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Life Skills 710 Support

Life Skills 710 Support

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Sections

  • 1 Introduction
  • 2 Curriculum options for students with special education needs
  • 2.1 Inclusive curriculum
  • 2.2 Collaborative curriculum planning
  • 2.3 Curriculum adjustments
  • 2.4 Decision to access Life Skills outcomes and content
  • 2.5 School planning to implement Life Skills outcomes and content
  • 2.6 Frequently asked questions on access to Life Skills outcomes and content
  • 3 Programming Life Skills outcomes and content
  • 3.1 Assessment of Life Skills outcomes
  • 3.2 Reporting achievement of Life Skills outcomes
  • 3.3 Model of programming from Life Skills outcomes and content
  • Programming from Life Skills outcomes and content
  • 4 Introduction to the sample units of work
  • 5 English
  • 5.1 Viewing and reviewing film
  • 5.2 Myself
  • 6 Mathematics
  • 6.1 Number
  • 6.2 Fractions
  • 6.3 Money
  • 6.4 Time
  • 7 Science
  • 7.1 The needs of living things
  • 7.2 Energy in everyday life
  • 8 HSIE
  • 8.1 History Years 7–10 Life Skills unit: Connections with History
  • 8.2 Geography Years 7–10 Life Skills unit: Australian communities
  • 8.4 Commerce Years 7–10 Life Skills unit: Informed consumers
  • 8.5 Work Education Years 7–10 Life Skills unit: The world of work
  • 9 Technological and Applied Studies
  • 9.3 Design and Technology Years 7–10 Life Skills unit: Storage matters
  • 9.4 Food Technology Years 7–10 Life Skills unit: Celebrations
  • 9.5 Graphics Technology Years 7–10 Life Skills unit: Stand-out logos
  • 9.6 Industrial Technology Years 7–10 Life Skills unit: Timber utility box
  • 9.8 Textiles Technology Years 7–10 Life Skills unit: Creating with fabrics
  • 10 Creative Arts
  • 10.1 Music Years 7–10 Life Skills unit: Australian music
  • 10.2 Visual Arts Years 7–10 Life Skills unit: ‘I am’
  • 10.3 Dance Years 7–10 Life Skills unit: Let’s dance!
  • 10.4 Drama Years 7–10 Life Skills unit: Roles, characters, action!
  • 10.5 Visual Design Years 7–10 Life Skills unit: ‘My Magazine’
  • 11 Personal Development, Health and Physical Education
  • 11.1 Facing new challenges
  • 11.2 Personal safety net
  • 12 Languages
  • 12.1 Languages Years 7–10 Life Skills unit: Let’s celebrate together

Life Skills Years 7–10

Advice on Planning, Programming and Assessment

© 2007 Copyright Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales. This document contains Material prepared by the Board of Studies NSW for and on behalf of the State of New South Wales. The Material is protected by Crown copyright. All rights reserved. No part of the Material may be reproduced in Australia or in any other country by any process, electronic or otherwise, in any material form or transmitted to any other person or stored electronically in any form without the prior written permission of the Board of Studies NSW, except as permitted by the Copyright Act 1968. School students in NSW and teachers in schools in NSW may copy reasonable portions of the Material for the purposes of bona fide research or study. Teachers in schools in NSW may make multiple copies, where appropriate, of sections of the HSC papers for classroom use under the provisions of the school’s Copyright Agency Limited (CAL) licence. When you access the Material you agree: • to use the Material for information purposes only • to reproduce a single copy for personal bona fide study use only and not to reproduce any major extract or the entire Material without the prior permission of the Board of Studies NSW • to acknowledge that the Material is provided by the Board of Studies NSW • not to make any charge for providing the Material or any part of the Material to another person or in any way make commercial use of the Material without the prior written consent of the Board of Studies NSW and payment of the appropriate copyright fee • to include this copyright notice in any copy made • not to modify the Material or any part of the material without the express prior written permission of the Board of Studies NSW. The Material may contain third party copyright materials such as photos, diagrams, quotations, cartoons and artworks. These materials are protected by Australian and international copyright laws and may not be reproduced or transmitted in any format without the copyright owner’s specific permission. Unauthorised reproduction, transmission or commercial use of such copyright materials may result in prosecution. The Board of Studies has made all reasonable attempts to locate owners of third party copyright material and invites anyone from whom permission has not been sought to contact the Copyright Officer, ph (02) 9367 8289, fax (02) 9279 1482.

Published by Board of Studies NSW GPO Box 5300 Sydney NSW 2001 Australia Tel: (02) 9367 8111 Fax: (02) 9367 8484 Internet: www.boardofstudies.nsw.edu.au First published August 2004 Updated July 2007 ISBN 1 7414 7083 8
2007358

Contents 1 2 Introduction ................................................................................................................. 5 Curriculum options for students with special education needs ...................................... 6 2.1 2.2 2.3 2.4 2.5 2.6 3 3.1 3.2 3.3 4 5 Inclusive curriculum ........................................................................................... 6 Collaborative curriculum planning ...................................................................... 7 Curriculum adjustments ...................................................................................... 7 Decision to access Life Skills outcomes and content ........................................... 9 School planning to implement Life Skills outcomes and content ....................... 11 Frequently asked questions on access to Life Skills outcomes and content ........ 11 Assessment of Life Skills outcomes .................................................................. 13 Reporting achievement of Life Skills outcomes................................................. 15 Model of programming from Life Skills outcomes and content ......................... 15

Programming Life Skills outcomes and content.......................................................... 13

Introduction to the sample units of work .................................................................... 17 English....................................................................................................................... 20 5.1 5.2 Viewing and reviewing film.............................................................................. 21 Myself .............................................................................................................. 30 Number............................................................................................................. 36 Fractions ........................................................................................................... 40 Money .............................................................................................................. 42 Time ................................................................................................................. 45 The needs of living things ................................................................................. 50 Energy in everyday life ..................................................................................... 61 History Years 7–10 Life Skills unit: Connections with History.......................... 69 Geography Years 7–10 Life Skills unit: Australian communities....................... 77 Aboriginal Studies Years 7–10 Life Skills unit: Connecting with Aboriginal people and their cultures.................................................................. 87 Commerce Years 7–10 Life Skills unit: Informed consumers ............................ 95 Work Education Years 7–10 Life Skills unit: The world of work .................... 107 Technology (Mandatory) Years 7–8 Life Skills unit: What do you make of it?...................................................................................................... 119 Agricultural Technology Years 7–10 Life Skills unit: Vegetable production enterprise ...................................................................... 127 Design and Technology Years 7–10 Life Skills unit: Storage matters.............. 136

6

Mathematics............................................................................................................... 35 6.1 6.2 6.3 6.4

7

Science ...................................................................................................................... 49 7.1 7.2

8

HSIE.......................................................................................................................... 68 8.1 8.2 8.3 8.4 8.5

9

Technological and Applied Studies .......................................................................... 117 9.1 9.2 9.3

9.4 9.5 9.6 9.7 9.8 10

Food Technology Years 7–10 Life Skills unit: Celebrations ............................ 144 Graphics Technology Years 7–10 Life Skills unit: Stand-out logos ................. 151 Industrial Technology Years 7–10 Life Skills unit: Timber utility box ............ 159 Information and Software Technology Years 7–10 Life Skills unit: School events in digital ................................................................................... 167 Textiles Technology Years 7–10 Life Skills unit: Creating with fabrics .......... 175

Creative Arts............................................................................................................ 181 10.1 Music Years 7–10 Life Skills unit: Australian music....................................... 182 10.2 Visual Arts Years 7–10 Life Skills unit: ‘I am’................................................ 190 10.3 Dance Years 7–10 Life Skills unit: Let’s dance!.............................................. 197 10.4 Drama Years 7–10 Life Skills unit: Roles, characters, action! ......................... 204 10.5 Visual Design Years 7–10 Life Skills unit: ‘My Magazine’............................. 212 10.6 Photographic and Digital Media Years 7–10 Life Skills unit: ‘Shapes and Shadows’ .................................................................................... 218

11

Personal Development, Health and Physical Education ............................................ 224 11.1 Facing new challenges .................................................................................... 225 11.2 Personal safety net .......................................................................................... 233

12

Languages................................................................................................................ 243 12.1 Languages Years 7–10 Life Skills unit: Let’s celebrate together...................... 244 12.2 Aboriginal Languages Years 7–10 Life Skills unit: Families, friends and country ..................................................................................................... 252

Life Skills Years 7–10: Advice on Planning, Programming and Assessment

1

Introduction

This support document has been designed to help teachers understand key aspects of the Life Skills outcomes and content that have been developed in conjunction with the new Years 7–10 syllabuses, and to provide guidance for initial implementation. The document should be read in conjunction with the relevant syllabus and support documents already distributed to schools and accessible through the Board of Studies website (www.boardofstudies.nsw.edu.au). This advice provides information additional to that contained in the relevant syllabus and support documents to assist teachers to: • clarify the process to access Life Skills outcomes and content and identify those students for whom this option may be appropriate • program from Life Skills outcomes and content in the new Years 7–10 syllabuses • design and implement appropriate assessment processes for students undertaking Life Skills outcomes and content by reflecting on evidence of learning in relation to outcomes. The document contains sample units of work organised in key learning areas (KLAs). In each sample unit, a number of integrated teaching, learning and assessment activities have been prepared to assist teachers to become familiar with the Life Skills outcomes and content in the particular Years 7–10 syllabus. In addition, links to Life Skills outcomes from other syllabuses have been provided to assist teachers in developing integrated units. The sample units provide a basis from which teachers can develop their own programs to cater for the learning needs of the students in their class.

5

the Life Skills outcomes and content in each syllabus can provide a more relevant. they may require additional support and/or adjustments to teaching and learning activities and/or assessment.5) The school develops a plan to implement Life Skills outcomes and content and assist the student in the learning process. is that the curriculum must be inclusive of all students in New South Wales. Curriculum adjustments (see section 2. 6 . that guides K–10 syllabus development. Programming and Assessment 2 2. for a small percentage of these students. including adjustments to teaching and learning activities and/or assessment. the collaborative curriculum planning process may determine that a pattern of study based on Life Skills outcomes and content in one or more of the Years 7–10 syllabuses is appropriate. objectives. The Stage Statements and the Continuum of Learning in each syllabus can help teachers identify the starting point for instruction for the students in their class. The Board of Studies recognises that all teachers have students in their classrooms with a range of needs and abilities. strengths. Providing for students with special education needs: an overview Collaborative curriculum planning (see section 2. particularly those with an intellectual disability. However. The rationale. Decision to access Life Skills outcomes and content (see section 2.Life Skills Years 7–10: Advice on Planning.1 Curriculum options for students with special education needs Inclusive curriculum A key principle of the K–10 Curriculum Framework. although they may require additional support. However. aim. Most students with special education needs will participate fully in learning experiences and assessment activities provided by the regular syllabus outcomes and content. School planning to implement Life Skills outcomes and content (see section 2.3) Most students with special education needs will participate fully in learning experiences and assessment activities provided by the regular syllabus outcomes and content. learning support personnel and community service providers as appropriate).4) For some students with special education needs. This is best done in the context of collaborative curriculum planning with the student. particularly those with an intellectual disability. goals and learning needs. parent/carer and other significant individuals in the student’s life (eg teachers. outcomes and content of each syllabus have been designed to accommodate teaching approaches that support the learning needs of all students.2) All students with special education needs should be encouraged to choose the most appropriate curriculum options in keeping with their interests. accessible and meaningful curriculum option.

simplified texts. learning support personnel and community service providers may be involved. Participants should include the student and parents/carers. The following information outlines possible curriculum adjustments for students with special education needs. Certification and Examination Manual (ACE Manual) for mandatory curriculum requirements.Life Skills Years 7–10: Advice on Planning. 2. may also be necessary to promote active participation in all aspects of school life by students with special education needs. learning and assessment that enable a student with special education needs to access syllabus outcomes and content.3 Curriculum adjustments Curriculum adjustments are measures or actions taken in relation to teaching. These decisions need to involve those who have significant knowledge and understanding of the student. Collaborative curriculum planning should focus on designing and implementing an appropriate pattern of study for the student and examining relevant curriculum options that will lead to the award of the School Certificate. and adjustments to enable participation in field trips and excursions 7 .2 Collaborative curriculum planning Collaborative curriculum planning is the process by which a team of people meet to discuss and make decisions about curriculum options and adjustments that will enable a student with special education needs to access the curriculum. School systems and individual independent schools are responsible for the manner in which this collaborative planning process is managed. When making decisions about curriculum options it is important to consider: • the student’s interests. subject/classroom teachers. It might be necessary to provide the student with additional assistance or encouragement to enable them to be actively involved in the process. disk or Braille. A range of curriculum adjustments should be explored before a decision is made to access Life Skills outcomes and content. eg consideration may need to be given to positioning the student in the classroom to maximise participation and/or access to instruction • adjustments to enable access to teaching and learning activities. the principal. adjustments or modifications to equipment or furniture. In addition. including to the physical access of buildings. eg the use of technology. Refer to the Assessment. Programming and Assessment 2. alternative formats such as large print. subtitled videos and DVDs.) Adjustments to teaching and learning Some students may require: • adjustments to classroom organisation. These adjustments will vary according to the needs of the individual student. oral/sign interpreters or readers and scribes. strengths.3) • the transition needs of the student from school to adult life. Consultation with the respective support personnel in schools is important when making decisions about the most appropriate curriculum options for students with special education needs. (Other forms of adjustment. goals and learning needs • the support and/or adjustments that may be necessary for the student to fully access the curriculum (see section 2.

using simplified language. A student may participate in reading activities by: • reading simplified texts • reading transcripts • following a text being read by a peer or adult • following a text from audiotape. multimedia presentation or video • following a visual sequence of instructions. eg the student sequences pictures to tell a story. nod or gesture to respond to a closed question. eg the student uses a drawing program and pictures to write. They identify alternative ways for students to participate in commenting and discussing. The following are more specific examples of adjustments that can be made to teaching. A student may participate in commenting and discussing by: • oral contribution to class discussion • answering closed questions on a topic • using changes in facial expression. teacher’s aide or a peer a range of appropriate learning activities with structured opportunities for guided and independent practice and effective feedback additional support through group work. writing or recording. eg written point form instead of essays. pictures or symbols. A student may participate in writing or recording by: • writing short answers to questions • ticking pre-prepared checklists • using photographs. pictures or symbols. peer or volunteer tutoring. or the use of a reader and/or scribe or specific technology • adjustments to assessment tasks such as rephrasing questions. 8 . Some of these strategies may require additional support from the teacher. CD-ROM. multimedia presentations. Programming and Assessment • • • • adjustments to the amount of content to be covered in a particular lesson or unit of work or the time allocated to complete work additional demonstration of key concepts and skills by the teacher. quieter conditions. eg ‘Are you playing in a sports team at school?’ • selecting photographs. uses scanned pictures and/or digital photographs in a multimedia presentation. reading.Life Skills Years 7–10: Advice on Planning. short objective questions. eg the student makes a choice between two photographs to express a preference (like/don’t like) • selecting symbols from a topic board or communication book to express an opinion • using a communication device. scaffolded structured responses. teacher’s aide or a peer. and/or other individual assistance. Adjustments to assessment Some students may require: • adjustments to the assessment process such as additional time. a visual recipe or a visual timetable. circles a selection of symbols on a page to create a list • using computer software. combines symbols to convey meaning. rest breaks. learning and assessment activities. listening and viewing. fewer questions or alternative formats for questions • alternative formats for responses. eg the student leads a group discussion with pre-recorded questions or a peer records information on a communication device for the student to present to the class during group work. uses assistive technology to select text or pictures from the screen.

In coming to the decision to access Life Skills outcomes and content. However. slides. Refer to section 7 of the ACE Manual for further information about special provisions in the School Certificate tests. The following flow chart outlines a process that might be helpful when considering whether a student should access Life Skills outcomes and content.2) • with consideration to curriculum adjustments (see section 2. pictures and posters • listening to a peer or adult describe the visual input from photographs. facial expressions. pictures and posters while they ‘view’ the visual media or multimedia together • responding to sensory stimuli. DVDs • reading summaries/descriptions of the visual input from photographs. competencies and learning needs • establish that the regular outcomes of the particular Years 7–10 syllabus are not appropriate to meet the needs of the student. eg note the curriculum adjustments that have already been implemented for the student and why these alone are not appropriate to meet the student’s present and future needs • record the adjustments to instruction. CD-ROM. gestures and/or physical prompts. gestures or physical prompts in conjunction with tone of voice. Programming and Assessment A student may participate in listening activities by: • listening to a text being read by a peer or adult • listening to a text from audiotape. films/videos/DVDs. multimedia presentations. teaching strategies and assessment practices that are still required in those subjects in which the student undertakes regular syllabus outcomes and content • demonstrate that the student’s pattern of study will meet the requirements for the School Certificate. multimedia presentations.4 Decision to access Life Skills outcomes and content The decision to access Life Skills outcomes and content in one or more Years 7–10 syllabuses is made: • within the context of collaborative curriculum planning (see section 2. the application for special provisions in external examinations is a separate process. the planning team members should: • consider carefully the student’s priorities.Life Skills Years 7–10: Advice on Planning. 2. A student may participate in viewing activities by: • viewing subtitled videos. films/videos/DVDs. Decisions are made at school level to offer adjustments to students with special education needs in course work and assessment tasks.3) • with regard to the student’s pattern of study for the School Certificate (refer to section 5 of the ACE Manual). slides. multimedia presentation or video • responding to tone of voice in conjunction with facial expressions. 9 .

