'jh$ >*B*PJUnH phtH $hWdhWd>*B*PJnH phtH jh$ 0JU^Jh2:h2:0J^Jh$ jh$ U h2:^Jh2:h2:^Jh8h2: h7h2:h2:h2:5(dddeeeeeEfFfGfHfWfhftf~fpggghhWhXhhhhWiYiiiiiiѺ멢ݛݐ݉~re]h7h2:6h7h2:0J^JaJjh$ 0JUaJhEKh2:0JaJ hEKh2: hEKhEKh#l h~*h2: h2:h2: h8h8CJPJaJnH tH $h8h8>*B*PJnH phtH h$ jh$ Uh2: h7h2: hWdhWd'jh$ >*B*PJUnH phtH ij_j`jajkk"l-l.lmnn1n=n>nGn-oCo"q#qWqbqcqqqqqqqq1rtsи~vohaYhPh2:6 h7h~ h|h~ hph~hph~6h~hjh7h2:6hPh2:5 hlgh2: hPh2: h7h2:h7h2:0J^JaJ/jh$ >*B*PJU^JaJnH phtH ,h8h8>*B*PJ^JaJnH phtH 0h8h8>*B*CJPJ^JaJnH phtH ajykkkk.llAmmn%omooopKpnpppp$qcqqq $IfgdP $IfgdP $IfgdP 4$IfgdP $IfgdP $IfgdPq1rtsstIttttFv $Ifgd: $IfgdP $IfgdP $IfgdP $IfgdP $IfgdP tssst Adobed      Kd     !"1A2#Qauv89qB37w$%xRrC5eFV(6 ?2'3CT;LvZ} JP2,${LNBon>CSIHD+,{SCppB]v@v idtl|;͒{&Be $JD!`1Lv@h ң쭼|hJA7g ,m)'uU)@?IIԱ՝+MVbjSepP"p(PM$@h 4ZZusiWsF[DSR~c>#4FkZ"jP@pLVt_A4`g݃Qڨ; YLtHJJڔBoLďX, g) @tU Wm{]0~HGuޚS>~#t%񂢱QtZOMvU`HMDpoǑ@oݠs oi\[9Sl&PQ:e+DJeA@h 4 UUbkcmzZ]Ѵl$3Tut$::_Ba ~ {LS*U O.#&q(n` r@`fI\uΡQ3 j1LEv-REJOY@u p)A@h ;1{h㶰wזʡfp`]DӮQP1@ts$ C.%Zu%c USܕHb udHwPA'7%2N _w\ HN HCw<*|RaPۜ`mr.8&"7>O2xĉ[3%S RPS hˋ PWeZP,|()gjU,ԊʸpsH@IR.pbq+M5ޫGNU en^7ʀʘT#ln')ݱ9Mynr-̚n*GTϜ(=P:sDJr@J ^^Yؙ^]D[ꚯqꦛfUQ^B6$!Iduj.X[ jK %#.r/{.1+M&AMÙ&@s޻iuzRK=qa }sjt֒"/:]xc9Rn"U Ӌv 3\܍qt`gD:R& u359b**Lɐq(o(gS9yk%Iɴ ae9TEPE$Ga l P)w7+XsLX[]@[T 3pv홢S#g}fV^ʌJ^:nETTmcS.fSNANwgQPH'0AuˌA]/eqTKE(F L8"UH@|Dȝ0[zc&cR8_ݩiM6VTys=%EU6 ÉnMV.c]vL"6.ǐm`q~~H1[޺JL+IVb)"rA6N @H&9N`- mST#gQ5%(eYJ}Qr>: m£0Fx$prxV4VMEQI8L'w"JjdgǺ5I\uBP'Q#H  ʉ Cp*wܽM3R:Q&}GpbRL\Qy7%tRչs>\~BU(ʙXdPvM)nmNJ1@/#AmvRo2MGVhѲgkaӤ"ΞDPr;J#7 c~Pof_ sea=/h>qIÏ-6|7v/t Ʒ1,$-@t֤nճ:lգÜf1#p7mC9ˌza47ARvEm@.HVˋec.@Ieb D)EA9K[:7wp!Q-Վc"y>?#EȕCÏY0q&OVP]˭0mj&\LGFxbJ?/'GrLw g,_|S;PGՏ2IAdV·$a~m܏-gn͐PstQHF]6 r.u:d9B )k.W٧-s( R59ݤ)H BtKh3޹rC4fHS]E$">N>a0fʜ61`뜃3PtDv#ȸARٍJ1M[SBì1m)5M, ^eh5߻7WMٻ]+U5a"1H8`AD΀pL`LjVݼr"?v/=DmQ.Ēml5Fq܄$s |G`Rhݨ.eUu5'g-%y9(:}8Q4*"&sq}[Pd5uE]&oʰh̢gEP &?MDD@0;AKbעԤ-R)[:ѫ8iT] Is.cQQ''اXjs0 ;:Kb-dFAvZ ܴWxp=;1{>y)fk۟P!NF%No%NDq)L @_ 5fu%)Z}3 s ĕ@L]ۊOݼw;-J [E5j#Z5+%=:MV!M!0HǠyq{-2U=nڎoVn&)zI  ROϖhoqcIΤaKIRf]B,<;p?ym۞״^e_M&(rRX/(8P0Ͷ_ Zh 2m~Vh4A}ܠ_b%QGmŀ曐 hDGc>O A IZ]S :CRp6QH9Oej&ڵsPfeD|0W>?}?kWwAh}ס:}wo7 q&.v178h0vmdReqUw,rXdP@1UtARr. YV̝pL[PY108 N])@|CA1Az>A3R$S`( եSL#`(":vMOxMgu4U"KHSH&2G%6B{}T+ J-.QE?ey o0C.oێ{\=fFhvedV*HeίM 04~!Ħf+՜9u1lMhUa`@# L:ʮ^zdș|1v2~XAS]pqKLe~өj$pM. 9H%;6opsϷ R|* <c%ʪbv;f_v*: * P(mPK:f5|vKă"cz fN+˯U')t i"]̃U}sAx愿`h5o"}9t,̅sˬ`p܇&E"*l)sϹxypt ^@`ͺkxf5Ƿ;NLFqfnD¢8P~"! {i&¿O`V eAL8qjvP$T C| S@3O NGOn<8m6A,4CC՗*ͳ\@ԃ )۝!B}b趔 JyXYۇOl+r΢ a@PŮuEb7 Y^b&NC ɻn0R oak6;bͪX֔y)I^VBˮA8ΜLT0HBsc +vw~ v^TI**L&P)Dl`!ytrsn"ZlM١*22J5āe*iJ wSTNʜ@>ۉw%tdDdˉ9Wz!Jk6ǝ˗Ba\Vq_7Nd X(:՚h,vˤ’~#mt7;f#ѱbhwt_klnNA,<{1ٳTԽ<OUճT":co CIH=ުJYfʤA*L%PT6nqxlm-+:uub1.Wlh[ǠɺFjrJ10sm7dl+6ryM(܊MMKq0& MB&'Q3p7 p<.J%k3Y\ݢ#uiW+$ Dm;%tdDdˉ9Wz!Jk6ǝ˗Ba\Vq/&=їvT5d{'XTVlN$*$l T3m )qgRTȑ:-1o Ғ:}Bk2UDJN-@. ҵFwAkW&HVD2#bSDYS4gOMRu\Cinf|39lD&r ?gy;^ɮR t[5ZM~]>" @?STt- diZz}F$c3Q4L"jLC/w=T݇ԅHӔ[eEQ(E*²nQ|6*b~Ǡ`5{ͷMq14ĄFHSz) JaQ mn.s}(ZXۛ&~HIdVPMP)"NF1"JN\RUܨI;u$&μܸU[AR(` '_],[QI.*)Y@]"ȖΚ ̠dJr!7BQCB勸6uisL0kHo5XՓftȒeT8DG|iJ@.h8yg(VD >#P7lJBn7zz=Pǯ)Q1DlrCe(!Knq+![fT#$NUd%qu\!PBRLcq-CvZnydZ Of(,g&V`՛Sgn 6AkŦUIesATbqgL XJ2 =@.ϸ_.52Ky;ǶZJ6yRd jSFOBk(­31LmUġ@h 4n(ȆNEҐ,b-<nB&]h;@h 4@h 4@h 4@h 4@h 4u+o$**jtZlTEnLBt*{UޫcMRW԰BrEͿvqMC"~GLT!;lFpB$iNBo0R "P0UitoR8MuZEWnlb*d)L1~R:v% X y(zEѤ!"71[UMșRU 1~c1AəW5uFI1(; ÁyafCWĪvxKKh@o2&dDȇb d܂crR\[diڲRv朋]=1f+'Q''l_BULR((LA퍖(-md]mn%sSnAf# D(QRx@ۉ=Qy/je-/o;! уv FEn@w?!;Y Vm kѢ,ٳ(V%+ E$DUP*qm|mFf=楻| =#CV%b7@٣+7M* a(SAgޜɋ2؅N h 5W*lGfJ:),ȒB(tu܉(%Igror(%bbʪFjnŢ C&D vg@ Sqwg"k5$+ (g"br ! &%! ܯ3\:V۟ jlA֫kj%LS"'e &rN pPw|tTԗ7Eڈ4U]4Q(Q`msLYOg7S8kX0Qu~ݱrYKt rB//0l!+yrVN55#i(8WlENjϊ틐[sjSpI=iղzrhHFרj 1A.RhUq.>bL?rZk+L[,v2IZnNhx:;5(`:x7VIP@VpoF{5mf}Usx./ X{GG|ˏ/ZNyooͧJk%^ -1N-Gr&0s69eQIc 㢝IoaxlcEw2q$JPƓwvqtЦٲ#792T}bsFKDًkMQJHI",X9΋T4Gf4P!|`O'r"r^N*mzҭjئ͚fG AJ&=ED9qء zG:#ĖmSӨ)LR؏]u|< Jyxq7]\u] Vdxm=m$foӍ[脥( ƬE1*?