What further adjustments are required to assessment? 7. Can the student access some or all of the regular syllabus outcomes in a particular subject with adjustments to teaching.Life Skills Years 7–10: Advice on Planning. strengths. then the student should follow a regular syllabus program in that subject without adjustments. then the student should follow a regular syllabus program in that subject with appropriate adjustments. 4. Are the student’s interests. In which subjects will the student access Life Skills outcomes and content? 5. then consider Life Skills outcomes and content in the relevant syllabus. If yes. If yes. learning and/or assessment? If no. 2. goals and present and future learning needs best addressed by Life Skills outcomes and content in one or more subjects? If yes. Programming and Assessment Deciding whether a student should access Life Skills outcomes and content The following questions might be helpful when considering whether a student should access Life Skills outcomes and content in one or more Years 7–10 syllabuses. Can the student access some or all of the regular syllabus outcomes in a particular subject without adjustments? If no. 1. What are the implications for the student’s future study and transition to adult life? 10 . 3. then the student should access Life Skills outcomes and content in one or more subjects. What further adjustments are required to teaching and learning? 6. Will the student’s pattern of study meet the requirements for the award of the School Certificate? 8. then consider a range of curriculum adjustments.

eg school. some students may study Life Skills outcomes and content in every subject.5 School planning to implement Life Skills outcomes and content When it has been decided that a student should access Life Skills outcomes and content in one or more subjects. Refer to section 9 of the ACE Manual for further details of the pattern of study requirements for the School Certificate for students with special education needs. Other students may study a combination of Life Skills outcomes and content in some subjects and regular outcomes and content in other subjects. It is important to remember that students with special education needs build on their achievements from K–6 and collaborative curriculum planning enables consideration of curriculum options and adjustments over time. it is not necessary to submit documentation or confirmation of a disability to the Board for students to access Life Skills outcomes and content.Life Skills Years 7–10: Advice on Planning. community or workplace • the time needed for addressing outcomes and content • the resources required to assist the school in meeting the needs of the student • teaching strategies that are appropriate to the age and abilities of the student • curriculum adjustments that may be required to enable the student to access the Life Skills outcomes and content • strategies for monitoring the student’s progress • ongoing collaborative planning to assist the student’s successful transition through school to adult life. However. it is not possible for students to undertake a combination of regular and Life Skills outcomes within the same subject.6 Frequently asked questions on access to Life Skills outcomes and content Who can access Life Skills outcomes and content? The Board expects that the majority of students who will access Life Skills outcomes and content will have an intellectual disability. Does the student have to undertake Life Skills outcomes and content in all subjects? No. When can a decision to access Years 7–10 Life Skills outcomes and content be made? The decision to access Life Skills outcomes and content can be made at any time during the course of Years 7–10. nor is it necessary to submit planning documentation. However. 11 . The appropriate timing of the decision will be determined by the needs of the individual student. Schools do not need to ask permission from the Office of the Board of Studies for students to access Life Skills outcomes and content. school planning to support the student in the learning process should address: • the selection of appropriate personnel to be involved in the design and implementation of the pattern of study for the student • the selection of Life Skills outcomes and content that will form the basis of the student’s program of study in a particular subject • the most appropriate contexts for the student to demonstrate achievement of outcomes. 2. Programming and Assessment 2.

Content may be selected according to the student’s learning needs. schools should first explore a range of curriculum adjustments for a student with special education needs and decide whether these will enable the student to access some or all of the regular syllabus outcomes and content. Programming and Assessment Can schools develop integrated programs across the key learning areas? Yes. Do students have to complete all of the content to demonstrate achievement of a Life Skills outcome? No.Life Skills Years 7–10: Advice on Planning. Students who are capable of achieving some or all of the regular syllabus outcomes should be encouraged to do so. students do not need to complete all of the content to demonstrate achievement of a Life Skills outcome. Each syllabus has content for each outcome – in the form of ‘Students learn about’ and ‘Students learn to’ – which forms the basis of the learning activities for students. When is it appropriate to access Life Skills outcomes and content as the preferred curriculum option in a particular subject? Before the decision is made to access Life Skills outcomes and content in a particular subject. 12 . Do students have to complete all the Life Skills outcomes in a particular subject? No. schools may develop integrated programs using Life Skills outcomes and content from selected subjects across the key learning areas. Life Skills outcomes should be selected according to the student’s learning needs. Links are provided in each of the sample units in sections 5 to 12 to help schools develop integrated programs for students accessing Life Skills outcomes and content from more than one subject. students do not need to address or complete all the Life Skills outcomes in a particular subject.

1 Programming Life Skills outcomes and content Assessment of Life Skills outcomes Assessment for students undertaking Life Skills outcomes and content involves collecting evidence and reflecting on the student’s performance in relation to the Life Skills outcomes selected in a particular subject. After selecting the appropriate Life Skills outcomes. The diagram on the following page emphasises that Life Skills outcomes are central to the teaching and learning cycle. Ongoing assessment provides information about the student’s ability to maintain and generalise their knowledge and skills to a range of contexts. teachers should: • determine the evidence of learning that needs to be collected in relation to the outcomes for individual students • determine how the evidence of learning in relation to outcomes will be gathered • plan teaching. and supports further learning. 13 . Teachers may also design specific assessment tasks to assess achievement at particular points. It informs decisions about the student’s current level of skill development in relation to Life Skills outcomes. The Board’s revised Years 7–10 syllabuses advocate assessment for learning principles. learning and assessment activities that address the learning needs of all students in the class • provide appropriate feedback to students in relation to their learning • reflect on the student’s performance in relation to the selected Life Skills outcomes • adjust teaching strategies accordingly. Programming and Assessment 3 3.Life Skills Years 7–10: Advice on Planning. The principles of assessment for learning reinforce good teaching practice. Assessment is a regular part of the teaching and learning cycle for all students including students undertaking Life Skills outcomes and content.

The content forms the basis of the learning activities for students and also provides opportunities for teachers to make judgements on student achievement. Teachers reflect on student performance in relation to Life Skills outcomes. Identify the Life Skills outcomes that will be addressed in the particular syllabus or unit of work. The student’s learning needs should determine which Life Skills outcomes and content are addressed. learning and assessment cycle will inform any changes that are needed to instruction and teaching strategies. Some strategies for gathering evidence of learning in relation to Life Skills outcomes may include: • observation of a physical response • observation of engagement in the teaching and learning activity • observation of performance in practical activities • observation of participation in group work • written responses such as diary entries. Teachers need to become aware of: • the way in which the student communicates • the time required for the student to communicate • support that will be required for the student to demonstrate achievement in relation to outcomes. visual or tangible forms. Teachers plan the instruction. visual and/or physical prompts. including modifications to equipment. Students do not need to address all the Life Skills outcomes in each syllabus.Life Skills Years 7–10: Advice on Planning. It is important that teachers develop whole-of-class programs that can accommodate the learning needs of all students. Feedback to students Appropriate feedback during and at the end of activities guides and affirms student behaviour towards achievement of outcomes. understanding and skills. and physical assistance. Evidence of learning for students undertaking Life Skills outcomes and content must be specific to the individual student. learning and assessment activities The following diagram demonstrates one method of programming from Life Skills outcomes and content that incorporates ongoing assessment. sketching/graphic communication. Programming and Assessment Developing integrated teaching. Outcomes need to be revisited and reviewed often to ensure maintenance and generalisation of knowledge. design portfolio • responses using augmentative and alternative communication (AAC) systems • oral reports and presentations • visual displays such as collage. Information gathered as part of the teaching. Teachers should consider the most effective form of feedback for individual students. The selection of Life Skills outcomes for individual students is central to the teaching and learning cycle. 14 . Students will be assessed in relation to the selected Life Skills outcomes. Teachers should identify opportunities for maintenance of knowledge and skills and generalisation of achievement of outcomes. Evidence of learning links observable behaviour and student products to achievement in relation to outcomes. This may include oral. furniture and environment. verbal. Content and learning experiences Each syllabus has content for each outcome in the form of ‘Students learn about’ and ‘Students learn to’ that may be selected according to individual student’s learning needs. teaching and learning experiences appropriate to the outcomes.

pdf).au/manuals/pdf_doc/sc_credent_specialneeds.nsw. School Certificate Record of Achievement and the Student Profile make up the portfolio of School Certificate credentials for students undertaking Life Skills outcomes and content in one or more subjects. The School Certificate Testamur. The student’s learning needs should determine the Life Skills outcomes and content selected. The model is a suggested process only and teachers may vary the sequence of the planning steps.2 Reporting achievement of Life Skills outcomes The reporting of a student’s achievement to the Board of Studies for the School Certificate will be in relation to the Life Skills outcomes selected from the new Years 7–10 syllabus documents. The following steps summarise a process of programming from Life Skills outcomes and content for students in a range of contexts. Students do not need to address or complete all the Life Skills outcomes in a particular subject. The Board will issue a Student Profile that reports on the student’s achievement of Life Skills outcomes based on the information provided by schools. Further information about assessment and reporting in relation to Life Skills outcomes for the School Certificate is provided in: • the ACE Manual • School Certificate Credentialling for Students with Special Education Needs in Stage 5 (www. Schools will advise the Board of a student’s individual achievement of Life Skills outcomes using Schools Online. 3. The mechanism for regular reporting on a student’s progress to parents/carers should be decided by the school. Each syllabus has content for each outcome in the form of ‘Students learn about’ and ‘Students learn to’ which forms the basis of the learning activities and also provides opportunities for teachers to make judgements about student achievement of outcomes. It is important to prioritise outcomes in a particular unit or theme so that assessment is manageable over a period of time.Life Skills Years 7–10: Advice on Planning.edu. Programming and Assessment 3.boardofstudies. Programming from Life Skills outcomes and content Note: The selection of Life Skills outcomes and content is informed by collaborative curriculum planning. Students do not need to complete all the content associated with an outcome to demonstrate achievement of that outcome. Step 1 Select the Life Skills outcomes and content that will be addressed in a particular syllabus or unit of work. 15 .3 Model of programming from Life Skills outcomes and content The new Years 7–10 syllabuses encourage a model of programming that begins with outcomes and is explicit about what is being taught and what is being learnt.

Life Skills Years 7–10: Advice on Planning, Programming and Assessment

Step 2

Identify the required evidence of learning that will enable students to demonstrate achievement in relation to outcomes. Evidence of learning for students undertaking Life Skills outcomes and content must be specific to the individual student. Teachers need to become aware of: • the way in which a student communicates • the time required for the student to communicate • the support that will be required for the student to demonstrate achievement in relation to outcomes, including modifications to equipment, furniture and environment; oral, visual and/or physical prompts; and physical assistance. Evidence of learning links observable behaviour and student products to achievement in relation to outcomes. Some strategies for gathering evidence of learning may include: • observation of a physical response • observation of engagement in the teaching and learning activity • observation of performance in practical activities • observation of participation in group work • written responses such as diary entries, design portfolio • responses using augmentative and alternative communication (AAC) systems • oral reports and presentations • visual displays such as collage, sketching/graphic communication.

Step 3

Plan the instruction, teaching and learning experiences and assessment opportunities appropriate to the outcomes. To cater for the range of needs of students in any given classroom it is important that teachers develop whole-of-class programs that can accommodate the learning needs of all students. It is important when developing teaching and learning activities that teachers consider: • the sequence of the teaching and learning activity • the appropriate placement of the student in that sequence • a range of adjustments to enable individual students to participate effectively • age-appropriate activities and materials • the student’s individual communication system • the provision of opportunities for the student to generalise skills into other contexts. The sample units of work in sections 5 to 12 provide examples of integrated teaching, learning and assessment activities. Teachers should develop their own teaching and learning activities that are appropriate for the students in their class.

Step 4

Ensure that appropriate and meaningful feedback is given to the student throughout the learning experience to guide further learning and encourage participation. Teachers should consider the most effective form of feedback for individual students in relation to their learning.

Step 6

Reflect on student progress towards outcomes, including generalisation across school, community and workplace contexts and maintenance of achievement over time. Outcomes need to be revisited and reviewed often to ensure generalisation and maintenance of knowledge, understanding and skills. Students should be given structured opportunities to generalise knowledge, understanding and skills.

Step 7

Adjust teaching and learning experiences accordingly. Information gathered as part of the teaching, learning and assessment cycle will inform any changes that are needed to teaching strategies.

16

Life Skills Years 7–10: Advice on Planning, Programming and Assessment

4

Introduction to the sample units of work

Sample units of work are presented in the following sections to assist teachers in programming Life Skills outcomes and content from the new Years 7–10 syllabuses. These sample units have been organised in KLAs and each section contains units of work that address the particular Years 7–10 syllabuses in the KLA. The units contain ideas that can be used with students with a range of support needs in a variety of contexts. The sample units should be read in conjunction with the following syllabus and support documents that can be accessed through the Board of Studies website (www.boardofstudies.nsw.edu.au).

Key Learning Area English Mathematics Science Human Society and Its Environment

Syllabus English Years 7–10 Syllabus Mathematics Years 7–10 Syllabus Science Years 7–10 Syllabus History Years 7–10 Syllabus Geography Years 7–10 Syllabus Aboriginal Studies Years 7–10 Syllabus Commerce Years 7–10 Syllabus Work Education Years 7–10 Syllabus

Support documents English Years 7–10 Syllabus: Advice on Programming and Assessment Mathematics Years 7–10 Syllabus: Advice on Programming and Assessment Science Years 7–10: Advice on Programming and Assessment History Years 7–10: Advice on Programming and Assessment Geography Years 7–10: Advice on Programming and Assessment Aboriginal Studies Years 7–10: Advice on Programming and Assessment Commerce Years 7–10: Advice on Programming and Assessment Work Education Years 7–10: Advice on Programming and Assessment Technology (Mandatory) Years 7–10: Advice on Programming and Assessment Agricultural Technology Years 7–10: Advice on Programming and Assessment Design and Technology Years 7–10: Advice on Programming and Assessment Food Technology Years 7–10: Advice on Programming and Assessment Graphics Technology Years 7–10: Advice on Programming and Assessment Industrial Technology Years 7–10: Advice on Programming and Assessment Information and Software Technology Years 7– 10: Advice on Programming and Assessment

Technological and Applied Studies

Technology (Mandatory) Years 7–10 Syllabus Agricultural Technology Years 7–10 Syllabus Design and Technology Years 7–10 Syllabus Food Technology Years 7–10 Syllabus Graphics Technology Years 7–10 Syllabus Industrial Technology Years 7–10 Syllabus Information and Software Technology Years 7–10 Syllabus * Marine and Aquaculture Technology Years 7–10 Syllabus (Content Endorsed Course) Textiles Technology Years 7–10 Syllabus

Textiles Technology Years 7–10: Advice on Programming and Assessment

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Life Skills Years 7–10: Advice on Planning, Programming and Assessment

Key Learning Area Creative Arts

Syllabus Music Years 7–10 Syllabus Visual Arts Years 7–10 Syllabus Dance Years 7–10 Syllabus Drama Years 7–10 Syllabus *Photographic and Digital Media Years 7–10 Draft Syllabus

Support documents Music Years 7–10: Advice on Programming and Assessment Visual Arts Years 7–10: Advice on Programming and Assessment Dance Years 7–10: Advice on Programming and Assessment Drama Years 7–10: Advice on Programming and Assessment

*Visual Design Years 7–10 Draft Syllabus Personal Personal Development, Health and Development, Health Physical Education Years 7–10 Syllabus and Physical Education *Physical Activity and Sports Studies Years 7–10 Syllabus (Content Endorsed Course) Aboriginal Languages K–10 Syllabus #Arabic K–10 Syllabus #Chinese K–10 Syllabus #Classical Greek K–10 Syllabus #French K–10 Syllabus #German K–10 Syllabus #Hebrew K–10 Syllabus #Indonesian K–10 Syllabus #Italian K–10 Syllabus #Japanese K–10 Syllabus #Korean K–10 Syllabus #Latin K–10 Syllabus #Modern Greek K–10 Syllabus #Russian K–10 Syllabus #Spanish K–10 Syllabus #Turkish K–10 Syllabus #Vietnamese K–10 Syllabus