_Y=&#,?U;y;r "VΩRP@0p8Ӄݞh2nda ~$5E`>S܎` mm3KgԶGnY," e@-O?i?gemTuB{~gs1"Ɍc(RWOS!rr,SyG`zG$Cz2}(p1gY;ro#e2w+'dcUFZ/e*6If "(˸)< &aALМ+:']7o2.`$pDCq!L Bu{^dqT!{K6Qi H$tDneAJ4bm$Xg4ad69Y +ѮWF3k*tS2GnBoLQ]zna]uo1}_lgi WXx0`K/]<sennTs0+%dūWdYOEpgX"xS8dzu $ 1{€Qr20=+YP(໔/T+.'P|E0/cR_驽wSXY_pzhg<[`/t Oox[\|v 4 86Ec@7>)Lj^[|CWo*~u'~"lRWIǭG/UQG&"$tQ`)~`L~tliH{<{)j1a۽Y{-7~-u_i*QhҏaEɑ 9(\&&Hy&o AⰖRkOJY*BVRw>UߟWd$;*^)"mËcid;;T=ni& TJDIGd%Q>;?+JudZTkII%Dd"ɨERp)mWZ&a+y.}R2j >D$( U91Cn2x@N,Gj4#xD$3',[$St(ܥ!)2@ Vo#LQBf5RNzwNN@ooGA9RkOJY*BVRw>UߟWd$;*^)"n*ű2W.Y9=L铓v$X͓ (,n\Fh =^˵~iYڢBdΙ+dpf XU*};AmE܌]WF9eA3"894)SpM;x~[$)ڡsjF]2N%bEu EfK.a27(aD3[bd^CvR1ѶƸUf8 )/E+19WL!<SXN^L7yIa@Q`<2]5@2P9P7'@dZ쑭% jڕp*FuQA5S9L()휭iɒ\;r.-ΖQfSEP0yh<»]ۊXC1r-"jVhV0": zJW"m=Wg+Y Xf>T~Oo~A.Prnb&o(ðz,ݛ,4Jf5gLKuWPEH 0>zfj8d8wCʑeD(W)G}~6[櫙C!OYΙT]FA5@KBiZ& ([E0*^q0>_q26^TTtWNZfr3 &fA&mr127nYgEPk|ef Y1 &~ࡎ;|Cakon2.dJ꼺1c*Y!].Lbso)2FQ7ûu k.,ruYF9fh8U-igm"Ș)]dҥ>֬~&.8%nћ2d$u6ȼ{nIZ˄/Px%c"OXj&8@ʦ79 b L`wZYŅ}f"˦rBP3tD @dC@:!s=~a}Wߟ/MNO-tN5"i4# Mz**T2hqQeIsna1DDt)b-Ы˗h垶Hcu21CidȨ?AWv^{iYZʡ܃ ~rvNf%`36x ;d%:ve\ڦѭLXoH".Y˘L,Mw~Xa}&{vjV`HQ*HMRCs()o!f>z{4{bz/E=_u9s:@h 4@h C{?uoEC_}6W69iأsGwPVZTy|jҲ\ n><յID43gA[yIaHFIԎ A? } 3 x/s+s9uP1wafnW6;5KW!`6 svBk#!34y`n.RކLAP [ 6yHZMHǕTf'"x@OX?섿W#t[~s9ۀM)`חհIird;L秡A7^Fʓ=k9̷^QK ;%,Z˞rciA+E:#gbsoB:C`oNBU~H6Hۼ˪!RlN,{fkܗ>ՙیGҁW `{y#aF2t|Yn?,VIe,QNk cn6WF#~/x=u`=idP5F}[%Yɬ1fvܢv`KЃW}af ݗv7lCEX= sNYM$ӵa89tmx`l!z'nѯ%[CkEjկ 5UɌcRy8\pnQW |D+B^Qe8E҅UcOx|ߒpe?Yªlb?VBH#)'A0Nhah!vP.n5n`;_f!gۑ9;WKu9`wvWsVٳ~0YdcZ:mdVpdz) Yk|/Z2Ed~_FB7fPd0{\/tPQז[}4Kʭ% Ez-ЂPQ,[5:T]vYp_[-M_(Y\4Q ##ZZk be]z ygWb_g ^or?9NLBW7{a`fuյ^uiw{ҷ_QLf} wA ݍ f5㵼܃=LĚڊs3NCzCWoLل nYsxdE'*YT9eq:'R 63ٺQM@o,ޱD#^"th}FqL`(]$#K鋙mLn,ڡ]b^}4?1Wؕ' %f0-T&?-G/*Jrr_PIYn!YuaΕ` {sؑ6oR#)N0MedSH:- ܚ")bdIY9t" ;A 1ϗfl zfQ3Z}uOd`Q?Sc*''sia3i\}Tt_fˏX^cy"ZwNQYmG)уioTb+SvxC'Rׇؐ#n H[# 1y{b|&uI oSd_uP;qٖ*x6űsgIxch#O>ck\t u,I^P#c/;f:pPKz.Vg V[1>bnbg(:Ѫl%:ۡ HFD:0>{qy C/9.--[Pwrѻna *=ևS#.Ǝߊ؟q:uQ O܎lc!(нr"7܅f%0JD2"YSgScО6Gm}fv[$8Z8[T{R tr#WVQSEqM6a.r B){ ri_0>>o& (X͡<cR~#i͟˹ =74Uŗ4}nj]l"oT;ֱmu#K)',':GMfo1s :sonqi髓0jLff-D|F%4ޟz =\[s8J lV.3,vh]Čm;#ؾҙ/x]||uZ*h1h" +;\}D(YiVI=d 'ȱ&sTHM*DT<"{dV2 h+s/\o!Kl+$;\=$s'_~jZ_:\t"{# {(6BѦxaG O ȳ0INQ0Hh!MSW]zm/>?Idoo2Vl结2&wksdA6J'g_/΅;>d<~=o%+ ~7X ,;q; ňoIe~k 1H+<-&c@JӪL #_ 4bxЬ7I^컕,HqIK9 cuhnku`ՃDuTĬˠ| 5$TOݺK''0h҃,Â|Uqżjd ؐyv{EZьŝz(TI m@Qu#~@j%"fyuXgoİ\YY2t h=!y<ѧl~Rx-m`bB;!PߤNA r3jrf|{&wd' WK;˄< tj/^ ,uQ xõ݊u %2G 6%jiY^/fKyu$eĴm=!UV-׮޻YMR1Ԑlipb2ØRF+1O{5Qc~ΌI>@nL/`V{(`ԅ$#H4}SWuhje,Q/)jRE?f74E1=k DNm⿃5_ X(БRbަ1gG]A} Cz>ʫe7tX#V,`wu(ai0|>@0I15>^s:{H~#vgP`}",IvM{+xΓ\Kp85N4S`qB].G{+L]+q DS PQa6ϴn=Qʶ_E>o`==*V3VݧN J[ל@V-E˽;V84NlecB5Yla,vߍoh'8_xh!)LPi>hEF%:~;Hm 'u:ǡFs #FO: ɪOwF:VTvS# .smj%A-4t 9WMgT*T`8oZRB)sgpLOcvu_? +`^vA+Λ;S1$'3ssfDusa 6p7r]yJǐV3Yrw<>c0\l_2j=V-\1ΰZ`u/N  ӂַjH[.&涩nbu9 CHxW2ɵ6_ iZ.)5}F;,9ဵ8?r5d`[LQYud=t5 q.ψ+뉌wo,śggok=, czzx.vW8ؒ'ͨozӸL ";7=m6IK|MYv_5Df^''- s}V-c_k ea *s[{ =ok7XaU!܎p8O`V_e[B&|EG;E'PP# tes|z+`~;d^2b"!&`EW(L+hn:(ӛ?lKzg(Ǐ`#:kC2vU%`=kG%D'W=> ӣR/!75lK/)%$+,N+څ96p{GRHb5~n0tiZ(=D :L[G }9-+YGںNFn;? y| OhWXXᇪZ,Bx"1L5TjrӘP0b拿|Bqi|u$/it7d`&uѦ g eQ)PsнO6vV`zf +ulHۢSk Vye&7k`3C!P^ @aN;e1:$"ʂfDm-"Od ­ =D#'qŐF)~˭0l(KgW#,8ՠ2o7?pQo&y6m+:m;+w)l9!a?">ޏgzWz1eCc(bD$˥1VRբЙtrQ|m&%\W6숧 laA,xl=wb (]NĄ=Ј$֤5!to:.W[B:y:P#oVvdzoa=/`Kyz5d(|S)We+#R2&1S{$H,k**Ȃ {;Y$!NznʽvQ3i>!*R.sr*"bz+Fňa*͝Wm}z`DZ0a:ej S0^S13,w!*> 6$.0Lf4W7+XfE!Qԅ9N?޾o0l#PNJ;-F|%_Ԭ+xF1v 74]d {>_^9pvl\RƼ BDm) 'B^pɛs:wt+fJF-RSr:Zs0tx Vﶛh,UgnW%$:D՝Ȅ iaQAz 6f?60 X6e. *Ŭ \_-$lZ-5 F0PuYB5X^LnHM-ц8+ʇcr_>iѪRgF ҟԈuccޯ/H gZCc?NF'i&XX[CD}k[ϩFWu0kZW!S~%ozlGr1OIH0AgzXLkab&ID:oYh 0IR=ve www $qo]w 4}ΧکsεGL`:z|1~Viᑨd,dKzV|+ݷ mZx)'M Nm']b{gM[5rw୽O7C╍H%!D`/X})?˼H ~sWS"|[ $dmy cl2cy[t*Wn/Z7+_GG'_QA{%8 V#ļ!?`Bgq#`6ua\wre}"}N]?t=-w?ަ#4/B `_&W$AΤMF^>$S6~0ZTB-i&s m(fkM˰м{Ill rwŤT>sm]O'5JlJ7š޷>ȟnQ/n1Ph5;m3;*tez)Ր דEP5n@eR駬*Tardmp/o]jR"*%&w'j,rm BD/]paޜ-*-<@BCssFrqmѯ¼NrMۚώڙ1t T Q6qTүk2#wXs7KADJǀ7|Qi6¨Rkdh"]=u'*o{y ݨF֎)'!]