Personal Development, Health and Physical Education Years 7–10: Advice on Programming and Assessment

Languages

Aboriginal Languages: Advice on Programming and Assessment for Stages 4 and 5 Arabic: Advice on Programming and Assessment for Stages 4 and 5 Chinese: Advice on Programming and Assessment for Stages 4 and 5 Classical Greek: Advice on Programming and Assessment for Stages 4 and 5 French: Advice on Programming and Assessment for Stages 4 and 5 German: Advice on Programming and Assessment for Stages 4 and 5 Hebrew: Advice on Programming and Assessment for Stages 4 and 5 Indonesian: Advice on Programming and Assessment for Stages 4 and 5 Italian: Advice on Programming and Assessment for Stages 4 and 5 Japanese: Advice on Programming and Assessment for Stages 4 and 5 Korean: Advice on Programming and Assessment for Stages 4 and 5 Latin: Advice on Programming and Assessment for Stages 4 and 5 Modern Greek: Advice on Programming and Assessment for Stages 4 and 5 Russian: Advice on Programming and Assessment for Stages 4 and 5 Spanish: Advice on Programming and Assessment for Stages 4 and 5 Turkish: Advice on Programming and Assessment for Stages 4 and 5

Vietnamese: Advice on Programming and Assessment for Stages 4 and 5 * The Life Skills outcomes and content of these syllabuses are not addressed in this support document. # One sample unit Let’s celebrate together (section 12.1 of this support document) has been written generically and may be used for students undertaking Life Skills outcomes and content from any selected languages syllabus. 18

Life Skills Years 7–10: Advice on Planning, Programming and Assessment

The format of the sample units aligns closely with those in the respective Years 7–10 syllabus support documents. The sample units have a ‘Links’ section to help schools in developing integrated programs for students accessing Life Skills outcomes and content from more than one subject. It may also help teachers to plan additional opportunities for students to demonstrate their knowledge, understanding and skills in a range of contexts and environments. The time allocated to complete activities in the sample units will vary according to the needs of students. Where necessary, teachers should make more time available for students to complete selected activities or demonstrate achievement of outcomes. The number of outcomes that students will be addressing at any one time will vary depending on the unit of work and the capabilities of the student. Teachers should select a manageable number of outcomes per unit informed by the interests, strengths, goals and learning needs of their students. The sample units are intended to be used flexibly and to provide a starting point for teachers in using the Life Skills outcomes and content in the new Years 7–10 syllabuses. Students do not need to address all of the outcomes listed in the following units, as they serve as examples only. The student’s learning needs should determine those Life Skills outcomes that are selected.

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Life Skills Years 7–10: Advice on Planning, Programming and Assessment

5

English

The following sample units of work are provided as examples to clarify the process of programming for students undertaking Life Skills outcomes and content from the English key learning area. The sample units should be read in conjunction with the English Years 7–10 Syllabus and the support document English Years 7–10 Syllabus: Advice on Programming and Assessment already distributed to schools and available on the Board of Studies website (www.boardofstudies.nsw.edu.au).

Unit number 5.1

Unit title Viewing and reviewing film

Unit description The unit engages students in the study of four areas: initial responses to, and understanding of, film; promotion of films; posters and reviews; and close study of film. This unit is based on a unit of the same name in the support document English Years 7–10 Syllabus: Advice on Programming and Assessment (pp 33–41). In the sample unit that follows (pp 21–29), the sections marked (a) contain programming from that support document. The sections marked (b) contain programming based on Life Skills outcomes and content. This programming will align with the classroom activities that are taking place as a result of the section (a) programming.

5.2

Myself

The unit engages students in the study of sharing and engaging with others and composing various texts such as personal diary, email, personal greetings and presenting research information. This unit has been developed from a unit in the support document English Years 7–10 Syllabus: Advice on Programming and Assessment (p 12), as appropriate for students in Year 7.

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7.3. Music Photographic and Digital Media LS.11.1.10 9.2.4.6 uses visual texts in a range of contexts LS. 13. Links Drama Graphics Technology Information and Software Technology LS.5.17 uses individual and collaborative skills in the learning process.1 experiences a variety of drama or theatre performances Life Skills Outcomes A student: LS.12 communicates for a variety of purposes LS.1. 9.5. cultural and historical contexts explores ways in which experiences of the world can be communicated through photographic and digital media works explores ways in which experiences of the world can be communicated in visual design artworks.3.7 experiences music from a variety of social.2. 6. 21 .5 6. 4. 14.1.7.11 11. situations and actions through drama activities LS.8 17. 6. 14. media and multimedia LS.8 14.9. 2.3.1. 12.9. 17.1.10. 4. 11.2.5.2. 3. 4. roles.2 undertakes graphical presentations to communicate ideas LS. 13. 17.6. 14.1 uses information and software technology to participate in and manage their environment LS.10 3.5.Life Skills Years 7–10: Advice on Planning.12 10.6.7.4 For students working towards Life Skills outcomes in regular classes. 17. 5.4.8. 14.1. 11. 12.10.7. 4.7 4. 6.7.14 communicates with a range of audiences LS.6. 10. Programming and Assessment 5. 13.8.8. teachers may wish to link the activities in this unit with the Stage 5 unit ‘Viewing and reviewing film’ in English Years 7–10 Syllabus: Advice on Programming and Assessment (pp 33–41).13 5. 6. 10. 2. 11.11 12. 17.6. 11.10.2 listens for a variety of purposes in a range of contexts LS.5. 12. 6.4 Visual Design LS.5.4 uses spoken language to interact with a range of audiences LS.8.1.1 responds to auditory cues in a range of contexts LS. 14.4. 2.1 explores characters. 4.6. 12.1 Viewing and reviewing film Content ‘Learn to’ and ‘Learn about’ paragraphs (see the English Years 7–10 Syllabus (pp 45–54) for details of content) 1.7.6. 17.6. 14. 4. 13.7 13. 13.2.4. 6.3 uses technology and aids to communicate with a range of audiences LS.11 views and responds to a range of visual texts. 12. 17.7.1. 17. 11. 12. 2.6.10 composes increasingly complex written texts LS.9. 6.2.5 recognises visual texts in a range of contexts LS.5. 1.9 writes short texts for everyday purposes LS.8. 2.7.2.1. 3.5 2.13 communicates in a range of contexts LS. 17.12 A student: LS.12.

Life Skills Years 7–10: Advice on Planning. mood. Feedback Teacher’s oral feedback and questioning during discussion. sound or special skills. 22 . and understanding of. instruction and Evidence of learning assessment Students • brainstorm films and film-making through Oral responses. action) and critical analysis of • individually or in pairs. and their knowledge effects. film Integrated learning experiences. used to engage the audience. class discussion and journal writing. Storyboards displayed and peer commentary. Teacher’s oral feedback and questioning during discussion and while students are composing their storyboards. discussion questioning. storyboard a scene and film-making techniques display for peer comment and discussion. of film (or genres) do they know? What films have they seen in the last 12 months? What made them see these films? • discuss the popularity of home videos/DVDs and how they account for the continuing popularity of the cinema • identify and discuss with the class a ‘memorable’ Storyboard demonstrates scene from a film they have seen and what made it students’ representation memorable (eg film techniques. and journal entries show They could consider such things as the following: students’ prior knowledge What do they know about film? What is their and understanding of film favourite film and why? What types of films do and ‘where they are at’ as they enjoy watching and why? What other types they begin the unit. Programming and Assessment Stage 5 sample unit of work: Viewing and reviewing film Programming from regular outcomes and content (a) Focus: Initial responses to.

Programming and Assessment Viewing and reviewing film Programming from Life Skills outcomes and content (b) Focus: Initial responses to. instruction and Evidence of learning assessment (words in italics refer to Life Skills outcomes) Students • participate in class discussion and brainstorming Participation may about a film that they have watched. Information identified may environments. displaying and describing film posters. visual and/or tangible feedback and prompting by the teacher: • to encourage and guide consideration during the discussion of features of films • to encourage response to visual texts and media • to support the selection of appropriate pictures. media and storyboard multimedia. film Integrated learning experiences. Activities may include: constitute listening for a – indicating agreement or disagreement with the variety of purposes a range teacher’s description of the events of contexts. continued 23 . – similarities with and differences between this and other films they have seen – ways in which the film could have been improved • describe the events depicted in a short sequence of The description may a film storyboard. Individual student contexts and the selection participation may include: of pictures may indicate – acknowledging individual images when they using visual texts in a are presented range of contexts. It may – recounting the events verbally. and/or using alternatives to accompany each frame technology and aids to – creating captions to accompany each frame of communicate with a range the storyboard of audiences. It may indicate – participating in directed role-play using spoken language to – sequencing captions to accompany each frame interact with a range of – choosing captions from a number of audiences. It may include: indicate using spoken – the main theme or plot of the film language to interact with a – whether they enjoyed the film range of audiences. in writing or by indicate recognising visual using augmentative and alternative texts a range of contexts communication systems and viewing and – suggesting a number of alternative responding to a range of interpretations of the events depicted in the visual texts. – selecting images from an array provided – locating and selecting images from sources provided – locating sources and selecting images from print and electronic media – contacting and organising the supply of posters and other images from distributors Feedback Oral. may indicate recognising advertising material and other images related to visual texts in a range of their favourite film/s. Responses constitute responding to may be prompted by direct questioning and/or auditory cues in a range of visual supports. • an additional or alternative activity could include A response to the pictures collecting. and/or – reasons why they did or did not enjoy the film using technology and aids – favourite and least favourite characters and to communicate with a reasons for liking/disliking them range of audiences.Life Skills Years 7–10: Advice on Planning. and understanding of.

Life Skills Years 7–10: Advice on Planning. – arranging pictures around a theme. It may indicate using spoken language to interact. – indicating agreement or disagreement with the and/or using technology teacher’s description and aids to communicate – participating in directed role-play with a range of audiences. and understanding of. communication systems – relating how the events depicted in the images relate to events in the film • present the descriptions of the storyboard or the A presentation may poster/images to the teacher and peers indicate communicating for a variety of purposes and/or communicating with a range of audiences. – sequencing captions to accompany each image It may indicate recognising – creating captions from a number of alternatives visual texts in a range of to accompany each frame contexts and viewing and – recounting the events verbally. visual and/or tangible feedback and prompting by the teacher: • to direct and affirm appropriate listening behaviours and to emphasise information • to encourage both responding to and interaction with peers. using alternative and augmentative media and multimedia. those involving a favourite actor – describing the theme or genre and relevance of each picture to the theme or genre • describe what is happening in a selection of The description may posters or images related to their favourite film/s. It may indicate communicating for a variety of purposes. in writing or by responding to visual texts. and/or using technology and aids to communicate with a range of audiences. visual and/or tangible feedback and prompting by the teacher: • to facilitate appropriate display of the images • to encourage interpretation of visual text and affirm the response participate in the audience for the presentation Appropriate listening behaviours may indicate listening for a variety of purposes in a range of contexts. A response may constitute listening for a variety of purposes in a range of contexts. asking questions. discussing with peers. Feedback in the form of peer response at the end of the presentation. These responses may be prompted by the teacher and/or by peers. in a range of contexts and with a range of audiences. Programming and Assessment (b) Focus: Initial responses to. instruction and Evidence of learning assessment (words in italics refer to Life Skills outcomes) • the display of posters and other images may The display may involve involve: using technology and aids – positioning a picture in a prominent place in to communicate. 24 . to support and affirm the skills used in the presentation. Oral. applauding. gesturing and/or using augmentative and alternative communication systems. using facial expressions. • Peer feedback in the form of interaction. • respond to the presentations of other members of the class by making comments. indicate using spoken Activities may include: language to interact. film (cont) Integrated learning experiences. eg suspense scenes. It may indicate – arranging pictures in sequential order with or recognising and/or using without a commentary visual texts in a range of – arranging pictures according to genre contexts. • Feedback Oral. and/or the classroom using spoken language to – mounting a selection of appropriate pictures on interact with a range of a poster audiences.

character or genre of the film? What are the specific layout and design features of the poster that support the focus for promoting the film? Resources: Film posters. Oral report-backs to class identify what students have learnt from previous discussion and are able to utilise in their own analysis. Evidence of learning Feedback Oral responses and discussion demonstrate their level of understanding of how meaning is shaped in visual texts. Notes in workbooks demonstrate listening skills and identification of pertinent points for analysis. Resources: Selected film posters for student analysis. Peers listen and take notes on its features in their workbooks. examine a poster and present an analysis or evaluation of the effectiveness of its visual and written elements to the class. Teacher observation and oral feedback. Students • in pairs. director. instruction and assessment Students • discuss how we learn about upcoming films • consider promotional material and reviews • examine posters as representations of films. Teacher • gives instruction on how to analyse a poster (if required) • directs questions such as what is the relationship between a poster and the film it promotes? What does the poster suggest about the film? How is each film promoted? Is the focus on the lead actor. 25 . Teacher observation of notes taken by students and what they deemed to be pertinent.Life Skills Years 7–10: Advice on Planning. Teacher observation and oral feedback during group work and after report-backs. posters and reviews Integrated learning experiences. Programming and Assessment Stage 5 sample unit of work: Viewing and reviewing film Programming from regular outcomes and content (a) Focus: Promotion of films.

session information and censorship classifications from the print media • uses guided questions and prompts to assist students to identify information in posters and film listings. It may indicate viewing and responding to a range of visual texts. visual and/or tangible feedback and prompting by the teacher: • to guide responses using relevant information • to encourage a response and to support the identification of appropriate information Obtaining information from sources other than print media may involve using spoken language to interact with a range of audiences and/or may involve using technology and aids to communicate with a range of audiences. instruction and assessment Teacher • provides a selection of appropriate film posters from which students are able to gain information about a film such as theme. Identification of information contained in print media may involve reading and responding to short written texts. This may involve: – gesturing to aspects of the poster nominated by the teacher – identifying text in the poster – interpreting text in the poster – predicting the theme or genre of the film – predicting whether they would enjoy the film identify information contained in the print media regarding film listings and film session times. It may involve listening for a variety of purposes in a range of contexts. media and multimedia. 26 .Life Skills Years 7–10: Advice on Planning. • Evidence of learning (words in italics refer to Life Skills outcomes) Feedback Responses to information contained in the poster may indicate recognising visual texts in a range of contexts. It may involve the student reading and responding to short written texts. Oral. Students • respond to film posters. main characters. Programming and Assessment Viewing and reviewing film Programming from Life Skills outcomes and content (b) Focus: Promotion of films. • to guide the identification of relevant sources of information and use of appropriate communication skills in seeking information. leading actors and location • explicitly teaches skills in identifying and evaluating information contained in posters and film listings and session information • provides students with copies of film listings. Relevant information may include: – film titles – session times – censorship classification – cinema contact details – information telephone numbers – telephone call cost – access provisions for people with disabilities • access other sources of information regarding the promotion of films through activities such as: – telephoning information lines regarding film sessions and following the recorded prompts – telephoning cinemas to enquire about information such as session times and ticket prices – using the internet to locate information about film sessions – using the internet to locate information about electronic purchasing of tickets. posters and reviews Integrated learning experiences.

or artist. Oral feedback at appropriate stages as they complete the close study of the film. Students • design a poster for the film that emphasises a particular perspective or reading of the film • submit their design with an explanation of its layout and design features and its relationship to a particular reading of the film Evidence of learning Feedback Written responses and contributions to class discussion indicate level of knowledge and understanding of filmmaking techniques.Life Skills Years 7–10: Advice on Planning. a social commentary and expression of cultural values and assumptions. Journal entries that explore students’ understanding of their own learning. 27 . Resources: Film on video/DVD. journalist. Students include reflection on what they feel they have learnt from their close study of the film. Teacher assesses posters and explanations and provides written feedback. planning and drafting and explanation of poster design indicate students’ interpretation of the film and ability to represent this visually. Teacher reads students’ self-evaluations and reflections in journal and revises program of study where necessary. eg as a film director. possible perspectives and different readings of the film. Teacher observation of students in class and any note-taking in students’ workbooks. film techniques and elements that shape meaning. short film or documentary film) • write their initial responses to the film in their journals and then discuss them with a partner or in a small group • from own experience and teacher-directed questions discuss film narrative elements. • read initial journal entry on the film and write subsequent response to film after studying it. a gendered. textual integrity and possible readings. relevant research. Programming and Assessment Stage 5 sample unit of work: Viewing and reviewing film Programming from regular outcomes and content (a) Focus: Close study of film Integrated learning experiences. instruction and assessment Students • undertake the close study of a selected film (this could be a popular feature film. psychological or Marxist reading. Students’ poster design and explanation. Notes from discussion.