$ .JdSr26os/ϵ V},ĤESq1ㄶxT| >⓵d u\BdV֗:z&h]Dh啔"Nu1ͬ.kwFJbrEԦy紱[F=m^ֶZ@J圄sb)_H/xg?PhSle: 1 sLbN9FXhנ:-9lJ"M w&ԐG9#}SтgCh e`̑x;>{6VrFC8?x4Zw1X;+oAhX\ueB{w RUXCzƷchGS~JƱo5t*lX#Cfң$oBUQ8k@k,9٭/ez& F{ :SYy[‚]ܸmuL"ZIН'1LȕF^j4>QK/;"3lB7-( bn6wڞ T%ggCrm3)&Fhwor7`&;Sg:0q<ĜZxv7JQhn`L\%¤T́wg"B e\z:k[b7vF=A(=SXaR2>Oɟrž͜lM.߷\*>&,,0>IOJsDFdvmCw[V<|gDZ*6FtujM-ǧ%yɩ`R&Ѩnģnp.]Ӗ2JaI6nb]Gf =Mb\xiɞݖȐT0 L#Ɨ^ؓ06DzJtshrF1jy8QgQ^+l_8qن4rιCY ul;g5dc[#"zZVHy~k6>QTt4r ''ڢ&|ʂBZOWkqymZ4>L{pH{ef[ZF`ˠB eK%!T@;#̨]i~|Ԧd(fKm&{5ΜGEVsp|ðnMMU,b5&VD_'#M|hRQu0NZpmiY56#f` Xk`ٍv=0yIVGp v8Qn a՝uw/:! `h'ee'(?@@?BB]}6!)I%ĥ&y]CMz_x%D 9fG.k.P9Vv5gO)X6_"\=k%lU$:kuWM|;PK9 r_;@.KrjQ- G(Z ϦcP4 mAi>uD逘}ʤT+x)U9N¡%N# )pĐo+m[냄޶ckqYnnEWA\6ۑfUq,%#e-]6^*p%˝5Mbhx*|߲Ʉ+CӞyrjrQ/oiC+ Z)lՄXʌ*ܺN3N'A|+FO j R<nJr`G'f'zM 6ަ}(|t7)JnJ&0q\rc_]" {P׳D5Q\yWJ?D%2NeKaoZ0/'Kࣺ<7gѻÉpO$\c:(%mU&/Fv9zIѢQ%ٖ-v9g #s! y:]ۖ KDpZI rhx}ml9&)TLNXxuu[7B N,Ǹ66Bw-oo2ݯ0f7.l?P9@BV ^JKέ1 =2]%ɴ@FW ,*FK|ӵ[᫝Z9h|O6r` ~.3TԌ.uN$ڋZbSlN|A[o\ !* <  .v;́ p|Q2u*{RZyTr;4\${[_gÚ} b\BlP++hafEeJd)9s(?zUOUoWuJDeÚ\JJqUUfM@hhR/}+k-v%0y"Lc01Q8^`t>;bzmGH_ 80` 08G݆8_u Sfe 4j88QĚb:1ӏ28*V|'ۜ^[k#|\TUr}Eg.}>ѡo]RCA t ~=<+Da+Ls,îvFpu0Sff.q$=QN7ȁL& @Ffg9-/𵢸R)Z}]ADO}ȘG; khAX1E,W_U4c^kחU M:eZ#Ea6"Q116~k֎Dlq,, ZcRNh4) Qsx2 L< xwhi)׶=33rpƂ֓*Q$'hksO{憉' օK̐^dά?Y* 3#ZRՕHwة.Ϗy'= {JoS[ӞӪaK@jb:6HDPZVôf[ pRzuʶz7x_9ꄔcU Fo}B Owǵy6dCͮ,΃H;#ЅP3Igw)Ы z!u8jG8N?T ;D0ԕPz:9f.5gBrGdź#s H;zv0<(W kqOKsH>k9kpDYx*1[\u d|cbL5]h楏EcU'W~ ".#$=. L{{:EESQFNSVͯ#U3hk 3*1g kDwBIWOHr%"ml}D`*) TdqoZ5^ $dR^q L,K+My@*:H䏱nr clf^*mȉ d]Z2y+r-5**kG'bct@Ӫ:j;R-BN%AwE^^Rv7S$ƜQTw]R'_xtp5{2 ί۷U3^en'ݏ$׷`M^`f|JB4f ^mvah/w{_W'~kp5ԽpYӁo&BUYQ 8עU݀m{:dû&+whoYS[P#IK7mXnۘjU+T 5,HXb$/ש/j̩[zW35lbK~y͔e|Ē$so.أIe;zX'SF$}Y#H7Cds^{GbV 孏PI8!d{7˅mm+4tlJ!{s~&={|'/\ Mtbb^z`'f)#e1u;cRb¡ĀJ3H=\ zQĄ%Y^ߟNg%' x:!/{L81%ͅӁZt-Reu266OumϸFHrҧ"SčJP [ 8{ B8OB|Pi5hO5&AhCpؙR&~]V͉pH" $ qbOFl\󧈞X`m+P4*r"ML_LzNvu.KޓU^/k/-xdg}SrmH%sߢ1Zn@!M0жs-J4rͲuߔwq^~] 9L[`N$LM.&h\k܃Q2IqꣿrQ EЌ&l S r)Y %&EK1=([u/CyѶ88cEe @>(C_$T\Hmil毾Ag zQT 5ガv£Ri;0f5ݝ蘄B'ЍIK/񮃗3;)28]c(I3jKbŞȞz%KĶmۚdsOGXMO~GMcQRI 뵹zM0IPH(4>~ #1pC'3'Ԝ^eEIҾJ5k"mM#MrGo\0"=\r(X=1&OKqcu+TF%X]J&+3O,QSça:*Ģөb|%GRЂDI[Fm{mb.j)_ d2wIV q .Z7X%io-8_m9lIN 1FSx`gILXcԓflV~5\0^Q}rk+nmk2?%v]Gة m9HiK ڰ3 yJ$S?$r8:R$2$P3&I}!㿰[mj=S g -o#0h-1<_C{wɭ;:"R(}F*25*# )e>,A1ۤvͬLw M $dqMD"Tq0SװG Q:ja{)B/;OhlXmAAbcE)qM)\*ZdE :&J?̮|4 侐)3-WSQ@X-GG<y~?]º_ZfV+Wv+2M{ FVwe!v{-oIc9HkTk>ȧ'o@DDխ(w5,cxx;ɰ# !WP}yos̻X ( ġL\Xү/X{b! ]TGS,!hJ| . ib1gكPtO>wcXːf.-= l;@RVIWs>C ?= .V /7˹98xz*9SYfq'GR",E> %RJo_1i]9;Q2 =_"?EmG9X^V'K ^XS-u?Tqאp2-!zQЭ"m(,1ьnqwũ'jOxd| rJ5hړhW 爤%D5ONqG6NsO¼ǔ F`Eb88.F$ )HheT{eEΨxQctych3fYf^a fR#"<`׋:ZI+uohD[q;#FѯTG!ɛRi|n޺os͢-,wƩVv UZ%U|O)ji0OxtG`OQ1`M~۸{+VJ%|IfZK̖ _0\'ډ[u]ķӽH>vrNT(8 Go4Y]̈#ǧ3RBK*ЅA׀E$yf )A{ :/eL[`T;` 9Œ;ۘ%!G[oT-tjSW}d\n9Q '^mvMz왞>pP+11g}~$-[e\k2_iv ҸpX-, Eӕz>Ɗ\,'JrXü綻i Ou5P$zv`ģcXߟ65{.n%s2}羭qHA&Õd-:(d.OlhB>^4N-x LZcM1 1*<& ^[ k asӏ>u #i^,"U )kٷL$&hPHa=.p:(~vj)7- mʱ}Xt<v{ m*j}SХ*p ߡ IpQ;q O#Z!|b)#=.a mAkRANP$Cf}yc HJjptHqC9se0`gqHʟs9B]s!Lm)abO:Ţ!429@ٞfV@ "H˚% o(E~s{r iJga HnOLSXT]<5K?]暪e "ibnb10>YKW*/+{t;2@S;J꒼ǴV &D₂ɕlhC;  &djAouhMT%f1uuAۖ{T>*~IwSaʝM԰uPAWUꋶ*8'B) BV}]JJe52зz?:e8f2$g/hi ~Z@jUXCO*ipV4NE`"ww2N{ >넵B~K"C{uywIOcG.9[Hj*4a'd-u`Q,\~T4/^(=:ʟ▘d 2:Fլ/b}#ߧyu!u -ߐ6|<S7hC@WF4]KmױmudTDb7 eW>%UeB셫M_|?{ZH0&Ot> …*`ʡ!]ŸfNspE:!e1c%hi Ucty<\2f$gS*vZtNnav%yG vnIY0JF{iZU.i.|0jZ,S-<ΈCqvO"&yz ~;ٶy&<.RX>__䴺O| @. x5@A0`LޤիSӟ6"f3f9k S]nZ뱺 Bk=6{}~>_3~kku1 ,Fٛ$ls8o*`=yKяhȟz_jqt|)M!ކ'U蓹k9*4Ϲ@{ V/Cb3]Aeꃰvt>5׀@+U׻O;+5"7''OE#"ITGɔjVĶ 7EJX"nx-p章t.RO s ~5b& ]{\$qs3`LD; .g(E `^(xZ˃f tQV2T7 -`"V>;piIAd@c]䝬M)g*mZ!i7p:y7 \A˵:"A|+039[+S''6&ұ0"(&=I'MHgAMUvX#VZ֖gKn^6ᵇ;V_ѤжvײY|c aj-Z#>u >dN-h#7(e!h"[X谔/'\:d!j[ -gF@\xޫt{Vw 70p#0?[n-h]1 5iSt.ii[t,}D lbXv|"d.W[rn*kAVRwzx|4]U&VI8 - 9Yc;|vC'|GG;]uzEË́5ހWȦ ̯$k*s ݤoV>-q F/`B{:^{ P-wVF'WB+˳+-H0C::Ȓw?ߗW,iCS9S)zQ;)w7ꞃ¯53'Эs[M IdX^FcImYIrɁ[JMSNhHOgFHĺ7a&㢺LNگ}?