It may indicate using spoken language to interact. eg special effects. Peer responses to the materials. Oral. gestures. camera techniques Responses may be prompted by the teacher and may include use of augmentative and alternative communication systems.Life Skills Years 7–10: Advice on Planning. Participation may constitute responding to auditory cues in a range of environments. continued 28 . instruction and assessment Teacher • presents a film poster or DVD cover and guides discussion and student responses • shows the feature film corresponding to the poster or DVD cover • guides discussion and provides prompts to aid comprehension of the narrative and film techniques • provides opportunities for the advertising and screening of a film to a wider audience. poster or multimedia presentation. media and multimedia. A variety of techniques including desktop publishing software. illustrations and verbal comments. It may indicate recognising visual texts in a range of contexts. magazine clippings and drawings may be used Participation in the creation of a poster or multimedia presentation may indicate using visual texts in a range of contexts and/or communicating for a variety of purposes. eg other films the actors have been in – predicting the theme/genre of the film • Evidence of learning (words in italics refer to Life Skills outcomes) Feedback A response may constitute responding to auditory cues in the environment. and/or using technology and aids to communicate with a range of audiences. It may involve composing increasingly complex written texts. • to encourage and guide responses in identifying relevant features of a film • advertise a screening of a film to a wider audience by creating a handbill. Students • respond to guided questioning and prompts regarding a film poster or DVD cover. Programming and Assessment Viewing and reviewing film Programming from Life Skills outcomes and content (b) Focus: Close study of film Integrated learning experiences. multimedia presentation. and/or using technology and aids to communicate with a range of audiences. It may constitute viewing and responding to a range of visual texts. visual and/or tangible feedback and prompting by the teacher: • to encourage and guide responses and to affirm participation in the activity view a film and participate in class. It may indicate using spoken language to interact. in a range of contexts and with a range of audiences. music. • to develop appropriate advertising material. small group or pair discussion about aspects of the film such as: – actors – character – storyline – specific incidents – film-making techniques. supported role-plays. Responses may include: – acknowledging the presentation of the poster or cover – identifying elements of the poster or cover – describing the elements of the poster or cover – relating information provided by the poster or cover to previous knowledge.

29 . Activities may include: – liaising with school personnel to organise equipment and venue – informing peers as to screening details verbally or by using augmentative and alternative communication systems – gesturing to direct the audience – operating switches and other equipment. • Evidence of learning (words in italics refer to Life Skills outcomes) Participation in the activity may indicate using technology and aids to communicate with a range of audiences and/or using spoken language to interact with a range of audiences. Programming and Assessment Focus: Close study of film (cont) (b) Integrated learning experiences. visual and/or tangible feedback and prompting by the teacher to guide the fulfilment of roles. Oral. in a range of contexts and with a range of audiences. It may involve writing short texts for everyday purposes and/or responding to increasingly complex written texts. Audience reactions also provide feedback on the success of the communication skills involved. materials for making posters. eg start the video. Writing of programs and other materials may constitute writing short texts for everyday purposes. instruction and assessment • screen a film for an audience at school. computer and appropriate software. Participation may indicate communicating for a variety of purposes. Responses may indicate using individual and collaborative skills in the learning process.Life Skills Years 7–10: Advice on Planning. visual and/or tangible feedback and prompting by the teacher to elicit and guide a response that is descriptive of feelings. Feedback Oral. Responses may include: – gesture and/or facial expressions – indicating symbols to express emotion – using augmentative and alternative communication systems – responding yes/no to questions about whether they enjoyed the experience – oral and/or written recounts – suggestions as to how the activity could be improved for future film screenings – writing thank you notes to school personnel and peers who assisted in the activity. replay sections – directing the organisation of the furniture – welcoming the audience and introducing the film – designing and producing programmes reflect on the experience of advertising and screening the film in response to teacher questioning and prompts and visual supports. It may involve using individual and collaborative skills in the learning process. increase/decrease volume. Resources: Film and video/DVD. video/DVD player.

8 responds to increasingly complex written texts LS. 10.2 Myself Content ‘Learn to’ and ‘Learn about’ paragraphs (see the English Years 7–10 syllabus (pp 45–54) for details of content) Life Skills Outcomes A student: LS.2. 4.7. 2.7. 13.3. 1.9.6. 12.2.6. 6.Life Skills Years 7–10: Advice on Planning. 2.2.3. 11. 14. 7. 7. 8.8. 7. 10. 13. 7.2 explores personal connections to history MLC.3 uses technology and aids to communicate with a range of audiences LS.3. 6.12 10.12 communicates for a variety of purposes LS.10. 9.1.8. 14.2 recognises and uses the language of time MLS.2. 11.6.1. media and multimedia LS.8 A student: LS.4.2. 1.4. 9.9. 10.10.7.12 8. 2. 12.8.2. 1.2 explores ways in which meaning is conveyed by nonverbal communication MLS.12 12. 14.4. 3.11 11.5.7 13.6 2.3.3.5.10 3. 3.2.9.5.8.1 responds to auditory cues in a range of contexts LS. 4. 3. 10. 4. 14.7.6. 10.3. 11.1. 4.4. 7. Health and Physical Education 30 .7.7 4. 1.2.11. Programming and Assessment 5. 14. 10.4. 4.5. 3. 12.1.9 writes short texts for everyday purposes LS.1.7 reads and responds to short written texts LS.14 5.5.4 uses spoken language to interact with a range of audiences LS. 9.10. 14.3 reads and interprets time in a variety of situations LS. 6. 8.5 recognises visual texts in a range of contexts LS. 5. 4.8 9. 14.10.2.2.2 listens for a variety of purposes in a range of contexts LS. 8. 9. 10.6 uses visual texts in a range of contexts LS. 13. Links History Languages Mathematics 1. 13.5 6.11 views and responds to a range of visual texts.9 7. 10.1 recognises the personal characteristics and needs that make them similar to others yet unique. 6. 10.8.1.5.4.5.13 communicates in a range of contexts LS.5. 12. 9.7. 11.6.4.1.1.14 communicates with a range of audiences.1.1. 10. 9. 12. Personal Development. 8.11.7 14.3. 2.4. 5.2.6. 6.12. 6.10 composes increasingly complex written texts LS.

It may involve recognising visual texts in a range of contexts. bands. magazines and newspapers. It may involve using technology and aids to communicate with a range of audiences and/or using spoken language to interact with a range of audiences and may involve recognising visual texts in a range of contexts. colours. hobbies. bands. Programming and Assessment Focus: Myself – sharing and engaging with others Integrated learning experiences. interests. dislikes. hobbies. matching names to photographs Engagement in activities may involve responding to auditory cues and/or listening for a variety of purposes in a range of contexts. Oral. food. Individual student participation may include: – selecting images from photo albums. pets. colours. media and multimedia. It may involve using spoken language to interact with a range of audiences and viewing and responding to a range of visual texts. eg likes/dislikes. toss-a-name. hobbies. • to assist and affirm students in selecting appropriate visual texts to represent their own characteristics and those of peers and to guide and encourage reflection on these. food. It may involve communicating for a variety of purposes and with a range of audiences. instruction and assessment Teacher • engages students in playing a variety of name games • prompts student responses about themselves: likes/dislikes. favourite sports. family members. pets. etc – arranging chosen images under appropriate headings – describing aspects of the collage to peers in response to questions and prompts – creating a written description of themselves to accompany and explain the collage – making comparisons and noting similarities between their interests and those of peers. family members. eg name alliteration. interests. favourite sports. continued 31 . family. Identification and/or description of personal characteristics may involve using technology and aids to communicate with a range of audiences and/or spoken language to interact with a range of audiences. Constructing the collage may involve recognising and using visual texts in a range of contexts. pets. interests. visual and/or tangible feedback and prompting by the teacher: • to encourage participation in the activities and to guide and encourage identification and use of their own names and those of peers Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • identify and/or describe personal characteristics such as likes. origins • prompts students to bring materials to be used in a collage and scrapbook about themselves. name/card match-up. Students • participate in a variety of name games. This may be in response to guided questions and prompts by the teacher and peers • to assist and encourage students in identifying and reflecting on their own characteristics and those of peers • construct a collage for classroom display to represent themselves.Life Skills Years 7–10: Advice on Planning.

visual and/or tangible feedback and prompting by the teacher: • to support identification. to encourage interaction and to facilitate identification of information to share. It may involve using technology and aids to communicate with. a range of audiences. 32 . and/or using spoken language to interact with. Feedback Oral. selection and arrangement of texts to represent important events and people in their lives and to reflect on these events Interaction may involve responding to auditory cues in a range of contexts and/or listening for a variety of purposes in a range of contexts. Interaction may involve: – making eye contact and/or responding to a peer’s voice or physical presence – gesturing and/or using facial expression – use of augmentative and alternative communication systems – displaying the scrapbook and/or collage to a peer – exchanging information such as names and interests – engaging in sustained conversation by asking questions of the respondent and responding to the answers – introducing the peer to others and relaying information about them. with appropriate captions – awards. memorabilia. • to assist students to use effective communication skills. Programming and Assessment Focus: Myself – sharing and engaging with others (cont) Integrated learning experiences.Life Skills Years 7–10: Advice on Planning. instruction and assessment create a personal scrapbook which may include: – photographs of self. objects. • Evidence of learning (words in italics refer to Life Skills outcomes) Construction of the scrapbook may involve recognising and/or using visual texts in a range of contexts. in a range of contexts with a range of audiences. It may involve communicating for a variety of purposes. family and friends. illustrations and artwork – a personal timeline depicting significant events in their life – a family tree – descriptions of the significance of the items in the scrapbook – personal reflections on and evaluations of the items in the scrapbook and the events they represent • interact with a peer to share information about themselves in response to peer and/or teacher prompting.

Students • develop a personal diary recording daily events in their lives. their family and/or their peers. Response by the recipient provides peer/adult feedback. 33 . Oral. Development of diary entries may involve writing short texts for everyday purposes and/or communicating for a variety of purposes. use of appropriate language and language structures. Individual student participation may include: – identifying one event/activity recorded in their diary – describing one event/activity recorded in their diary – describing selected aspects of an event/ activity based on a knowledge of the interests of the recipient – recording reflections and opinions on events and seeking advice and information from the recipient • maintain a calendar of events and dates significant to themselves. visual and/or tangible feedback and prompting by the teacher to guide and affirm identification and entry of events on the calendar. Entry of events on the calendar may involve writing short texts for everyday purposes and/or communicating for a variety of purposes and in a range of contexts. Individual student participation may include: – identifying symbols to indicate significant events such as religious holidays/school holidays – attaching stickers to a calendar to denote significant dates – describing significant events – recording assessment dates in the school handbook or diary – recording significant dates related to family members and/or peers. It may involve communicating for a variety of purposes. sporting events. favourite television shows and concerts. anniversaries. Oral. holidays. and transmission of the email. in a range of contexts and with a range of audiences.Life Skills Years 7–10: Advice on Planning. Programming and Assessment Focus: Myself – composing texts Integrated learning experiences. These may include birthdays. eg birthdays. Individual student participation may include: – acknowledging photographs taken of themselves and others participating in daily events – choosing photographs/symbols to sequence events in the day – recount events of the day – recording thoughts and opinions – responding to texts and stimulus materials • compose and send an email to a peer or known adult outlining details of an event/activity recorded in their daily diary. visual and/or tangible feedback and prompting by the teacher: • to assist and confirm the identification of appropriate events to record and to encourage full participation in the recording process Evidence of learning (words in italics refer to Life Skills outcomes) Feedback The composition and sending of the email may constitute writing short texts for everyday purposes and/or composing increasingly complex written texts. • to guide and acknowledge the inclusion of relevant information in the email. in a range of contexts and with a range of audiences. instruction and assessment Teacher • provides guidance/assistance for the development of a personal diary including photographs of activities • provides guidance/assistance for composing and sending an email • provides a calendar format and guidance/assistance in the maintenance of a calendar • provides materials and guidance/assistance in the composing of a personal greeting • provides guidance/assistance for research activities.

choice of an appropriate format and appropriateness of the message. computer and appropriate software. Resources: Internet access. library resources. digital camera. instruction and assessment • compose a personal greeting to a peer or known adult.Life Skills Years 7–10: Advice on Planning. media and multimedia. magazines. eg SMS – writing text and/or illustrating or drawing images – using desktop publishing software conduct research on a topic of special interest. eg a birthday card. It may involve communicating for a variety of purposes. visual and/or tangible feedback and prompting by the teacher: • to encourage selection of appropriate sources and methods of research and recording of information • present research information to the class. a note to congratulate a friend on the success of their football team. Audience response to the presentation provides feedback. A response from the recipient provides feedback. in a range of contexts and with a range of audiences. Activities may include: – identifying an event on the calendar – selecting images and/or text from a collection of old cards. newspapers. Feedback Oral. band. Activities may include: – identifying a topic of interest – sequencing information provided – locating and/or selecting relevant information from print and electronic media – identifying providers of information and making personal contact to request the supply of information Evidence of learning (words in italics refer to Life Skills outcomes) The personal greeting may involve writing short written texts for everyday purposes and/or composing increasingly complex written texts. This may include: – positioning images. Oral. • Research activities may involve reading and responding to short written texts and/or responding to increasingly complex texts and/or viewing and responding to a range of visual texts. 34 . stars of a favourite film/television series. eg favourite football team. in a range of contexts and with a range of audiences. • to guide and affirm the choice of method and process of presentation. The presentation may involve composing increasingly complex written texts and/or communicating for a variety of purposes. artefacts and/or text in a prominent place in the classroom – using augmentative and alternative communication systems to present an oral presentation – making a presentation to the class verbally – writing a summary of research information – making a multimedia presentation. magazines. Programming and Assessment Focus: Myself – composing texts (cont) Integrated learning experiences. visual and/or tangible feedback and prompting by the teacher to guide and acknowledge the identification of a circumstance in which to send the greeting. It may indicate communicating for a variety of purposes and with a range of audiences. newspapers etc – leaving a message on voice mail – creating text messages.

order and record numbers.nsw. read. In this unit students learn to recognise and use fractions in everyday contexts using concrete materials. The sample units should be read in conjunction with the Mathematics Years 7–10 Syllabus and the support document Mathematics Years 7–10 Syllabus: Advice on Programming and Assessment already distributed to schools and available on the Board of Studies website (www. 6. They learn to recognise language that is descriptive of number. organise personal time and manage scheduled activities.4 Unit title Time Unit description In this unit students learn to match familiar activities with time frames. This unit is based on a unit of the same name in the support document Mathematics Years 7–10 Syllabus: Advice on Programming and Assessment (pp 20–26). Students develop their ability to use money to purchase goods and services in a variety of everyday situations and to estimate and calculate with money. Programming and Assessment 6 Mathematics The following sample units are provided as examples to clarify the process of programming for students undertaking Life Skills outcomes and content from the Mathematics key learning area. 35 . Content Strand: NUMBER Unit number 6.Life Skills Years 7–10: Advice on Planning.au).2 Fractions Content Strand: MEASUREMENT Unit number 6. 6. They learn to read and write amounts of money. Students learn to recognise and use the language of time and develop their ability to tell the time using both analog and digital clocks.boardofstudies.1 Unit title Number Unit description In this unit students participate in teaching and learning activities to develop their number skills.edu. They learn to count real objects and count.3 Money In this unit students learn to recognise and match coins and notes.

36 . Programming and Assessment 6. Working Mathematically Outcomes Questioning Applying Strategies Communicating Reasoning Reflecting Asks questions Uses a range of Responds to and uses Checks solutions and Links their about strategies in solving mathematical reasons to reach mathematical mathematics problems language in everyday conclusions experiences to situations everyday life A selection of the content from NLS. after. odometers Resources Language Counters. NLS. card games. hundreds chart.4 • counting and reading. graphs formats and tables (Applying Strategies. orders and records numbers. before. number line. ordering and recording three• ask questions involving counting (Questioning) digit numbers • write ordinal terms (Communicating) • counting forwards and backwards from a given number in the range 0–100 • counting by twos. less than.1 Number NLS. digital displays. counters on CD and DVD players. as many as.2 and NLS. The same as. third. refer to the relevant Mathematics Years 7–10 Life Skills outcomes and content pages. … tenth board games Links Numeracy is a fundamental component of learning across all areas of the curriculum. blocks. ruler used as a number line. Reflecting) • counting and reading.2 • counting objects • count in meaningful situations (Applying Strategies) • matching groups of objects that have the same • identify groups that have the same number of items number of items as a given group. more items than a given group or • comparing and ordering groups of objects fewer items than a given group (Applying • counting objects by twos. more than. Reflecting) • recognising and reading numerals in a range of • interpret numerical information from text. fives. fives. second.2 A student counts objects.4 is included below. Knowledge and Skills Working Mathematically Students learn about Students learn to NLS. first. tens and hundreds • recognising odd and even numbers • recognising and reading numbers with more than three digits Technology Calculator. ordering and recording • identify some of the ways numbers are used in our numbers 0–9 lives (Reflecting) • counting and reading. calendar.4 A student counts and reads.4 NLS. computer software. tens Strategies) • count objects into equal bundles (Applying Strategies) NLS.2 NLS. ordering and recording two• identify and locate numbers in a range of situations digit numbers (Applying Strategies.Life Skills Years 7–10: Advice on Planning. eg digital clocks. For further details.

eg how many people in the class enjoy going to the movies. players in a sports activity • count objects into equal bundles. numbers on a calendar. eg match pictures of objects to a number • identify groups that have the same number of items. more items and/or fewer items than a given group • count objects. eg stressing (saying louder) every second number 1 2 3 4 5 6 • use a number line with a range of 0–10. odd and even house numbers in a street. ages. birthdays.Life Skills Years 7–10: Advice on Planning. and 10. bus numbers. NLS. timetables. eg 8 apples in a bag • count in meaningful situations. inventory of items in the school canteen. 15–25 • use a number line graduated from 0–30 to follow and repeat the teacher’s demonstration of: – counting from 0 by twos – counting from 0 by fives – counting from 0 by threes. aisles in the supermarket. The teacher and/or students record the estimates. page numbers in a book. eg telephone numbers. eg bundles of 10 pencils. number of new chickens in the school’s agriculture plot. numbers in a shopping centre lift. money. NLS. addresses. rhyme. football scores. eg ‘How many brothers/sisters do you have?’ • respond (as a class) to number questions that can be tallied and displayed. printed and displayed • research an area of interest that relates to numbers. keeping a tally and/or by marking off on a number line. Programming and Assessment Learning Experiences and Assessment Opportunities In the following activities. buttons) into a clear plastic container and respond to a request to estimate (guess) how many are in the container. numbers on raffle tickets. by 2s. uniforms for the sports team. 5.4 Students could: • identify and locate numbers in a range of situations. bundles of 30 newsletters for distribution to classes • respond to prompts such as ‘Are there five lunch orders?’ • match groups of objects that have the same number of items • sort/match items to a model/picture provided. train station platform numbers. worksheets for the class. classroom numbers. grid references on street maps. eg 1– 20. Students could create their own spreadsheet or table on the computer to record their information • be given several pages from an old telephone book that have been shuffled. continued 37 . and respond to a teacher’s request to indicate the number that is: – before 3 – after 5 – after 9 – before 10 – two more than 6 – two less than 6 • use a number line to count forwards or backwards from a given number in other ranges. then put the pages in the correct order • respond to numbers embedded in a song. clock faces.2 Students could: • count out a given number of items and place them in a bag or bundle. eg seat numbers in a theatre. speed signs • collect numbers that relate to themselves and record them in a booklet or diary. eg football scores in weekend matches could be compiled and presented to the rest of the class • observe as the teacher places a handful of objects (eg counters. enjoy eating out? The numbers can then be entered into a spreadsheet program. telephone numbers. teachers should first demonstrate the concepts and skills and then provide a range of opportunities and contexts for students to develop and practise the concepts and skills. film or story • respond to questions concerning numbers. A student (possibly with teacher assistance) counts out the items in the container • follow and repeat a teacher’s demonstration of counting rhythmically aloud to identify number patterns. eg lunch orders to go to the canteen. 5s and 10s • sort items into sets of 2.

The teacher may need to experiment with the calculator. The student whose card has the highest number wins and takes both cards. and/or consult the calculator manual. 12. • Extension activities Further activities. the students sort the cards into matching sets and/or play card games such as Snap    3 three play card games using a pack of numeral cards marked. Calculators Students could: • practise entering given numbers into a calculator • use the constant facility on a calculator to reinforce counting by a given number. In pairs. 4. Programming and Assessment Games Card and board games enable students to practise number recognition. eg use the constant facility on a calculator to count from 2 by twos. could potentially address all the working mathematically outcomes. from 1 to 50. 10. second) within an everyday context. Students could: • be given a set of cards with numbers represented by numerals. for example. 6. ludo. continued 38 . This is repeated until there are no cards in the original pack. Students could: • construct simple board games and play these with peers in the class • write a story that involves numbers for a younger student in the school or a younger sibling. Below are possible methods for different types of calculators: Method 1 Method 2 Method 3 Press Press Press 2 2 2 + + = + 2 Ans ss = = + then continue to press = = = = 2 then continue to press = then continue to press In each case the calculator display should be 2. 10 to 20. housie. snakes and ladders. counting and the language of turn-taking (eg first.Life Skills Years 7–10: Advice on Planning. 8. dots or words. such as those listed below. Each player takes a card from the pack. Cards should be provided within an appropriate range. … . eg 0 to 10. etc. to produce the required sequence of numbers. It also links strongly with the working mathematically outcome of using a range of strategies in solving problems. pictures. The winner is the student with the most cards • play board games such as dominoes. The students count how many cards they each have.

On one hundreds chart they are asked to colour in the squares for counting by twos (from 2). etc is at the beginning of the next row. Programming and Assessment Using a hundreds chart Students are given 10 strips of paper each containing ten squares. Students are given the task of reassembling the pieces to produce the hundreds chart • play dice games using the hundreds chart. all the numbers in the thirties are in the same row • use a hundreds chart to follow and repeat the teacher’s demonstration of: – counting by one – counting by twos – counting by fives – counting by tens • be given several hundred charts copied onto a worksheet. 20. then rearrange the strips to form a hundreds chart 1 11 21 31 41 51 61 71 81 91 2 12 22 32 42 52 62 72 82 92 3 13 23 33 43 53 63 73 83 93 4 14 24 34 44 54 64 74 84 94 5 15 25 35 45 55 65 75 85 95 6 16 26 36 46 56 66 76 86 96 7 17 27 37 47 57 67 77 87 97 8 18 28 38 48 58 68 78 88 98 9 19 29 39 49 59 69 79 89 99 10 20 30 40 50 60 70 80 90 100 • • practise counting forwards and backwards from a given number using a hundreds chart practise counting on/off decade to 100. Further activities using a hundreds chart The construction of the hundreds chart from a number line is aimed at reinforcing that the number after 10. 39 . eg two students race to 100 by rolling the dice in turn and moving their counters along the chart the number of places shown on the dice. Students could: • place the numbers 1 to 10 in the squares on one strip.Life Skills Years 7–10: Advice on Planning. The first to reach 100 wins. the numbers 11 to 20 on another strip and so on up to 91 to 100 • align the strips to form a number line from 1 to 100. on another chart the squares for counting by fives (from 5) and on another the squares for counting by tens (from 10) • be provided with jigsaw puzzles that have been made by cutting along the lines on a hundreds chart to form pieces. Students could: • be given their own copy of a hundreds chart and then discuss with their teacher the patterns they can see eg all the numbers ending in 2 are in the same column. 30.

and round). fraction mats. fruit. calculators Resources Language Food items such as sandwiches.6 is included below. are equal • halving a group of objects by sharing into two equal (Questioning) piles. eg time and measurement.5 Half and halves • respond to fraction language in everyday situations • recognise the terms ‘half’ and ‘halves’ in everyday (Applying Strategies.6 Half and halves • recognising the need for two equal parts when • allocate portions or divide materials (Applying dividing a whole in half Strategies) • putting two halves together to make a whole eg two • question if parts of a whole object.5 NLS. Knowledge and Skills Working Mathematically Students learn about Students learn to NLS.5. For further details. I will • identify items that are about a half have three lollies’ (Applying Strategies) "1% • identify items that are less than a half or more than a • using fraction notation for a half $ ' #2& half (Applying Strategies) • combining a half with whole numbers • describe situations using the terms ‘half’ and Quarters ‘halves’ (Communicating) • putting four quarters together to make a whole • recognise the use of fractions in everyday contexts • putting two quarters together to make a half (Communicating. one half. one quarter. equal. For students working towards Life Skills outcomes in regular classes. Working Mathematically Outcomes Questioning Applying Strategies Communicating Reasoning Reflecting Asks questions Uses a range of Responds to and uses Checks solutions and Links their about mathematics strategies in solving mathematical reasons to reach mathematical problems language in everyday conclusions experiences to situations everyday life A selection of the content from NLS.6 NLS. paper squares and circles. Reasoning) • using fraction notation for thirds Technology Computer software.7 reads and responds to short written texts Food Technology LS.2 Fractions NLS. three quarters. half. jugs and spoons Links Fraction concepts are applied in other areas of mathematics.5 and NLS.2 uses appropriate equipment and techniques in making a variety of food items. eg ‘If I take one half of the six lollies. or collection of half sandwiches is the same as one whole sandwich objects. less than.5.Life Skills Years 7–10: Advice on Planning. a third.1 participates in making food items LS. three The same as. 40 . refer to the relevant Mathematics Years 7–10 Life Skills outcomes and content pages. cakes. dimensional materials such as fraction cakes (square a half. more than. Reflecting) ! • using fraction notation for quarters • follow instructions involving the use of ‘quarter’ Thirds and/or ‘third’ (Applying Strategies) • using the term ‘third’ in everyday situations • indicate the relative size of a fraction or mixed • sharing an object by dividing it into three equal parts number (Communicating. Reflecting) situations • follow an instruction involving fraction language in • sharing an object everyday situations (Applying Strategies) Quarters • recognise the use of fractions in everyday contexts • recognising the term ‘quarter’ in everyday situations (Reflecting) • sharing an object NLS. NLS. 2D fraction one third. a quarter. Fraction concepts are applied in other learning areas including: A student: English LS. teachers may wish to link the activities in this unit with the Stage 4 unit ‘Fractions’ in Mathematics Years 7–10 Syllabus: Advice on Programming and Assessment (pp 20–26). measuring cups. two thirds circles and squares. Programming and Assessment 6.6 A student uses fractions in everyday contexts. cuisenaire rods.5 A student recognises fractions in everyday contexts.

The collection should include some that show two equal parts and some that show two unequal parts. Note: Many of the experiences below can be modified to involve quarters or thirds. ‘cut an apple in half’. The teacher ! explains that two pieces taken together form ‘two quarters of the apple’. The teacher names each piece as a quarter of the whole object. Teacher Demonstration The teacher could: demonstrate cutting an object such as an apple into two equal pieces and then emphasise that the two pieces are the same size. eg given a square. ‘cut a ribbon in half’. The students could discuss how to share equally the seventh apple • demonstrate cutting an object into four equal pieces and then indicate that the pieces are the same size. Students determine whether each person received the same number of lollies. Students could: ! • match equal parts of an object. The students discuss what is meant by ‘three quarters’ • introduce the notation for two quarters "2% $ ' # 4& and three quarters &3# $ ! %4" . eg sharing eight counters or lollies equally between two people. eg ‘each piece is a quarter of the apple’. ‘draw a line to divide the page in half’. Programming and Assessment Learning Experiences and Assessment Opportunities In the following activities. ‘cut a piece of tape or string in half’. The teacher could explain that the bottom number indicates the number of equal parts that a whole object has been divided into. while the top number refers to the number of equal parts required. the students find the triangles and/or rectangles that are half of the square 1 1 • label diagrams as being ‘ ’ or ‘not ’ 2 2 • • • label diagrams as being ‘less than find examples of the 1 2 1 2 ’ or ‘more than 1 2 ’ notation in everyday situations. ‘pour half a glass of water’ • follow instructions involving whole numbers and a half. ‘use 2 1 cups of flour in a recipe’. eg circles with a line across. eg recipes apply an understanding of half/halves in practical situations. Students indicate which circles are divided in half • use cuisenaire rods to find which rod is half as long as another rod. eg seven apples. ‘colour half the picture’. eg the yellow rod is half as long as the orange rod • respond to instructions that involve the term ‘half’. 2 2 2 41 . eg ‘bring me two and a half apples’. eg ‘give half a chocolate bar to a friend’. ‘cook a chicken for 1 1 hours’. eg ‘give me half a sandwich’. ‘put 1 1 sandwiches on each plate’. eg put together two halves of an orange • be given a collection of shapes that have been divided into two parts. eg ‘each piece is a half of the apple’ • demonstrate sharing equally a bag containing an even number of objects between two people. The teacher explains that as each person has received an equal amount. teachers should first demonstrate the concepts and skills and then provide a range of opportunities and contexts for students to develop and practise the concepts and skills. ‘colour one half of the flag red’ • select a matching half from a collection of different shapes. ‘cut a ball of plasticine in half’. ‘fold a square of paper in half’. each person has half of the lollies • • • introduce the notation for a half "1% $ ' #2& demonstrate sharing a collection of an odd number of objects. The teacher names each piece as a half of the whole object. ‘cut a cake in half’.Life Skills Years 7–10: Advice on Planning.

Knowledge and Skills Working Mathematically Students learn about Students learn to NLS.Life Skills Years 7–10: Advice on Planning.13 and NLS.11. NLS.13 • recognising that money has value • use coins to pay for purchases (Applying Strategies) • recognising that money is a medium for obtaining • use coins or notes to pay for services (Applying goods and services Strategies) • recognising the hierarchy of value attached to goods • tender an amount of money using a combination of and services coins and notes (Applying Strategies. Working Mathematically Outcomes Questioning Applying Strategies Communicating Reasoning Reflecting Asks questions Uses a range of Responds to and uses Checks solutions Links their about mathematics strategies in solving mathematical and reasons to reach mathematical problems language in everyday conclusions experiences to situations everyday life A selection of the content from NLS. NLS. NLS. Applying Strategies) equivalence of value continued 42 .14 A student estimates and calculates with money.13 NLS.12 • recognising the cost of goods or services • identify the cost of items up to $10 in value by • writing amounts in cents locating prices (Communicating. Communicating) NLS.12 NLS. • counting notes of the same denomination Reasoning) • counting notes of different denomination • use the language of money in a range of contexts • matching a range of coins to demonstrate (Communicating) equivalence of value • check the details of purchases on receipts or dockets • matching a range of notes to demonstrate (Reflecting.12 A student reads and writes amounts of money.11 • recognising a range of coins and notes • indicate the appropriate coin to purchase a specific • matching and sorting coins and notes into groups on item in the school canteen (Applying Strategies) the basis of face value • indicate the most appropriate note to purchase an • ordering coins and notes on the basis of face value item in a shop (Applying Strategies) • recognising that coins and notes have different values NLS. For further details.11 NLS. Reasoning) • counting coins of the same denomination • determine if they have enough money to pay for a • counting coins of different denomination particular item or service (Applying Strategies. Programming and Assessment 6. and combinations of dollars and cents (Applying Strategies) • complete a cheque using words and decimal notation (Applying Strategies. NLS.3 Money NLS. Reflecting) • writing amounts of money using decimal notation • identify the cost of items up to $100 in value by • writing amounts of money in words locating prices (Communicating.14 is included below. Applying • writing amounts in dollars Strategies. NLS. Reflecting) • write amounts of money involving cents.11 A student recognises and matches coins and notes.12. Applying Strategies.13 A student uses money to purchase goods and services. dollars. Reflecting. refer to the relevant Mathematics Years 7–10 Life Skills outcomes and content pages.

cents.Life Skills Years 7–10: Advice on Planning.8 LS.9 LS. cheque books.14 estimating amounts of money to tender for goods or • estimate the cost of a range of items and select the services appropriate coin or note to pay for the items • calculating amounts of money to tender for goods or (Applying Strategies) services • calculate the cost of several items and tender the • estimating the amount of change due in relation to a appropriate amount (Applying Strategies. Programming and Assessment NLS.2 responds to increasingly complex written texts writes short texts for everyday purposes communicates for a variety of purposes communicates in a range of contexts communicates with a range of audiences experiences a range of environments moves around in the environment. EFTPOS Resources Language Coins. ATMs. Reasoning) • calculating the amount of time it will take to save for items at a specific rate per week or month Technology Calculators.2 recognises ways in which people obtain goods and services in the community LS.9 uses financial services • English LS. price. catalogues Coins.13 LS.14 LS. payslips. notes. dollars. worth.1 LS. transaction for goods or services Reasoning) • calculating the amount of change due in relation to a • estimate the amount of change due and check using transaction for goods or services a calculator (Applying Strategies. cash registers. notes. cash Links A student: Commerce LS. vending machines.1 explores the differences between needs and wants LS.14 NLS.7 makes informed decisions about purchasing and services LS.12 LS.8 purchases goods and services LS. value. cost. Geography 43 .