&+P&N_^Y j˹΄E烑xOOe6ydM!vevED+@|4 HZ* :޹$u8e㲝z] i0"l[rі_*d1&ڇl< s:Oi";)!*?@ vv0a~SjGn!.c&GJZo8iP7EzUE'sk'ߡ@{r5GbcP\5ޜ*v ̒ `h ,mc\N?(#D)EC3A'-#3W,#T =$gHYVU͋!$V%Z ^;i1&vʀq_%^'LsDyuj6[BI-WXJZniLr?q(|cOM3HΛ5ĤJX xE4y=d2B@:" cL,BvZW6}.ωdQVQq7@Ri5RvC[C]=+cPEBTYHe[1JHoЀΥ]Q3 b[PHG N,אy,KO3+Ġ# ~22yfe6 :4Y)A^/)ݐp?K|%v<ufi͘2w?I |[15_&)p[4tOpHVԢdS_*!.MDd,{F,Ú|Y VFi]E JV/\˼S[2GWFm̢2D!`+Cns0v:N|s%BI_pqR )cR jq* bʭ4%E2Z<߶oAPP=zT悯 ݍ;k61&ky ۖOoBu`:L"lGx(C@Yw)jB4zyZ! ~͈$YvcM&S:g޹6kÔVK1aN(CL/bށ#X6VZd{50Ӂ-Zٵo}'mOD';7?s*9ޔCcÖQV)V.#0cXjcCy|T<|k)M#z&j/&Hñ#spVYIBiʊ:wl+ch7..m]c2j0?ܚD4{mτepavsgTRMˎ36؞}p?JrqL--5tV\׆/;n 5--||+A1Эdt2/mȽ1 *[@܉r\tf n5%GfqnO tqr6`x{ȃ'Qgf^K , R5P!}"oV5:^m&݋v~YT$m!طyQWO| <FrZ@K{ ؝  xkrXCwb]u "KA1xs_AGRe_'gq;5UTHp=(m{E?kmgZus.kzZN([.\@ڞ蜲PYQKv}uѥEPG\2+/衪t *\:r1|[5ΑmjOa}6oJZaㇱ&ʬ IѬܹGux92adRuA 68)^nsœ/ڌQ"=YQI"8h>cE`W$ٛp` 4kR w]Ž E lrJM¾lw5fi0qǏ+0cqθb `(z c-Z-j"olSHàfƽէqGrd u?3DڣN?m|5~M UmeJgQeԕ`4Мrv0GN 4 4r}`k?SZO)\5Q,4p ^ 0F`lAОleAN[m{,CPA('62Ф8j &v?▷{]}!ˉer$8DJ4 Inkt*"qeɌ_aӌh܄xI=<#.XN/_>oEDiWi=3%`'%k <$} 3yrFKA7tjTE\sror)Hr\Y;Thc; =rxڻ=BgɒMJ*Ǽ?hN2gKm9Kuut{O-hRjha 9 y>aӳ` ;J)~.C(r_? }U4# `_\ Q>c60'#En3Cc Q(!! 5_r^Rm Uxh9wґ$܄]%` WB ڹQv(2fv:?c4wOEx&G60K{e / y۩gf\# =u+mdC U.{u/>YDye6G@5Xo.x ^U^,L)hb7,b*pwZd6HdFg1.}q6ĸ'YR a MmeqQ|WcWFQ0FE@_'-ۥ?|_0_OO_{3X6y{/ M#˝pQ2tdn߶gff^ #xhhhOZ 5~KeaqkP3kP6jJ="a2 4B޼䶽W`߅EԆFB=+~ tҋ{r$u~Zh"0M9t>-{lzO&RعY1RޞnNipsDY ?EoܰK4 Kb~>;:1^[ z"?f9h9lH& dzࣸt,XF߱PS2pax }>q< Mu[$D~GHP;vw"#~VZ+8g!Y˴':,Py-yC=pt=x-~l9 CJVʉݑ𺌥ØOCT-GZQT]*/*UJ šl !qdl2K#(AٰQ" " 54o{<=9͞=#tHvw㿿ݹ|"{-v^um#ϷЦ6\YJ 6 __KuiQxmYvݗcKm߳7ޱt|7/ϔNm:2]@ ieY&e(Fپ!.\~̝E]M>{[?vlM[Ͷtm/kM:}؍ԩ3P9`9=񙩧?|~h/K;(qhӳAo}nスkEUg-k7Z0)cF,b|F;eV/o|~[jS onyȧW =ƷI}Os{G<̀:U`r6:\הN|Q,ԦGG|/2.z!=GF.m|;-35e~5Lwokt`Pߡz4$.MHpiKk?T9|?Ey>B"{VՍHZOoSiړt>47]ﶩp.$G?=\2$hG^x!?k<WNu`=]Z{fn /y[;8m|H }g>]dlZkM]g͚>`K=#whXi%85eU`2e1ZXmcәK2_)/ .*8_ܱx]˵q;&H3ӦQkOvË2M?r ڦOCAzY/ c--Z63xioI6W'pw{Sr|κCTC/ПZsrG_=z~SL`D6'x%~QK^]!?q1#pݱ'͵޺>6S05m;Y;{\qpAo zhqqMO^ڲx|`hc(F^w[NoA>3Vxߧ\pKVM׹5(Om{`̉5C3K ̜1ޢ'y(N6_ 3N8z?pV+fٰ;<[=wfvݜv%͝1͏ٝmcpP1Ա}zl<[nQ//ճ.4׎:*[=61ڤW5gXنoIIO\Y|gU~=yhƒw<&jc{媞K'OOzr5_Pv+~gQQ5t텞 Bk&}U}yҩ^龓vS FVUUo5[M_v~w ZsLf[6nnޡUհ>~5}S7h/Z=ߙۇ;fjO}"23_U_V]<[T g.D|89v#[_}д)}fO>FvڴmCtKf>i΄ŇՕg6=z>w6kã֍ke;^>L\SzC ;-M[Ceuk\Y|fWl'=LlOz&>l}W;lS[{ 57x,ΪˊLEWӾP/hI]f9 7f{kA^ 3=eϖ}~IS.]]i Y/bwgO:{P5u{G^Jz1ylu} J}@U҃W3zuSI ١GF= ,?9|ɷ=N;V/)iq˒ίO//-zV]e?e7Kfo(y쑫_+6K6Y]s}WV>`zzΣC[{O[q룇yQIc>㯙 yCAdCV{vOK*NcxJğ״u"+)ϢhзnslFtcC 6m+,}C Q4$dQ~kh"^lI6 Q",)ԔsK1PX#C ᖊ))WAn_K|l@.'.K׫aS) X_cRD d2 8ND"@EI&Fc٢Xo+o8rK  Zp1O0W벵f^mVY>dqxb vJA?QmDwa2mWle,yE Tăl\^ (.9\K|]܇Ð̣% ϚI?a)[$$ܐ2!0f[.ܿo [,(#U|1< RخJi0]ZY&z92q]P. r82a!\j)f"I: ~ejikà -JK<_]ύ6pFai5X`šj:3+eV uArfXZˎW#3@2(f`'`a_hfB)pKa7$T!i͚qD!! 9gEH#2L9cgwmr0h,tБVA:)Űy@(f}NByTv-\_';‚ M Sl\q,":uIOLDŽ:6"MI&J-0aȥf.fB2!\*SX vn14Aw6V0yGQ(S:7iy0Y zX~"#`dmحTᾈOiC)a< Ar!5Blv!b!|.ԑ8\k!Q_CGMyxy@Т(!DsI`XEIRIK4&LB19KrmӹO4 vy YVL90Wsa!F''ҁ2"1i(&' EXT`y@ƜdhoJ:>aq"S\%j cJc^N‡SFcRC4 g3gyIy@[ PdCkF3@'~XkyiOEpz6#Mإ Kuh 'OV~ [#^+G 9nL^)9v$cEr/M8iQ8F˰*<)vNU1q# 2"0)I ci98&)hĠPA "VL"jyXtZ0G@9j4\e( $y E r\8#Uh{i,XDz@*c)T~Jܙq3n 1@8δ苋Yh8HqR倝޵7]s2`1unUyVIw>IAIڴiItByK" 8ԍީssq} r7^sӻΩӦ6`99ypQ,Ao*=x23N:RwGiMj]GOSҴ3f)Zj*:QmWW(mJB=eQL~^S_m]G’&F,`΅eUrtͮ>Xt^S^ʨz\~GkZjpe6*ښe}֦^IUi8.WwMnkCJYS5PQ& 6XSS Ě򝢿kI 5I1 >+Z@i []10D}aY vFzb~c+.w5CM!#f,/ƴS_1]w:{bbh>ܬ4I,nli^TZn}Ʈں`Vcơk8権lj75[n;Z}*35OkHu(jZ97&LZXg/ b&9nEjN4d Xf[UT.l)) ٱRWnvj|"xZmy#V:LBCSS'+cJZO\o誑\j=AqTGXk:BTWs:;M-tPmBJقsTx[:c1k$BUΨXk|aXqzl`pS-v9BGBO1'IhkL{*_THU1͑ k8k Pæ5^?jo1+zKM P|PpEE{>K|waۣuG!SUlj |D0>lPyōm-*"rLoB.Mec'rF[[_k7h5Evm4e~?lluu:zcuPkK+zZc}]RVѵ)J6ףC3bZhlK:v;C MuچQfw>ߪuk-bw`w/w &s&q4bS_8oilE끲ZOKI0v*05}]X~Qc{wsu^cK+/+yR1m*flrfoLFkPU>sLߤvW7nuGc-/׷x|}QՇʓ_jmMuuM%R 8:+4`78\F=lgBUgcVUikkkKl6咄%&ƌ5C E=R]^; Ԣޯ &CsdՇU!G>{+h0z}P~BPL`vL`zM.55Cծ*sUӚ߮2ۋ{:^IkӫUQtMbTwU暲Ɛ̏{p~%߮v&]6jD]ҎTЩzobϡ^h{RS]opCW_g]*Ci/_4b7K)y,Jh'~#?Q:~?ByNv4OA3;;G= yG=fs*~:gv)ɻ҉{p>t8㫪*( tGO0 DK##:[9z4e0h[-E(ixxܡbg[?"HsH`ju"q5I3AP"`IQG$?m'Y5jI5E6kfΤNm =Jyynwvw NٝGķz¾<v<>y]NwK E11鴚9&Fפ6SLErRRq%%hلSVJ<P֒j%>QZyCJb<%|%t I4{0Y"Zhu5umM#j h SW D7OJ :7 {̭RݶOixI${8߆ٚ{ U)k2X;ERI0Ēcnܲm-h[5Z}hƐm=FGֲus]/>,˵l C;K̟&K cP˱ "F,) gY:Ex2%H}F[K D1ǒ,gMi C%pYVjMZЗ0܈:"c˒ܼ|䚯@gXOxǗ1eAn^.A5Ӝ7%&iD`QԊFbFFTn<ۂ'YRӪzYEVQ'?G06%-{}^M΀׏YoE6Eg6uXbjϝg}_Rd[Eޔ`"S1^biuG599$חdw_"Lv_tQ7:<$E}Y#.B6>MK#K;T5= : ҚDdMN1KOJz`jw%Of^gA=ׇ`þ@dJ!D~ZQ{:ET!