$5. having a haircut • identify the next whole dollar amount that is more than a given amount. eg ten 10 cent coins to make one dollar. teachers should first demonstrate the concepts and skills and then provide a range of opportunities and contexts for students to develop and practise the concepts and skills. eg to buy lunch in the school canteen.99 • match notes to prices of items in a catalogue. eg the change due for a purchase of $3. eg place a $5 note for an item costing $4.12 Students could: • read money amounts in catalogues and on shop dockets. NLS. 10 cents. NLS. $1. 44 . card or gift. to pay for items at a supermarket.99 • purchase an item of food from the school canteen using the above method. four 20 cent coins to make 80 cents • combine coins of different value to make a specified amount less than or equal to one dollar. eg going to the movies. to purchase a magazine. $2. eg a 50 cent coin. to rent a video/DVD • use coins or notes to pay for services.Life Skills Years 7–10: Advice on Planning. shelf prices. 50 cents. eg 5 cents. NLS. a 20 cent coin and a 5 cent coin to make 75 cents • identify the smallest and largest valued coins and notes. eg place a $2 coin for an item costing $1.75. eg a particular CD may be cheaper in a department store compared to a specialist music store. $10. vending machines • match coins to prices of items in a catalogue. eg offer $1 coin to purchase a muesli bar that costs 75 cents. $50 and $100 • combine coins of the same value to make a specified amount less than or equal to one dollar.50 if a $5 note is tendered • estimate the cost of purchasing a number of items of clothing for a special event • estimate the cost of purchasing grocery items in order to cook a meal • calculate the difference in price between similar items in different stores.11 Students could: • select the appropriate coin or note when requested. for-sale signs and on notice boards at theatres/cinemas that display admission prices. Notice boards in video stores that state the cost of renting videos/DVDs could also be used for the cost of renting a movie • write amounts in cents • write amounts in dollars • write amounts of money involving cents. five 20 cent coins to make one dollar. $20. dollars and combinations of dollars and cents • writing amounts of money using decimal notation • complete a cheque using numerals and words. $4 to meet a purchase of $3. selects a $20 note to pay for cinema tickets • calculate the cost of two items at the school canteen and tender the appropriate amount • estimate the amount of change due and check using a calculator. Programming and Assessment Learning Experiences and Assessment Opportunities In the following activities. eg $2 to meet a purchase of $1. NLS.80 • insert appropriate coins and/or notes in public telephones. 20 cents.14 Students could: • estimate the cost of a range of items and select the appropriate coin or note to pay for the item.13 Students could: • identify item to be purchased and its price and determine the value of money needed to purchase the item • use coins or notes to pay for purchases. eg selects a $2 coin to pay for a can of soft drink from a vending machine. eg student selects a ten-cent coin when asked • sequence coins and notes in order of value.

2.1 • associating familiar activities involving eating.3 and MLS.3 Clocks and Watches Clocks and Watches • reading the hour on digital clocks or watches • use ‘hour’ within a personal context (Reflecting) • reading the hour on analog clocks and watches • use ‘half hour’ within a personal context (Reflecting) • reading half and quarter hour on digital clocks and • use minutes within a personal context watches (Reflecting) • reading half hour and quarter hour on analog clocks • respond to questions related to time or watches (Communicating) • reading minutes on clocks or watches • ask questions related to time (Questioning) • describing the relationship between analog and digital time • reading am and pm on digital clocks and watches continued 45 .3 A student reads and interprets time in a variety of situations.4 Time MLS.Life Skills Years 7–10: Advice on Planning.2 MLS. MLS.4 is included below.4 A student organises personal time and manages scheduled activities. MLS. • indicate an association (using personalised personal care and social routines with times of the strategies) between a time of the day and a range of day familiar activities (Applying Strategies.1.1 A student matches familiar activities with time frames. Working Mathematically Outcomes Questioning Applying Strategies Communicating Reasoning Asks questions Uses a range of Responds to and uses Checks solutions and about mathematics strategies in solving mathematical language reasons to reach problems in everyday situations conclusions Reflecting Links their mathematical experiences to everyday life A selection of the content from MLS. Knowledge and Skills Working Mathematically Students learn about Students learn to MLS. refer to the relevant Mathematics Years 7–10 Life Skills outcomes and content pages. MLS. MLS. Reflecting) MLS. Reflecting) • recognise activities that occur on weekdays (Applying Strategies. Reflecting) • identify activities that occur on specific days and at specific times (Applying Strategies.2 A student recognises and uses the language of time.2 • recognising the language of time in relation to • use or respond to the language of time in relation to specific personal activities a range of personal activities (Communicating) • recognising the language of time in a range of • respond to questions involving the language of time everyday situations (Communicating) • using the language of time to describe activities in a • use the language of time to describe personal range of everyday situations activities and events (Communicating) MLS. MLS. Programming and Assessment 6. Reflecting) • recognise activities that occur on the weekend (Applying Strategies. For further details.3 MLS.1 MLS.

4 • recognise that specific activities require a particular amount of time (Reflecting) • recognise the order and sequence of events in relation to carrying out regular routines (Reflecting) • identify priorities in relation to personal time. pictures and symbols. Reflecting) • read and interpret a timetable for using community transport (Applying Strategies. evening. Reflecting) Calendars and Planners • locate birthdays of significant people on a calendar (Reflecting) • use a calendar/diary to plan for regular personal activities (Applying Strategies.Life Skills Years 7–10: Advice on Planning. Reflecting) • Language Morning.1 explores the concepts of time and chronology LS. Reflecting) • read and follow a school timetable for group or class activities (Applying Strategies. days of the week A student: LS. and discriminate between essential and non-essential activities (Reflecting) • prepare a personal timetable for a weekend (Applying Strategies. personal diary Links History • Timetables read and follow an individual sequence chart (timetable) for a range of activities (Applying Strategies. Reflecting) • read and interpret a written timetable for TV programs (Applying Strategies. months between one event and another • MLS. afternoon. 46 . Programming and Assessment Calendars and Planners reading the names or symbols for days of the week on a calendar • reading the months of the year on a calendar • locating special days and events on a calendar • recognising that calendars are used to plan special events and activities • identifying number of days. Reflecting) • use a calendar to plan special events and activities (Reflecting) • use a calendar or planner to calculate time for particular activities (Reflecting) • use electronic formats of calendars and planners (Applying Strategies) MLS.4 identifying the amount of time needed for a range of activities • structuring activities of a school day in relation to the time required for each event • making choices and decisions about activities on the basis of time available • planning personal time over a day or a week so that activities do not clash • scheduling events over a day or week taking into account a range of activities and personal responsibilities Technology Digital and analog clocks Resources Photographs. weeks.2 explores personal connections to history. a variety of calendars.

Life Skills Years 7–10: Advice on Planning, Programming and Assessment

Learning Experiences and Assessment Opportunities
In the following activities, teachers should first demonstrate the concepts and skills and then provide a range of opportunities and contexts for students to develop and practise the concepts and skills. MLS.1 Students could: • indicate from a sequence of photographs the activities that relate to morning, afternoon, evening, eg indicate a photograph or picture of getting ready for school in the morning in response to ‘What do you do before school in the morning?’ • sort photographs or pictures to represent weekday and weekend activities • match activities with particular days of the week using objects or pictures, eg swimming or PDHPE is on Wednesdays, Food Technology is on Thursdays • associate personal activities with time, eg ‘It is now one o’clock and it’s lunchtime’, ‘Where are you going to sit for lunch today?’ • prepare a visual sequence of the activities that have taken place on any given day from a selection of photographs or pictures • prepare a daily timetable with the sequence of activities before school, during school and after school • prepare a weekly timetable using a calendar. MLS.2 Students could: • arrange photographs or pictures in response to questioning, eg ‘When are you going shopping – in the morning or the afternoon?’ • use the language of time to describe personal activities, eg ‘We’re going shopping, tomorrow’, ‘The party is on next week’ • use photographs or pictures to respond to questioning about weekend activities • compose a story about a school excursion or event that happened on the weekend • label class activities under the headings ‘Yesterday’, ‘Today’, ‘Tomorrow’ • respond to teacher questions about the days of the week, eg ‘If today is Tuesday, then yesterday was _____ and tomorrow will be _____ ?’ MLS.3 Students could: • recognise, in a range of settings, that the minute hand points straight up to indicate ‘o’clock’ on analog clocks, eg 2 o’clock • recognise, in a range of settings, that the minutes appear as :00 on a digital clock to indicate ‘o’clock’ • recognise, in a range of settings, that the minute hand points straight down to indicate ‘half past’ on analog clocks • observe the complementary action of the hour and minute hands on an analog clock, eg using a real clock, set the hands to show 10 o’clock. Then move the minute hand to 6, that is half way around the clock, observing that the hour hand has moved half way between 10 and 11 and the time shown is half past 10. • recognise, in a range of settings, that the minutes appear as :30 on a digital clock to indicate ‘half past’ • recognise, in a range of settings, that the minute hand points to the 3, or the corresponding position, to indicate ‘quarter past’ on an analog clock • recognise, in a range of settings, that the minutes appear as :15 on a digital clock to indicate ‘quarter past’ • recognise, in a range of settings, that the minute hand points to the 9, or the corresponding position, to indicate ‘quarter to’ on an analog clock • recognise, in a range of settings, that the minutes appear as :45 on a digital clock to indicate ‘quarter to’ • recognise that a clock showing 7:05 can be read as ‘five minutes past seven’ as well as ‘seven-o-five’ • work in pairs to position the hour hand to indicate a time. Swap clocks with their partner. Partner states the time on the clock and gives reasons for their choice • write the numbers 1 to 12 around a circle to represent a clock • count 5-minute intervals around the clock • recognise the number pattern – 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60. • be given a clock face and students draw a line to cut the clock in half and in quarters. Label the clock highlighting ‘o’clock’, ‘half past’, ‘quarter past’, ‘quarter to’… continued

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Life Skills Years 7–10: Advice on Planning, Programming and Assessment

indicate analog time on individual clock faces in response to verbal statements of digital time. Reverse the procedure. Given analog time, students indicate digital time. • use matching games (eg cards with time on clock faces, time in words, time in digital notation) to recognise am/pm time • match activities to suitable times (eg 7 am – breakfast, 1 o’clock – lunch )

recognise that the next time shown on a digital clock after 6:59 is 7:00 (not 6:60) recognise that time is often expressed to the nearest five minute mark on an analog clock (eg 7:28 would be read as ‘nearly half past seven’) • recognise that time before noon is denoted as ‘am’ and after noon as ‘pm’, eg 7 am is in the morning, 7 pm is at night • given a scenario, the student describes the situation as being ‘early’, ‘on time’ or ‘late’, eg ‘the bus was late, it arrived at school after 9 o’clock’ • explore and discuss the common features and the differences using a range of calendars. Students could count how many days there are in each month, then note the last day on a given month and the first day of the next month. They could compare the date of a given Tuesday with that of the Tuesday in the following week. Students may also label significant days on the calendar, eg birthdays, school holidays. • practise sequencing order of days and months • locate birthdays of significant people, public holidays and special events on a calendar • use a calendar to plan for regular personal activities, eg swimming every second Friday • use a calendar to plan special events and activities, eg camp, birthday party • plan an afternoon or evening of television viewing by referring to television guides, noting the channel and start and finish times for each program to be watched • read bus and train timetables. MLS.4 Students could: • predict the movement of the hands on a clock and tell the new time after a given period of time, eg if the time is now 3:15 what time will it be after 5 minutes, 10 minutes, one hour, 2 hours, half an hour? • participate in specific timing activities, eg time taken to do one lap of the bike track or walk to the bus stop • identify the start and finish times for the lesson period, recess, lunch, the school day • estimate/guess and check the amount of time needed for a range of activities, eg eat lunch, shower and dress, travel home from school • identify the start time of the various activities on a particular day, eg on Monday – get up at 7 am, catch bus at 8:15 am, school starts at 9 am • find from a television guide, the start and finish times of a particular television show • identify the routine activities they undertake each day of the week, eg go to school on each week day, go to youth club on Friday evening • prepare a personal timetable for particular days of the week, eg for a school day, for Saturday, for Sunday • use a calendar or planner to calculate time between particular activities • schedule events over one week • set the alarm on a clock and/or clock radio to ring after a given period of time, eg 5 minutes, 1 hour, 8 hours (to wake up after sleeping) • set the time on a VCR to record a television program at a particular time • keep a personal diary.
• •

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Life Skills Years 7–10: Advice on Planning, Programming and Assessment

7

Science

The following sample units are provided as examples to clarify the process of programming for students undertaking Life Skills outcomes and content from the Science key learning area. The sample units should be read in conjunction with the Science Years 7–10 Syllabus and the support document Science Years 7–10: Advice on Programming and Assessment already distributed to schools and available on the Board of Studies website (www.boardofstudies.nsw.edu.au). In developing and delivering teaching programs teachers should be aware of, and adopt, relevant guidelines and directives of their education authorities and/or schools. Teaching programs should recognise and reflect State and Commonwealth legislation, regulations and standards including Occupational Health and Safety Standards, Chemical Safety in Schools and Animal Welfare guidelines. Teachers need to be aware of activities that may require notification, certification, permission, permits and licences.
Unit number 7.1 Unit title The needs of living things Unit description This unit develops students’ skills in working scientifically. They are involved in planning and conducting investigations to develop knowledge and understanding of living things and their interrelationships with the environment. Students also examine ways in which human activity impacts on the environment. This unit develops students’ knowledge and understanding about the applications and uses of science. They are involved in identifying forms and sources of energy and in investigating ways in which energy is used in our daily lives. Students engage in experiences that focus on ways in which energy brings about change, and explore ways to reduce energy wastage in the classroom/school/home context.

7.2

Energy in everyday life

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Life Skills Years 7–10: Advice on Planning, Programming and Assessment

7.1

The needs of living things

Unit title: The needs of living things Description: This unit develops students’ skills in working scientifically. They are involved in planning and conducting investigations to develop knowledge and understanding of living things and their interrelationships with the environment. Students also examine ways in which human activity impacts on the environment. Learning activities address selected ‘learn about’ and ‘learn to’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students. The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests. Life Skills Outcomes Resources A student: Animal Welfare Guidelines for Teachers: Animals in Schools LS.2 recognises that the process of science involves conducting investigations Existing textbooks/reference material LS.9 recognises characteristics of and changes in living things Access to information in the print and electronic media LS.15 explores the impact of human activity on the Earth’s resources Access to computer hardware and software LS.16 describes the impact of human activity on living systems Access to site visits in the local environment such as wildlife parks, reserves LS.17 participates in the development of a plan to carry out an investigation Access to animals to investigate in the school environment (eg Rent-A-Chook LS.18 participates in an investigation http://www.rentachook.com, Chicks R Us http://www.chicksrus.com.au) LS.19 communicates information about an investigation Potted seedlings/plants and materials necessary for their growth LS.20 suggests a way to solve a problem Light bulb/tube for growing plants (eg Gro-Lux®) available from hardware or nursery LS.21 undertakes a variety of team and individual tasks. Links A student: A student: Agricultural Technology Information and Software Technology LS.2 investigates some environmental factors that affect plant and animal LS.5.3 uses a variety of techniques to present information and software technology production solutions English Mathematics LS.5 recognises visual texts in a range of contexts DLS.2 gathers, organises and displays data LS.12 communicates for a variety of purposes PDHPE LS.13 communicates in a range of contexts LS.26 uses problem-solving strategies in a variety of contexts LS.14 communicates with a range of audiences Visual Arts LS.17 uses individual and collaborative skills in the learning process LS.6 makes a variety of artworks that reflect experiences, responses or a point Geography of view. LS.5 explores the effects of people’s activities on the physical environment LS.10 recognises the importance of active and informed citizenship LS.11 uses a variety of strategies to locate and select information LS.12 uses a variety of strategies to organise and communicate information. For students working towards Life Skills outcomes in regular classes, teachers may wish to link the activities in this unit with the Stage 4 unit ‘Living things’ (pp 26–35) in Science Years 7–10: Advice on Programming and Assessment.

In developing and delivering teaching programs teachers should be aware of, and adopt, relevant guidelines and directives of their education authorities and/or schools. Teaching programs should recognise and reflect State and Commonwealth legislation, regulations and standards including Occupational Health and Safety Standards, Chemical Safety in Schools and Animal Welfare guidelines. Teachers need to be aware of activities that may require notification, certification, permission, permits and licences.
50

Life Skills Years 7–10: Advice on Planning, Programming and Assessment

Focus: Animals and their needs as living things Outcome: LS.9 Students learn about Students learn to

Integrated learning experiences, instruction and assessment Teacher • provides examples/photographs/images of a variety of animals • provides opportunities for students to observe, record and communicate about investigations on animals in the school and/or community environment • assists students to recognise the needs of animals as living things for air, food, shelter, care and protection. Students • recognise a variety of animals in the school and/or community environment. This may include: – observing and/or interacting with animals that are brought to the school – observing and/or interacting with animals in a wildlife park, zoo, pet shop, natural environment – recording their experiences with animals by photographing, videoing, illustrating, writing, creating tactile pictures/models – presenting their observations/experiences to others

Evidence of learning (words in italics refer to Life Skills outcomes)

Feedback

LS.9 • characteristics of living things

recognise livings things at home, at school and in the community

Recognising a variety of animals in the school and/or community may involve recognising the characteristics of and changes in living things.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • recognition of a variety of animals in the school and/or community

LS.9 • the needs of living things

recognise the needs of living things

recognise that animals, as living things need air, food, shelter, care and protection. This may include: – researching the needs of one or more animals through practical observations and/or print and electronic media – recording their findings – presenting their findings to others.

Exploring and/or recording the needs of one or more animals may involve recognising the characteristics of and changes in living things.

recognition that animals as living things need air, food, shelter, care and protection.

51

21 • the scientific process – observing – questioning – planning – participating – communicating Students • develop a plan to investigate a selected animal’s changing needs as it grows. amount of food. food. LS.9 • changes that occur in living things over time • observe changes that occur in an animal over time • predict the animal’s food and water requirements as it grows. as it grows • assists students to develop a step-by-step plan to care for one or more selected animals within the school environment (refer to Animal Welfare Guidelines) • assists students to observe and record changes in the selected animal as it grows. frequency of feeding • assist students to consider the food and water requirements for the animal as it grows and affirm predictions.17.9. This may include determining: – the animal for investigation. It may also involve undertaking a variety of team and individual tasks. eg temperature. food and water requirements. instruction and assessment Teacher • assists students to investigate a selected animal’s needs for air.2. LS.17. young chickens – the appropriate environment in the classroom. Oral. eg locating a convenient source of food such as mulberry leaves – care needs. LS. LS.Life Skills Years 7–10: Advice on Planning.2. visual and/or tangible feedback and prompting by the teacher to: • guide and affirm student’ development of a plan to care for a selected animal and meet its needs in the school environment.21 Students learn about Students learn to Integrated learning experiences.9. LS. light and grooming needs – how the needs will be met over time Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • participate as part of a team a scientific investigation of an observed phenomenon in the local school environment Designing a plan to investigate a selected animal’s needs may involve recognising that the process of science involves conducting investigations and/or participating in the development of a plan to carry out an investigation. water and shelter.18. LS. Predicting an animal’s changing needs for food and water may involve recognising characteristics of and changes in living things.19. continued 52 . LS. LS. eg silk worms. LS. Programming and Assessment Focus: Investigating the needs of animals as they grow Outcomes: LS. This may include responding to questions and/or pictures about type of food. such as clear glass tank for silk worms – the air. LS.

Programming and Assessment Focus: Investigating the needs of animals as they grow (cont) Outcomes: LS. LS. oral and/or written report. LS. eg silkworms at egg stage. moth.21 • the scientific process – observing – questioning – participating – communicating • participate as part of a team in a scientific investigation of an observation phenomenon in the local school environment Communicating the results of their investigation to others may involve recognising that the process of science involves conducting investigations and/or participating in an investigation and/or communicating information about an investigation and/or undertaking a variety of team and individual tasks.Life Skills Years 7–10: Advice on Planning. instruction and assessment LS. • communication of the results of their investigation with others in an appropriate format.19. LS.17. cocoon. This may include: – taking photographs and/or recording videos at regular intervals – measuring length and weight at regular intervals – recording information using tables.2.18. This may include following the step-by-step plan to care for the animal through: – placing the animal in a suitable area to allow for fresh air.19. • observation and recording of the changes in the animal over time in a appropriate format LS2.18. • Evidence of learning (words in italics refer to Life Skills outcomes) Implementing a care plan to meet an animal’s changing needs may involve recognising that the process of science involves conducting investigations and/or participating in an investigation and/or undertaking a variety of team and individual tasks.2. chickens at egg stage. LS. LS. Feedback • participate as part of a team in a scientific investigation of an observation phenomenon in the local school environment Oral.18. LS. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • involvement in implementing the care plan for the selected animal and adjusting food and water requirements as the animal grows LS. light and warmth – feeding the animal at prescribed intervals – cleaning the animal’s habitat regularly – undertaking grooming and/or caring for the animal as appropriate – adjusting food and water requirements as the animal grows record observations at regular intervals of the animal during its stages of growth in their folio/workbook. 53 . LS. This could take the form of photographs taken at regular intervals. hatchling. chick. multimedia presentation.18. LS. posters. larva.2. LS. LS. LS.21 • the scientific process – observing – questioning – participating – communicating Students • implement the care plan and work as part of a team to meet the animal’s changing needs. LS.21 Students learn about Students learn to Integrated learning experiences.21 • the scientific process – observing – questioning – participating – communicating • participate as part of a team in a scientific investigation of an observation phenomenon in the local school environment Recording observations of the animal’s growth may involve recognising that the process of science involves conducting investigations and/or participating in an investigation and/or undertaking a variety of team and individual tasks.9. visual and/or tactile formats – developing a graph to show growth over time • communicate information about the investigation to others.

nursery.18. park. and then recording and communicating their findings to others Recognising the needs of plants may involve recognising characteristics of and changes in living things. as living things need air.2. beach Evidence of learning (words in italics refer to Life Skills outcomes) Feedback LS.21 Students learn about Students learn to Integrated learning experiences. Oral feedback and prompting by the teacher to guide and affirm students’: • recognition of plants in the school/community environment • LS. continued 54 .Life Skills Years 7–10: Advice on Planning. light. Programming and Assessment Focus: Plants and their needs as living things Outcomes: LS. LS. water and nutrients. bush. water and nutrients. shrubs. ferns. creek. wetland. recognition that plants as living things need air.9 • the large variety of plants • identify plants in the local school environment Recognising a variety of plants in the school or local community environments may involve recognising characteristics of and changes in living things. water and nutrients • assists students to identify the different parts of plants and their function. Students • recognise a variety of plants in the school/community environment. LS. vegetables. record and communicate their observations of a variety of plants in the school/community environment • assists students to explore the needs of plants as living things for air. LS.9 • characteristics of living things • recognise some characteristics of living things • recognise that plants. instruction and assessment Teacher • provides opportunities for students to observe. light. LS. aquatic plants in the playground. Students may observe trees.9.19. light. This may include researching the needs of plants through practical observations such as growing watercress in different conditions (eg no light. grasses. no water etc).

21 • characteristics of living things • the scientific process – observing – questioning – planning – participating – communicating recognise the parts of plants • participate as part of a team in a scientific investigation of an observed phenomenon in the local school environment • communicate information about the investigation • Students • observe. LS. and observing the results after several hours or overnight – placing a small plant with roots in coloured water. LS.9. record and communicate about investigations into the parts and functions of a typical plant. LS.9.19. LS. eg stem provides support and transport of water and nutrients.21 Students learn about Students learn to Integrated learning experiences. It may also involve participating in an investigation and/or communicating information about an investigation and/or undertaking a variety of team and individual tasks. LS. and observing its growth towards the light over several weeks. and observing the results after several hours or overnight – placing a small plant on a window sill. roots take up water and nutrients. 55 .18. investigating recording and communicating about the parts and functions of a typical plant may involve recognising that the process of science involves conducting investigations and/or recognising characteristics of and changes in living things and/or participating in an investigation.2. leaves absorb light and make food. Oral feedback and prompting by the teacher to guide and affirm students’ participation in an investigation. LS. Investigations may include: – placing a freshly cut end of stem of celery or white carnations into water coloured with food dye. instruction and assessment Evidence of learning (words in italics refer to Life Skills outcomes) Feedback LS. LS. Programming and Assessment Focus: Plants and their needs as living things (cont) Outcomes: LS. Observing.Life Skills Years 7–10: Advice on Planning.18.19.2. LS.

2. eg marigolds. watercress.2. LS.17. continued 56 . The steps in the plan may be developed by the teacher and include: – selecting an appropriate type of plant to grow. It may also involve participating in the development of a plan to carry out an investigation and/or participating in an investigation and/or undertaking a variety of team and individual tasks. LS. LS.21 • the scientific process – observing – questioning – planning – participating – communicating • the needs of living things • importance of light and water to plants Students • plan a fair test/controlled experiment to investigate the effect of light on plant growth. Oral. eg height and colour Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • participate as part of a team in an investigation to explore the effect of light on a plant over time recognise the needs of living thing • recognise the parts of a plant • Planning an investigation of the effect of light on plant growth may involve recognising that the process of science involves conducting investigations and/or recognising characteristics of and changes in living thing.19. LS. LS. Programming and Assessment Focus: Investigating the effect of light on plant growth Outcomes: LS.18.17. beans. bulbs – identifying the control plants that will be exposed to full light and the experimental plants that will have restricted light – setting up strategies for recording changes. instruction and assessment Teacher • assists students to plan. LS. LS.9.18. LS.Life Skills Years 7–10: Advice on Planning.9. record and communicate observations of a planned fair test/controlled experiment into the effect of light on plant growth • assists students to follow a step-by-step plan to undertake the investigation. conduct. visual and/or tangible feedback and prompting by the teacher to guide and affirm the planning of a fair test/controlled experiment into the effect of light on plant growth.21 Students learn about Students learn to Integrated learning experiences. LS. LS.

visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • following the steps of the investigation and support and affirm their participation in the investigation • communicate information about the investigation • Recording results of the investigation may involve recognising that the process of science involves conducting investigations and/or recognising characteristics of and changes in living things.19.Life Skills Years 7–10: Advice on Planning. LS. instruction and assessment LS. Participation in an experiment by following a developed series of steps may involve recognising that the process of science involves conducting investigations and/or recognising characteristics of and changes in living things and/or participating in an investigation and/or undertaking a variety of team and individual tasks. eg they compare.21 • the importance of light and water to plants Students participate as part of a team in an investigation to explore the effect of light on a plant over time • observe changes that occur in a plant over time • participate as part of a team in a scientific investigation of an observed phenomenon in the local school environment • • Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • changes that occur in living things over time the scientific process – observing – questioning – planning – participating – communicating • conduct the planned fair test by following a teacherdeveloped series of steps. This should involve: – setting up two identical groups of plants (eg two groups of five plants). describe and explain differences.21 Students learn about Students learn to Integrated learning experiences.9. • recording of the results of the investigation in an appropriate format • communicate information about the investigation • • selection of appropriate format and their communication of the results of the investigation to others. LS. This may involve: – displaying posters and graphs – producing booklets for future reference and sharing with peers – using multimedia presentations at a school assembly. eg height or number of leaves.2.18.17. LS. LS. LS. a control group and an experimental group – following a consistent procedure for tending the plants. eg amount of water and light (eg setting up the plant light bulb or Gro-Lux® tube on both the control and experimental group) – covering the plants in the experimental group with a box for a set period each day to restrict light availability (eg 4–6 hours) – measuring and recording plant growth. of plants in both the control and experimental groups at regular intervals (eg once a week) maintain a record of the results of the investigation in their folio/workbook. Oral. 57 . LS.2. LS.19. This may include: – photographing plant growth at regular intervals – recording information on a spreadsheet – calculating averages of the measurements in each group – creating graphs of the results for each group communicate information about the investigation into plants and light to others. Programming and Assessment Focus: Investigating the effect of light on plant growth (cont) Outcomes: LS. Communicating the results of their investigation into the effect of light on plant growth may involve communicating information about an investigation and/or undertaking a variety of team and individual tasks.9.18. LS. LS.

shelter.9 • the needs of living things • the scientific process – observing – questioning – planning – participating – communicating LS. LS. Programming and Assessment Focus: Investigating how people change the environment Outcomes: LS.Life Skills Years 7–10: Advice on Planning. drawings.21 Students learn about Students learn to Integrated learning experiences. cleaning up the local area. other living things and/or people Identification of human needs and how these may be met may involve recognising that the process of science involves conducting investigations and/or recognising the characteristics of and changes in living things. food and water.2. LS. LS. LS. food and shelter • assists students to recognise what waste is. LS.15. food scraps – investigating ways of creating a compost heap Oral. and identify items that can be recycled. planting trees. eg rubbish in the school and home. LS.16. paper. eg soft drink bottles. This may involve creating a poster of natural resources to meet human needs using photographs. aluminium cans. images of any of food and water. continued 58 .18. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • recognition that humans as living things need clean air. Recognising waste in the school and home and identifying items that can be recycled may involve describing the impact of human activity on living systems.2.9. instruction and assessment Evidence of learning (words in italics refer to Life Skills outcomes) Feedback LS. LS.19.17.20.16 • the effect of human waste products on natural systems recognise the needs of living things • participate as part of a team in a scientific investigation of an observed phenomena in the local school environment • Teacher • assists students to identify human needs for clean air and water. pictures. LS. recycling. eg composting. cardboard. other living things and/or people • recognition of waste in the school and home and the importance of recycling. shelter. including personal waste and school waste • assists students to recognise the human activities that negatively affect resources in the environment • assists students to explore ways in which they can improve the environment. clean air. • recognise that human activities produce waste • recognise items of waste. This may involve: – sorting and matching pictures of waste products – conducting a lunchbox survey at school and recording waste products – developing a display of waste products collected at the school – investigating how waste is collected at home and where it goes – contacting local councils for information about recycling programs and why they are important – recognising waste products that can be recycled. Students • recognise and record the natural resources that are essential to meet human needs. LS.

instruction and assessment LS. Oral. LS.2.15. sort and monitor progress – recording the results of their investigation at regular intervals through photographs. LS. spreadsheets – reporting at a school assembly the results of the investigation and the improvements made to the school environment Participation in an investigation to reduce the impact of rubbish in the school environment may involve exploring the impact of human activity on the Earth’s resources and/or describing the impact of human activity on living systems.17. LS.20. LS. LS.20.Life Skills Years 7–10: Advice on Planning.16. LS.18. LS. tables. LS. recording and sorting waste products produced in the identified area over a school day – developing a plan to ascertain the activities that will be undertaken.19. LS.16. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ participation in an investigation to reduce the impact of rubbish in the school environment.19.9. eg sorting litter for recycling and composting. LS.18. videos.15.17.21 Students learn about Students learn to Integrated learning experiences. Programming and Assessment Focus: Investigating how people change the environment (cont) Outcomes: LS. responsibilities of class members to publicise. continued 59 . This may involve: – identifying examples of school waste that could be reduced or recycled – identifying an area of the school to be investigated – collecting. LS. recording quantity of litter and recycled materials over a period of time. LS. LS. It may also involve participating in the development of a plan to carry out an investigation and/or participating in an investigation and/or communicating about an investigation and/or suggesting a way to solve a problem and/or undertaking a variety of team and individual tasks.21 • ways to conserve or monitor the resources of the earth • Evidence of learning (words in italics refer to Life Skills outcomes) Feedback the effect of human waste products on natural systems explore ways in which people can reduce the quantity of resources used • recognise that human activities produce waste • explore ways in which people can reduce the impact of rubbish • Students • participate in an investigation to reduce the impact of rubbish in the school environment. LS.