|i_X}kI*2Ǹ)Qҁ%Ɍ.(uv7}.a 1ڜnM+^QC 5<3ЍdO%2aFVmǗ 1'K$pga}| ^?]qFHȸPem0 hY$.%΅U j*ВPʃeJ=)=PتvvB CqYfi^UXFaQʆjp 4HK[I8 e(a J h\GDCwIKK4L=#a/,T'G\RFA08"+f<]&b*;"K-`a/o%IΣ/K3Z+e~a+LS-1gP=W-][eТ<6wN@{飻Xǎ;ıEVydH v@"w2zFlϐL̐GϘXͰːwYl0+@ 4fNє!5595dgH y7!30$E̐ !Ϛ#֩bSfv_mg$tɐcN[p4k!hʐcN7dH y7!N0H<,~q'zD!D~aԐ3{|Rw'uY4אO26d̍rC>;rHWҐb"nuYscCchC|$!})_y$}?2Ӓ37J{C<Qz)P]:H/`}.ɞ{\d [,v,~zl HP4+U5r_f&j>'פ0H1 GF ȦiϪC/5=>S v #,GIj\"StͤVi|:IMςg3)4DӘs MnN1b*1p( SdEH3/ih\|ٜ(;|OaϞG(km|1O _Fg|R0" d#Ÿmq?L7q1{Hɢ7] c6f3ɧc0:1E~f8և6H|"&#j&$}SC6K8 <yBTLu")ئƪn4k׏x% Eiwo$wNW0h*a:yp,h'\hn ]H=<\a:oB_=O5,|bbtuV[do| ݙѷ(mrdʜrHα+4Q&ϻ/lD<zϺp*lݑlAWTm:l>VΈi =p wG4h F:Obwj\D^ɾovnT4Μr?^d_f|&[{OX|Z勷-m' OL<{ܯޙWu\tMNM;_~\-*z%uYs|CC[S ^o\G'K2 uE{Ms6]z~0z O~Sw/itźG#; b0A/B*4l7a4'9`of͚M[}5KPϣΟ<~>8w},;~'и1|`坥JV?GWaEaμ?(Пc @O6ߒMq1r Wa`\H~> ?'ӟO܍6@ځ߷m-hC7Hmr>xP; p /u%?D/= IH6 GHnl"+%)!"J .L.N|LTz*° 솮ϧr$)T @:BI;2l 'H2h0 `@{rq1}ăޓT} l}}tF 9t_\S)\=arI?E g8~~=ә)rR4X>:_xn~qY"K%ٸF& \Lf.2 d1&*`6A2XZ(@&v_\3OzHDI'd% Kr!i%No~j$(I; 夛!\1FV ^$12g#с0e$+/.అ,"7&r3[fH|$w@k *vjc-L|\"?sx"5{2Rrn%ACr`+Jq5flǯhNhq74x5iD=!ɳ6qqyj{7j&(5`;"Hs!ЯUzu\frR: 5ppj[oYf)꾉|h!j Q>F1 r |*A͹6mR/%hSn& ÉznN<{H/ ^mo@yBP(co?wB{Pѭ.ݨ](=H<_6F9Xk%ja̝g",+L:KGg`zn2 8ze_HB X@kLz`:]8^r|6o#p-<~t b=`).ҟCo;' (C%u.$L_Jp+;Kr )ϣf^́}.@= duLțuI4"\l6ϢgCo3IuڥLe]@>Frxe cVԉl#_D!'?FOJz}~r/_Ci/}G'&`M8 뾩XMšo0It;8< U]BCoA߼a~,v H6`;^n^=\ Hs#¬Zn~18R\FQM,-Fr`8kNxaC#_Gw-/w6(J__U@)W14+y0yS` !CЃx8~/#+HK)W =J^Lo/ {%/bxxxC"F ̗WenT,b,: Ƨ?5{s ^,ʺ݊ޮF]俁7&D`u 9N:l:uH$m$B<9|4 WQ>}IÿG >WCxx~σC$lCa+dP#'_}ݯ>ߏpvNch?|e{x -~2}*(q`﫦7GQ7{߇}(/j i9yy&߂¿xo"HHyN'vJCVYx86VBpO$۱3"\Do'KM ›ITQʷ0K\FJzbm|iʷ!ʷ3ŭ)^pcV~E3fe֠|G>y~\OxPc#cbwxj2]yO޿J؎]0y&l> 'Jc'''NkpӈfɃޙ\6՝Fm8PҋFpn~eiٴZBghzDˠ!ŠBN1$i̗Q'S-ўR{䭤i߉<@^}3VWbgn ]A:R`\^["0yy'Nj@S"v=Yݑ5Ԅ(n%|^s5rn;qfs`du;?+}>ܤɧ<(=<@A1 !x9Ɖ/K'^hPJӛF6I9&t!9҆Srv_g¡ '|@;S%prچy@\>n1(ɿ i0/O}Y&Xe 8a2$dK=2aby]is(Ƹy';&CYWoװtm{bO~3V+eU[B? L_LoL’^CJ.VLrau0ioRqqq~*p_p~MB_߆ w +vu_l6 fpb3}3&F%Z anD X vRSLf;>ND;/,L^^= *ȳ rű &0­N` u+F`3һ^[P-eץ&l=X V' `rpaV@VVl̟:\~k'zPP* !Kg;/3pq=7 3xf؀AO+_>*W! &\x\_|D~ WX adcl <ږޙ?lw6,`08:H3Av/^wp^0~ӻp'$ wV h@.`Dq;*c9p[;`n?,A;`\~S-;1HJ\\>onGp ~(+qv%& dqv܈|PwgbN*]wCw ; ~=]R_?X>wB.=q7x{}c8~S ,3 < 9?ӀF7gYʒ-? ?f/^[Y: qEY#OE)4m gR*L'!?o `c\'QV(i3,*)r]]"Te${`x5ϰZ0!\2x.²0s(wQwJ鼇pLW00߇1ͰP9T@#'Impu}%9L"4$wU@\WtX}>װ$UOQDd`@rXd$ ?}o uf|W]SoH9m)=~Eeqœ"P fY(G`0C8?/:f8ig8e C`0EfAN?+蛨/I=.7o3]dpA /`s!G}KCY+GQ~:&ck6}a~֏2b peߥ ~(6Ѷl "ŶPJ:FvIjћnHn/;ηtUSTS00¡FR Bek8C `0ciZYBo%^SP%NUtgI/ȗA~b܅|5AoZnc-AK5د U `br\!_5TRTP*I'LK c'i/ s_հ/kKڿaD|=d nCzSߧ?`u!bp, =$+З/c 'QЄ>ah.16 ai1 3ԏSy%+GFƿ?b|Ό<2#3)pwIwE,+HMuJ8coVf1SCKs%,"N&o[]` .AKKr)ioI[ؒuF9Vil$vFlex]޺D8גت6k[u Z aZ/Мt)9r5L.w^B~jBk>b+i hqsBK x i+K5rl+Ao?=R種| |{}?:E|q {8>$!Kdv;'H7-͉؎"N@8=e__d8ȷr|9/uʑ,FbR,@V Z]WIj*+(Te:z$e:)@dvr"ofvNö'|$LtAb*G(=H [C WNoZG_ k`e\)L'ς&] HaՌ6\TY~9ZhB-U#e XE<7?ĉUXC\K5VKxNLӗa_u>ט)1 M~fRw˩O˾|"[MFRe-5|z?/qD)$&R2Vf+m$饼7- /. 9`%6ƙk˸wWeZD|ul\_呼׀޴>aN| {eu$.CYۨN3t&BOt;鶓G%`ȆaoDkUXPgS<=f,_nXV5.Y[!ҬMPtISR1UA >zshI>6+sQ,,kl 4w|彗 Zدu9_4Ր1ߋuw"vl=ȶ6[ۈ߮P^k~ !!126%-MT6y REs&=O=䫟"tF):@|7R쾌|lOHyu7s<6E[N'fw3{6_)E9 f |3KLEc չ) |o>/gv>7s`z>5F>{OYc:`#ax{+w{}GeN)3%ʉB:F)@=V`2,O7foZ3d34ˡcu"y٪B(; &^&m$ 8gD*SQ22e()e鱻%ySsIP J$7&}&¤dU߰U>d@_wvB~[oEd}[l*Z_,NsI!2vi's39@JQ rSc?$L\(P\E]6Hal8[E0 f|`%*eR(>P+Had⧱c.& >vO0&q~XI0.e$})D1791C.|Sa2ymu5>pW!ߕs~ I]5mN ѷ5t H?|s?jbkJ|q]"I0h,)L cʫh9c;~S]+uehj:K$.AcXe*&VdX>ϳVy>Ar'ֽ:sO>&;AuS5;UVo^6'vjn.Zd *v4NP);M٥kkǾ yܔuY%kBkR/Q-!:V BI!_6K}EAo->AHα^:;R'k^_ ryW ҭ*jd$!7-ˉ3ս Y(cNHFٗXĊ'X w:Y! bLЛ̦fǝ=W53aۍ[w.Մ|ߔMe,k? RwP-sG+:ğSgHzF&xݎ>:ݦ)_!)D w:d1פğ`(ov\Qԭen ү?i+#*0="TЛn3bV]~>0|} !Ocq%~RuZF7ܶ-<mڲgJS6'2NS;xFݔI{}V$ESt |KH!6hz6(ÉQn(k7wmAff)g={H/v3o!|#Ha%n2{+} V4Y\ dɌɌذW/ I)+(]*w/s_ėLDhLv6iIe@5%_$9N/Ek4NA>7vIGòr M۹$1J7_JD *O|9ld 7w%>HP6k7B,~ S.i溴 Vp\ +Z9jέ M*@|2.nG@_7ѡI|_-z~({0l)^G.T|^2S|on`6 =#:2| 73HnK؎X5Ɵ.7~Ӊ$vf;1c~fEg=t,v絛E&ل}f }9 COIzAn?1zrxӇ2{ϋ=7W|?aû㼟9^>54rݏw?yvy9`Nf0Wg#zv>C %Nr$extqT>g̺y mY<7Zi`j(=Eg5Sb&.9UֶM㪩&%-mУe֣.zȺvcFh WV]ݪnWR4˂:W Mƽ6Κ)Fcj*v+v9l]gZmt]jNL6Y Z"{,徤5ԀMc*ޢ !{79o"E;Лbf'Ye:>þz ;v "e9w?WOعPb%E9z>, m}+ 5z&gzM1IlN>)pT6$ &Nڛ6;iU'긽\v;aĞuPt۸joQ'}6sdLx8vg}bsAc3<5Йi^wb Aozq?sk]*.sO1u[Bac;Ưځt;q:D|:_o>7WUZ.o/ur2R]ʻ8PD{E:e9s%Բ"ݍme_">ʹZתKe{T7Uا#Dju@xyK|!,܅ߤwM:eA}Vot߹ Ƶ<з{/qVmq*e#l/T]W]c9]5"H;uqY?ǵ{]Ǻ=Fh!7ŷaT>(j!P~>@~oAob^]VLp8x:Ru]yW1?湱2tjl[z-c疳7MοVFӐC|R[ p7&d FA}brWa oZc}~A w&vS^)ǹjurzc]~36/d2ABaITk %RH| -W^h)7Kw:N{v}wZGlv~%M\ѾܹsVY$v$CLU=@-R5C`'cuK; S&sStCԟiZ{n 7mKR}S/]O5uFBG=DΠPh( !KPu/(6z@_Dn9ρ/BS}3.!ijJvh`CBkX2k8rl/:i[/P(i#`7mwߎ]ׇBVm(tl<zK %T-ߥzS:ڳr(IjK(Om ׆Kvn7m|$΂E^JbLuaӺamW'Cq|'1y孰f͂u%m^L|E~b#޴n9Huwju.7PnΨn 㿝z`*;l>wADۚ|1,6^k7[=j 򾃐՗V6ox :|ׄ%ax5AE}?_7yPRN=~{gNo=NN!\Gvᵰ/?_څSV>+~ ۵Iޛȕ%X^o T{Cpx|mMCIdmhNr=eS.sm0>nxoe^Weu;#ɳL>=z> z3<T{8>n$O|"|KXn?C?nPR?ߤ(Bto( Ǡwd1__!^i:YRw"ٮ#=j{/zq}t=هq1t9DDX2Hx7$;f==ߪ#G"3_g0#DĈz<3z}%Bh/ė N6r= R4o PYJ|c,|t:vL{Ac/̆EjMda:I?REss 9>}}rH;S s [D s> [+{e+2e~\b=ql4#߹b^o4n2}`Pq^{/<= ''箝eJ zR$$A=_\6s%;.\ڑ{ʵy9ٵxqA;z%@_kqEH%W_u:8q1VJZiKpOr$i 2M4pHX˗3$q9yJ襫cwQABAժIhժι%' p~'y^q]Q9N9y\2gȱc`aaaRV ;mެ4nZN8) pL 1|hbvͲlrY~lݺUL ԭ#-Z6Ҿ};Qq5xթ*A/ŵay9!oشa(#1OT4mL:4kL&+IIrF083$$ކ$ev\ٳםŋU*wʾd%)HϞ=$L%5` ;Yf%=@&K_/s+[6m3gHJM˖Rn]{eݺuǚ?dmҸIcݧka{(IYm`i䩺Rd=*?*`Γ ʑ:uHmc9rl޼T sJkҺme`hj<}rl9?9z8,?q0fH[)S&M];wJڵݻK VZ6ÇeݲpB믿PeĈ/M6sɒ%K䷅$aTx mMu\Q^/i?*hʾ}ll>kla;۷wyG>3sfo.S'OjaҢesxt!q8.S\ݪ1m4 {Vz|׉$f`M6V\8 Rm_כƍ+ 42,]t)4h΂`g1Oɓ4o\jRhyj**'H, qMzYYbکG6Is3L""" Q~y:Vth }(-p^EB7\zuUpZMs836i#}$^[AU P&aJֽJ$NJѩS'nag͚e$ÅhCͽ3f̰K<6N7%HS*gQآ4s4BCCv(DQAzZz>cTOm۶d`Y2͕a,㼮yDEE]5$7ސ'Nwd*8q>22<ŋe̙qX$pMzq\KoݲE5Oja Ilk3;sEu?V|-ZQ"${rx}5FP!q-ڵ4h1Ux(@ܼ\iÆ'2) cӘ'aUltR]$ePԩW>p݀#H巂J M""Eap'L`XKNN)\hy c&@h^#&%GխPxbc04GxpeYVic걓V֯g2{ꩀ{RL&5p A/ @P/8p$瞳؇ 2d/1G768@6 f1˘!׬!C5^ʲ8ϞXԮnkkN8mZ/J*î`U&qq`Trw={=$e >gg$!vlB%O M 5SZhswyr63>BٰԮ.I).Il8Lgpp-'q\ժ*>czG;1F8ON/$&Tkij۹ksU9zXr%_ B)2srʛD?w^֫+)Wc="d=0֏<򈵪~w3b!Ϋk]A7'6(U!QO(3*ܽBʮ/ r00.^jhZUzf|T>Ȍ$vHyLXP* )YX{nYe^ IY+uA[ }r򷓭fQңGw nq8$* f¶/9jV5@H^txk׮i[OteNu&'kE[nR%[A,ӇcH&%C a{dܸqMW*IUzb뮞[0ݣ>jڵkKhedF}OW$zWD44ݵR^,@ZuֆFj;{4-zS}m=z`8mù7|: +Snu tHQ.MUH}gU(]AhNV1A{'[J kY*e3q>SY'5:M udGiu-Ș:&͚7ӟL+Az:iCp2!:|H~]5@XڄmCgIʎ#hw *So7=zLܥ@3&Y+!pΩt`:X+DZ [csj`PwY~MNi'htg*)+qR郎:B䍈2V:q?/c{:ށ_4vIENDB`bD 880000088XV~PJ_HmH nH sH tH H`H w&Normal CJOJQJ_HaJmH sH tH d@d *0 Heading 1$<<@&'5B*CJKH \aJ mHphsHtH\@\ 'P0 Heading 2 <<@&!5CJPJ\]aJmHsHtHJ@!J |c0 Heading 3 x@&CJPJ\aJDA D Default Paragraph FontRi@R 0 Table Normal4 l4a (k ( 0No List lol *0Heading 1 Char75B*CJKH OJPJQJ\_HaJ mHphsHtH\o\ |cBody text 12pt CJOJQJ_HaJmH sH tH NoN |cBody text 12pt CharCJOJQJaJ^o!^ g0Heading 2 Char)5CJOJPJQJ\]aJmHsHtHZo1Z |c0Heading 3 Char&5CJOJPJQJ]aJmHsHtHL@BL B0Header !CJOJQJmHsHtH:oQ: B0 Header Char CJ^JaJJObJ w&0Body Text Indent1^e^JaJ<Or< |c Bullets 12pt FaJVO1V {ATeaching strategies5B* aJphXOX PFocus questionsM 6PJnHtHHOH * Source greya$B*CJaJphXOX *$T0Bullets indent 0pt FPJ^JaJnHtHBU`B &0 Hyperlink>*B*CJOJQJph:O: |c Body text 3pt<6Oq6 |c Bullets 3pt<^O^  6B*PJaJmH phsH tH FV`QF @zFollowedHyperlink >*B* phF'`aF n&0Comment Reference CJ^JaJL@rL 8n&0 Comment Text7CJPJaJmHsHtHFoF 7n&0Comment Text Char OJPJQJP@P :n&0 Balloon Text9CJOJ QJ aJmHsHtHNoN 9n&0Balloon Text CharCJOJ QJ ^J aJjoj 42TFocus Questions Char)6B*CJOJQJaJphq 6O6 n&Style2< F B* phPj@qrP >1Comment Subject=5PJ\mH sH tH RoR =1Comment Subject Char5OJPJQJ\non#0Medium List 2 - Accent 21? CJPJ_HaJmH nHsH tH^O^ 50Colorful List - Accent 11@^ PJnHtH(/( }0preview1o" k\Bullets indent 3ptB & F8<^8`,CJOJPJQJ^J_HaJmH nHsH tHj3j (g Table Grid7:VC0CPK![Content_Types].xmlN0EH-J@%ǎǢ|ș$زULTB l,3;rØJB+$G]7O٭V$ !)O^rC$y@/yH*񄴽)޵߻UDb`}"qۋJחX^)I`nEp)liV[]1M<OP6r=zgbIguSebORD۫qu gZo~ٺlAplxpT0+[}`jzAV2Fi@qv֬5\|ʜ̭NleXdsjcs7f W+Ն7`g ȘJj|h(KD- dXiJ؇(x$( :;˹! I_TS 1?E??ZBΪmU/?~xY'y5g&΋/ɋ>GMGeD3Vq%'#q$8K)fw9:ĵ x}rxwr:\TZaG*y8IjbRc|XŻǿI u3KGnD1NIBs RuK>V.EL+M2#'fi ~V vl{u8zH *:(W☕ ~JTe\O*tHGHY}KNP*ݾ˦TѼ9/#A7qZ$*c?qUnwN%Oi4 =3N)cbJ uV4(Tn 7_?m-ٛ{UBwznʜ"Z xJZp; {/<P;,)''KQk5qpN8KGbe Sd̛\17 pa>SR! 3K4'+rzQ TTIIvt]Kc⫲K#v5+|D~O@%\w_nN[L9KqgVhn R!y+Un;*&/HrT >>\ t=.Tġ S; Z~!P9giCڧ!# B,;X=ۻ,I2UWV9$lk=Aj;{AP79|s*Y;̠[MCۿhf]o{oY=1kyVV5E8Vk+֜\80X4D)!!?*|fv u"xA@T_q64)kڬuV7 t '%;i9s9x,ڎ-45xd8?ǘd/Y|t &LILJ`& -Gt/PK! ѐ'theme/theme/_rels/themeManager.xml.relsM 0wooӺ&݈Э5 6?$Q ,.aic21h:qm@RN;d`o7gK(M&$R(.1r'JЊT8V"AȻHu}|$b{P8g/]QAsم(#L[PK-![Content_Types].xmlPK-!֧6 0_rels/.relsPK-!kytheme/theme/themeManager.xmlPK-!0C)theme/theme/theme1.xmlPK-! ѐ' theme/theme/_rels/themeManager.xml.relsPK] ur yyy| G6>hH#c'+Y/S382@FMV_ditswzuz>BCDEIKMNORW[]_aceijknrs4+'++,|-.j/:224;BLQZR^^ajqFvcwpwuz?@AFGHJLPQSTUVXYZ\^`bdfghlmopqWac,HQ(3fAR]  ` %WL=n ]ri)`oH0$_3Z !a999 :F:r:+?k??OAAAEhEEEF2FWTXX$YYY:ZZ[ \s\\]]E^`W``aa_broooooBpCpppppp"q\qqurXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXCCCX %(|! /XR$H9wmd FV?ѐ60"$kj| &H |<$# @ (  &  c A?ÖDETE-layersPicture 31Description: Description: Macintosh HD:Users:hcar1:Desktop:DETE-layers.jpg"?  c AD?^Qld-CoA-Stylised-1L-Online-mono-1Picture 34Description: Qld-CoA-Stylised-1L-Online-mono-1"?0(  B S  ?*+| &uP Ou a i 'Wb????@@@@@@@@AA5B;BKaVaroppqqqqqqrrrrrrr#r-r5rsrvr'(15tw, a " * *2 * ###$$/$0$G$H$X$Y$j$k$q$$$l%{%%%&&&&& '8'Y'Z'i'j''@)N)++,,..i1w13333#5H5::<<DD9G?GGGHHIINNQ@QQQFSUSSVkVlVVVVVVVVVVVVVWH^V^ccc-def$ibilHl&m+mGnYnqqqqrrrrrsrvr3333333333333(5 " h *f + #$H$k$/*P*88;;DD/G9GGG/VSVKhnhhhll nZnopqqrrr#r$rrrvrA_j\xea %:T*B*CJOJQJ\]aJo(ph  SS^S`OJ QJ o(o ##^#`OJ QJ o(   ^ `OJQJo(   ^ `OJ QJ o(o ^`OJ QJ o( cc^c`OJQJo( 33^3`OJ QJ o(o ^`OJ QJ o(^`56B*CJOJQJo(ph"  ^`OJ QJ o(o p^p`OJ QJ o( @ ^@ `OJQJo( ^`OJ QJ o(o ^`OJ QJ o( ^`OJQJo( ^`OJ QJ o(o P^P`OJ QJ o( ^`OJQJo(^`OJ QJ ^J o(o  ^ `OJ QJ o( \ ^\ `OJQJo(,^,`OJ QJ ^J o(o ^`OJ QJ o( ^`OJQJo(^`OJ QJ ^J o(o l^l`OJ QJ o( ^`OJQJo(^`OJ QJ ^J o(o p^p`OJ QJ o( @ ^@ `OJQJo(^`OJ QJ ^J o(o ^`OJ QJ o( ^`OJQJo(^`OJ QJ ^J o(o P^P`OJ QJ o( ^`OJQJo( ^`OJ QJ o(o p^p`OJ QJ o( @ ^@ `OJQJo( ^`OJ QJ o(o ^`OJ QJ o( ^`OJQJo( ^`OJ QJ o(o P^P`OJ QJ o( ^`OJQJo( ^`OJ QJ o(o ||^|`OJ QJ o( L L ^L `OJQJo( ^`OJ QJ o(o ^`OJ QJ o( ^`OJQJo( ^`OJ QJ o(o \\^\`OJ QJ o(^`B*OJQJo(ph ^`OJ QJ o(o p^p`OJ QJ o( @ ^@ `OJQJo( ^`OJ QJ o(o ^`OJ QJ o( ^`OJQJo( ^`OJ QJ o(o P^P`OJ QJ o( ^`OJQJo(^`OJ QJ ^J o(o p^p`OJ QJ o( @ ^@ `OJQJo(^`OJ QJ ^J o(o ^`OJ QJ o( ^`OJQJo(^`OJ QJ ^J o(o P^P`OJ QJ o( h^h`OJQJo(8^8`OJ QJ ^J o(o ^`OJ QJ o(  ^ `OJQJo( ^ `OJ QJ ^J o(o x^x`OJ QJ o( H^H`OJQJo(^`OJ QJ ^J o(o ^`OJ QJ o(^`B*OJQJo(ph^`OJ QJ ^J o(o p^p`OJ QJ o( @ ^@ `OJQJo(^`OJ QJ ^J o(o ^`OJ QJ o( ^`OJQJo(^`OJ QJ ^J o(o P^P`OJ QJ o(^`B*OJQJo(ph ^`OJ QJ o(o p^p`OJ QJ o( @ ^@ `OJQJo( ^`OJ QJ o(o ^`OJ QJ o( ^`OJQJo( ^`OJ QJ o(o P^P`OJ QJ o(8^8`OJ QJ ^J o(o^`OJ QJ ^J o(o  ^ `OJ QJ o(  ^ `OJQJo(x^x`OJ QJ ^J o(o H^H`OJ QJ o( ^`OJQJo(^`OJ QJ ^J o(o ^`OJ QJ o(%: M.)gYi(&hRPyy&oS@.I%:fuea yjY_\8 ii^+_jG:yd%:%:%:%:%:%:T<%:%:                                    &-W        ~(                &                                   Bb        ~(                          ~(        3                o&O`o~/67:X8 N Q $ c, ?H'[*y9&"y#!F!#E%~*/;4?4'Y58":>$>!D,8DGwH[INJ7RM OP Q2TvUXe2Z%[V[6aXc|cMd=dWd]elgDici\lpUmfmngnp;tPtYt`uq uy8w{:} ?P/`#&l;(x52: }p~wjO`[Kx[ 6H-~F[yuI y&2(IV#l2}ijk\uSZE8s]{boD_R(gvnEKJ\n|1@`|t , A?Oj*p:G+Lqq@ ur@Unknown G*Ax Times New Roman5Symbol3. *Cx Arial;(SimSun[SOA. Trebuchet MS;. *Cx Helvetica7@CambriaKMS ????MS Mincho= Arial BoldOPLucida GrandeArial?= *Cx Courier New;WingdingsA$BCambria Math"1hTZ+GTZ+G+#g` :` :!20qqCH V ! xx , MathematicsHelene Sharon CountyX              Oh+'0P     $08@H MathematicsHeleneNormalSharon County2Microsoft Office Word@@]-8@P%<@P%< `՜.+,D՜.+,@ hp   Access Ed:q  Mathematics Title`" 8@ _PID_HLINKSA"fc,http://creativecommons.org/licenses/by/4.0/fc{,http://creativecommons.org/licenses/by/4.0/Pxahttp://www.acma.gov.au/theACMA/sydney-transport-poster-campaign-educates-teens-about-cybersafetym0u;http://www.schoolbullyingcouncil.com/tag/bullying-posters/t$rhttp://www.tmr.qld.gov.au/~/media/Safety/safetycampaigns/School transport safety/new rules around schools campaign/Bus_back_2004.pdfP oYhttp://www.tmr.qld.gov.au/Safety/Safety-campaigns/School-transport-safety-campaigns.aspx#^lhttp://www.tmr.qld.gov.au/~/media/Safety/safetycampaigns/School transport safety/new rules around schools campaign/New_rules_around_schools_factsheet_2012.pdfP iYhttp://www.tmr.qld.gov.au/Safety/Safety-campaigns/School-transport-safety-campaigns.aspxP fYhttp://www.tmr.qld.gov.au/Safety/Safety-campaigns/School-transport-safety-campaigns.aspxMc1http://www.unicef.org/magic/briefing/uncorc.html`N`Jhttp://www.unicef.org/magic/media/documents/what_rights_flyer_english.pdf&]2http://www.unicef.org/rightsite/433_articles2.php &Z2http://www.unicef.org/rightsite/433_articles1.php3W,http://www.unicef.org/rightsite/484_540.htmJTFhttp://www.unicef.org/rightsite/files/uncrcchilldfriendlylanguage.pdfs2QPhttp://www.unicef.org.uk/Education/Resources-Overview/Resources/For-Every-ChildPNahttp://www.acma.gov.au/theACMA/sydney-transport-poster-campaign-educates-teens-about-cybersafetym0K;http://www.schoolbullyingcouncil.com/tag/bullying-posters/t$Hhttp://www.tmr.qld.gov.au/~/media/Safety/safetycampaigns/School transport safety/new rules around schools campaign/Bus_back_2004.pdfP EYhttp://www.tmr.qld.gov.au/Safety/Safety-campaigns/School-transport-safety-campaigns.aspx#^Bhttp://www.tmr.qld.gov.au/~/media/Safety/safetycampaigns/School transport safety/new rules around schools campaign/New_rules_around_schools_factsheet_2012.pdfP ?Yhttp://www.tmr.qld.gov.au/Safety/Safety-campaigns/School-transport-safety-campaigns.aspxP <Yhttp://www.tmr.qld.gov.au/Safety/Safety-campaigns/School-transport-safety-campaigns.aspx _9"http://www.meerilinga.org.au/shop36,http://www.unicef.org/rightsite/484_540.htmJ3Fhttp://www.unicef.org/rightsite/files/uncrcchilldfriendlylanguage.pdfM01http://www.unicef.org/magic/briefing/uncorc.html`N-Jhttp://www.unicef.org/magic/media/documents/what_rights_flyer_english.pdf&*2http://www.unicef.org/rightsite/433_articles2.php &'2http://www.unicef.org/rightsite/433_articles1.php K$Nhttp://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACPPS060M!Bhttp://www.australiancurriculum.edu.au/Glossary?a=HPE&t=Wellbeingw#Dhttp://www.australiancurriculum.edu.au/Glossary?a=HPE&t=Investigate HNhttp://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACPPS053MBhttp://www.australiancurriculum.edu.au/Glossary?a=HPE&t=Wellbeingw#Dhttp://www.australiancurriculum.edu.au/Glossary?a=HPE&t=Investigate INhttp://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACPPS040EAhttp://www.australiancurriculum.edu.au/Glossary?a=HPE&t=Describe N Nhttp://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACPPS037E Ahttp://www.australiancurriculum.edu.au/Glossary?a=HPE&t=Describe NNhttp://www.australiancurriculum.edu.au/Curriculum/ContentDescription/ACPPS036MBhttp://www.australiancurriculum.edu.au/Glossary?a=HPE&t=Wellbeing UAhttp://www.australiancurriculum.edu.au/Glossary?a=HPE&t=Identify  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=?@ABCDEGHIJKLMNOPQRSTUVW\]`Root Entry F<_Data 1TableoWordDocument SummaryInformation(>DocumentSummaryInformation8F#MsoDataStore<`<CWBBIYUUZPQZD0==2<`<Item  PropertiesUCompObj r   F Microsoft Word 97-2003 Document MSWordDocWord.Document.89q