LS.17. LS. LS.21 • the effect of human waste products on natural systems • the effect of noxious weeds on natural systems recognise that human activities produce waste • identify plants that are weeds in the local area • • participate in a community project as part of a team or individually. LS.18. LS. It may also involve participating in an investigation and/or communicating about an investigation and/or undertaking a variety of team and individual tasks. eg collecting newspaper articles. videos.17.18. oral report. 60 .18. Participation in a community project to remove litter or regenerate gardens/bushland may involve a number of outcomes including: describing the impact of human activity on living systems and/or exploration of the impact of human activity on the Earth’s resources. using the internet. multimedia presentation. LS. • participation in a community project and recording and communicating their observations in an appropriate format.16. removing litter or regenerating school gardens or bushland. Oral. LS. letters to the editor of the local paper. accessing local papers and newsletters – recording their participation through photographs.19. LS. LS. written text – communicating the results of their participation in a community project through posters. LS. LS. LS.20. LS. eg changes to open spaces as a result of building.19. LS. eg annotated photographs or videos. interviewing local residents – communicating the results of their investigation with others. eg tree/garden planting.15.2. This may include: – researching the reasons for changes in the local area and the effect of changes in the local area. photographs or videos. posters. Programming and Assessment Focus: Investigating how people change the environment (cont) Outcomes: LS. Participating in an investigation to explore changes in the local area may involve exploring the impact of human activity on living systems and/or describing the impact of human activity on living systems.15. taking photographs.19. LS. instruction and assessment LS. eg school or community – recording changes in their folio/workbook.21 • the effect of human waste products on natural systems Students identify waste products in the local area • participate as part of a team in a scientific investigation of an observed phenomenon in the local school environment • • Evidence of learning (words in italics refer to Life Skills outcomes) Feedback participate in an investigation to explore positive and negative changes in the local area as a result of human activity. article in school newsletter. visual and/or tangible feedback and prompting by the teacher to affirm students’: • researching. multimedia presentation. This may include: – identifying community and local government groups and ways in which students can participate in the group’s planned activities such as tree planting. LS.Life Skills Years 7–10: Advice on Planning.21 Students learn about Students learn to Integrated learning experiences. recording and communicating the changes to the local area resulting from human activity LS. litter removal – researching information on current community activities such as Clean Up Australia Day.16.9.16. It may also involve participating in the development of a plan to carry out an investigation and/or participating in an investigation and/or communicating about an investigation and/or undertaking a variety of team and individual tasks.

LS.14 communicates with a range of audiences LS. Learning activities address selected ‘learn about’ and ‘learn to’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students. and explore ways to reduce energy wastage in the classroom/school context.5 recognises visual texts in a range of contexts LS2. They are involved in identifying forms and sources of energy and in investigating ways in which energy is used in our daily lives. Programming and Assessment 7. organises and displays data.15 explores the impact of human activity on the Earth’s resources A variety of types and sizes of batteries LS. preparation and processing LS. a variety of switches LS.19 communicates information about an investigation LS. Students engage in experiences that focus on ways in which energy brings about change. 61 .7 explores the ways that energy is used in our daily lives Simple circuit boards LS. Links A student: A student: English Food Technology LS.18 participates in an investigation LS.1 recognises the relationship between food properties.12 communicates for a variety of purposes Mathematics LS.21 undertakes a variety of team and individual tasks. Life Skills Outcomes Resources A student: Energy provider websites or local energy provider shop fronts LS.2 gathers.13 communicates in a range of contexts DLS.20 suggests a way to solve a problem LS.6 recognises some forms and sources of energy Selection of battery operated devices LS.2 Energy in everyday life Unit title: Energy in everyday life Description: This unit develops students’ knowledge and understanding about the applications and uses of science.2 recognises that the process of science involves conducting investigations Electrical appliances.17 participates in the development of a plan to carry out an investigation LS. The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests.17 uses individual and collaborative skills in the learning process.Life Skills Years 7–10: Advice on Planning.

This may include: – sorting.7 Students learn about Students learn to Integrated learning experiences. LS. CD player – simple circuits identify commonly used devices at school and at home that need electricity.7 • the use of energy in the wider community • identify energy use in the wider community • Identifying commonly used devices at school and at home may involve exploring the ways that energy is used in our daily lives. 62 .7 • energy as an agent of change • the use of energy in the wider community recognise changes that occur when energy is used • recognise things don’t happen if there is no energy source • identify energy use in the wider community • Observing and exploring the effects of turning switches on and off may involve recognising some forms and sources of energy and/or exploring the ways that energy is used in our daily lives. This may include: – following safety instructions and using electrical devices appropriately – turning on a light switch or lamp to produce light – plugging in/turning on a CD player. Programming and Assessment Focus: ‘Plug-ins’ – impact of energy on daily life Outcomes: LS.6. clock – electrically operated devices such as hairdryer.7 • energy as an agent of change • the use of energy in the wider community recognise changes that occur when energy is used • recognise things don’t happen if there is no energy source • identify energy use in the wider community • observe and explore the effects when no energy is available from the source. matching pictures of devices – developing a poster of electrical appliances – creating a multimedia presentation of devices that need electricity Observing and exploring the effects when no energy is available may involve recognising some forms and sources of energy and/or exploring the ways that energy is used in our daily lives. LS. Students • observe and explore the effects of turning switches on and off. LS. changes do not occur • explicitly teaches and demonstrates rules for safety with electricity (electrical energy) and danger signs. radio to produce sound – plugging in/turning on a fan to produce movement – plugging in/turning on a hairdryer to produce heat • Evidence of learning (words in italics refer to Life Skills outcomes) Feedback LS.6. This may be explored through investigations of a range of devices to show that appliances will not operate if not plugged in or switch is not turned on including: – battery-operated devices such as torch.Life Skills Years 7–10: Advice on Planning. radio.6. changes occur • demonstrates that when there is no energy source. instruction and assessment Teacher • demonstrates that when energy is used. fan. • recognition of the need for energy to operate appliances LS. • identification of devices that need electricity. Oral. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • exploration of the effects of turning switches on and off LS.

gas bottles for a BBQ • assists students to investigate changes to a variety of foods as a result of heat energy. food. wind. LS.17. LS. LS.19. • observation of the use of stored energy in. gas bottles for a BBQ – recognising that some batteries are rechargeable and observe the ways in which they can be recharged. eg torches. petrol to run a car. Oral.6 • energy as an agent of change • types of energy • sources of energy recognise things don’t happen if there is no energy source • recognise forms of energy we use in our home/school • identify the sources of energy we use in the home/school • • explore the ways that energy can be stored. light. eg heat. eg sun and wind to dry clothes. eg sun. eg video cameras. electrical (electricity) • demonstrates how energy can be stored. mobile phones Exploring the ways in which energy can be stored may involve recognising some forms and sources of energy. petrol. This may include: – exploring the effect of removing batteries from different devices. for example. burning candles. Students • identify and record sources of energy used in their daily lives. eg batteries operate a Walkman. LS.7.7 • sources of energy • the use of energy within the home identify the sources of energy we use in the home/school • participate individually or as part of a team in an investigation into how a specific form of energy is used in the home • Identifying and recording sources of energy used in their daily lives may involve recognising some forms and sources of energy and/or exploring the ways that energy is used in our daily lives. gas. Programming and Assessment Focus: Types and sources of energy Outcomes: LS.6. electric wheelchairs. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • identification and exploration of sources of energy LS. walkmans.18. LS. electricity to operate the TV. LS.2. batteries. LS. batteries • assists students to identify different types of energy.21 Students learn about Students learn to Integrated learning experiences. electricity.6. eg batteries for a Walkman. sound. continued 63 . instruction and assessment Teacher • assists students to recognise the sources of energy. watches – exploring the ways in which stored energy can be used when other energy sources are not available. batteries to use a Walkman Evidence of learning (words in italics refer to Life Skills outcomes) Feedback LS.Life Skills Years 7–10: Advice on Planning.

LS. LS. Programming and Assessment Focus: Types and sources of energy (cont) Outcomes: LS. Oral. texture. LS.18. LS. This may also involve participating in an investigation and/or communicating information about an investigation and/or undertaking a variety of team and individual tasks.17.21 Students learn about Students learn to Integrated learning experiences. LS. melting ice blocks.21 • energy as an agent of change • Evidence of learning (words in italics refer to Life Skills outcomes) Feedback types of energy • the scientific process – observing – questioning – planning – participating – communicating recognise changes that occur when energy is used • recognise forms of energy we use in our home/school • participate as part of a team in a scientific investigation of an observed phenomenon in the local school environment • Students • investigate changes in state brought about by the application of heat energy to a variety of foods by observing. LS.19.17. LS. LS. LS. This may include: – predicting the changes to various foods as a result of the application of heat energy by responding to questions and/or pictures – cooking cakes or pancakes.Life Skills Years 7–10: Advice on Planning. instruction and assessment LS. 64 .2. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ participation in investigations and identification of changes brought about by application of heat energy to food.6. recording and communicating their observations.18.2. LS. state – communicating information about the ways in which energy changed the food – recording the results of the investigation in their folio/workbook. LS. chocolate or cheese and observing the changes – recording the observed changes to the food after heating such as colour. Participating in investigations of changes in state brought about by applying heat energy to food may involve recognising that the process of science involves conducting investigations and/or recognising some forms and sources of energy.19.7.6.

LS. cooktop and room heating use gas or electricity.21 • types of energy • sources pf energy • the use of energy within the home • the use of energy in the wider community recognise forms of energy we use in our home/school • identify the sources of energy we use in the home/school • participate individually or as part of a team in an investigation into how a specific form of energy is used in the home • identify energy use in the wider community • Students • record the ways in which energy was used during a typical day at school and/or home and communicate this to others.6.18. a clock radio. a car or bus uses petrol or diesel – developing a poster or visual sequence of energy usage in a typical day. LS. LS. LS. ‘How did you get to school?’ – sorting and matching pictures of devices and the types of energy they use. eg a Walkman uses stored energy in batteries. light. ‘What makes things work?’. toaster. LS. eg ‘Why do we need energy?’. a hot shower. power tool and television all use electricity.21 Students learn about Students learn to Integrated learning experiences. Programming and Assessment Focus: Energy usage in a typical day Outcomes: LS. oven. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ recording of the ways in which energy is used in a typical day. ‘What did you use to cook breakfast?’. computer. This may include: – responding to questions and/or pictures about their day.19. 65 . CD player. Oral.6. LS. LS. Recording the way energy is used during a typical day may involve recognising some forms and sources of energy and/or exploring the ways that energy is used in our daily lives. It may also involve participating in an investigation and/or communicating about an investigation and/or undertaking a variety of team and individual tasks. LS. Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • LS.19.Life Skills Years 7–10: Advice on Planning. instruction and assessment Teacher provides a range of pictorial resources and materials to assist students to construct a record of energy usage in a typical day.18.7.7.

LS.21 Students learn about Students learn to Integrated learning experiences. visual and/or tangible feedback and prompting by the teacher to affirm students’ identification of ways in which energy can be conserved. instruction and assessment Teacher • assists students to investigate ways to reduce energy wastage • assists students to develop a step-by-step plan to reduce energy use and waste in the classroom • assists students to understand the impact of energy use on the environment. Oral. LS.19.20.Life Skills Years 7–10: Advice on Planning. Students • identify ways in which wasting energy can be reduced.18. LS. LS. LS. Programming and Assessment Focus: Conserving energy Outcomes: LS. continued 66 .17.15 • ways to conserve or monitor the resources of the earth • explore ways in which people can reduce the quantity of resources used Identifying ways that energy can be conserved may indicate exploring the impact of human activity on the Earth’s resources. This may include: – turning off a Walkman when not in use so that the batteries won’t run down – switching off lights when leaving a room – turning off computers when not in use – showering for a shorter time – turning off the oven or BBQ when not in use Evidence of learning (words in italics refer to Life Skills outcomes) Feedback LS.15.

close curtains or use draft excluders when heater is on.17. computers and heaters when not in use. eg turn off lights. LS.15.15. 67 .21 • ways to conserve or monitor the resources of the earth • explore ways in which people can reduce the quantity of resources used • plan and investigate ways that energy use can be reduced in the classroom. LS. instruction and assessment Students Evidence of learning (words in italics refer to Life Skills outcomes) Feedback LS. This may involve: – identifying the forms of energy used in the classroom.18. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • identification of ways in which energy use can be reduced in the classroom • location of energy providers to obtain information • calculation and recording of energy usage • communication of the results of their investigation to others. eg lighting. heating.20. Investigating ways in which energy can be conserved in the classroom may involve exploring the impact of human activity on the Earth’s resources and/or participating in the development of a plan to carry out an investigation and/or participating in an investigation and/or communicating information about an investigation and/or suggesting a way to solve a problem and/or undertaking a variety of team and individual tasks.Life Skills Years 7–10: Advice on Planning. open windows for ventilation instead of using air conditioners – calculating and recording on a graph the number of hours that specific items are used over a determined period of time such as one week – locating energy provider websites on the internet or contacting providers by phone or through a site visit to obtain information on the energy costs for specific items – calculating the costs of operating specific items for the determined period – identifying times in the day when lights and/or computers could be switched off.21 Students learn about Students learn to Integrated learning experiences. LS.18.20. LS.19. close doors and windows if air conditioning is on. LS. Programming and Assessment Focus: Conserving energy (cont) Outcomes: LS.19. eg during lunchtime – recording the reduction in kilowatt hours after energy reducing actions have been instigated – calculating the costs saved as a consequence of the energy reduction initiative and recording this information on a graph – communicating the results of their investigation. LS. LS. Oral. LS. computers. LS. cooling – identifying ways to conserve energy. LS.17.

Students use strategies to make informed decisions when purchasing goods or services and identify areas where consumers may need protection. and experience a range of training and workplace environments. The sample units should be read in conjunction with the appropriate syllabus and support documents already distributed to schools and available on the Board of Studies website (www.4 Commerce 8. Students also study significant people and places in Australian history and engage in individual and group investigations and site visits.5 Work Education The world of work 68 .boardofstudies. Students explore cultural diversity. This unit involves students developing skills and strategies to participate in personal transition planning. and identifying the ways in which people obtain goods and services in the community. Students develop appropriate ways to interact with members of the Aboriginal community and explore the importance of land to Aboriginal people. Topic 4 Significant People. This unit involves students exploring needs and wants. Issues and Events from 1946 to 2000. This unit involves students accessing the geographical features of the school and local environment.2 Geography Australian communities 8. This unit involves students exploring important features of Aboriginal cultures and the ways that Aboriginal people contribute to Australian society. Students explore the roles of a range of services in the community. the variety of groups in their local community and the distinctive features of Australia.Life Skills Years 7–10: Advice on Planning.au). 8.nsw.edu. and/or Topic 5 Significant People. Unit number 8.3 Aboriginal Studies Connecting with Aboriginal people and their cultures Informed consumers 8. Issues and Events from 1900 to 1945. The unit addresses the following topics from the syllabus: Topic 1 Introducing History.1 Syllabus History Unit title Connections with History Unit description This unit involves students exploring their personal connections with history and examining time and chronology through a variety of sources. Programming and Assessment 8 HSIE Sample units have been prepared to assist teachers in programming Life Skills outcomes and content from the Human Society and Its Environment key learning area.

MBC. events and issues in Australian Access to computers and the internet history Existing textbooks LS. events and issues in Australian history Museums.12 communicates for a variety of purposes PDHPE LS. audio and/or video recorder/player LS.3 uses a variety of techniques to present information and software technology LS.10 composes increasingly complex written texts MLS.9 writes short texts for everyday purposes MLS. The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests. Students also study significant people and places in Australian history and engage in individual and group investigations and site visits.3 recognises the contribution of different cultures to Australian society LS.2 explores own and other cultures English LS.13 communicates in a range of contexts LS.Life Skills Years 7–10: Advice on Planning. former students and staff of the LS.11 uses a variety of strategies to locate and select information Digital camera.1 experiences cultural diversity understanding of ideas and feelings LS.1 History Years 7–10 Life Skills unit: Connections with History Unit title: Connections with History Description: This unit involves students exploring their personal connections with history and examining time and chronology through a variety of sources.MBC. Life Skills Outcomes Resources A student: LS. Links A student: A student: Drama Languages LS.5. members of local historical societies LS.3 uses technology and aids to communicate with a range of audiences MLS.2 explores personal connections to history school. Programming and Assessment 8.6 makes a variety of visual design artworks that reflect experiences.1. galleries LS.5 uses appropriate behaviours in social situations Information and Software Technology LS. teachers may wish to link the activities in this unit with the Stage 5 units ‘People Power and Politics in the Post-war Period’ (pp 49–54) or ‘Constructing History’ (pp 55–59) in History Years 7–10: Advice on Programming and Assessment.3 reads and interprets time in a variety of situations LS.8 investigates the importance of significant people.MBC.3 participates in site studies to explore people.1 explores the concepts of time and chronology People in the community such as grandparents.2 listens for a variety of purposes in a range of contexts Mathematics LS.12 uses a variety of strategies to organise and communicate information. The unit addresses the following topic from the syllabus: Topic 1 Introducing History.2 recognises and uses the language of time LS. libraries. 69 . For students working towards Life Skills outcomes in regular classes.1 matches familiar activities with time frames LS. Learning activities address selected ‘learn about’ and ‘learn to’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students.1. responses or a point of view.21 uses appropriate communication strategies in a variety of contexts LS.3 participates in drama experiences in which role-taking is used to enhance their LS.3 uses a range of software programs Visual Arts LS. solutions.

LS. sharing experiences of the past using old items and/or photographs. Oral. LS.3. coins and bank notes.11.1. where. This may include: – identifying items and photographs used by the speaker – asking questions to clarify their understanding – recording key features of the presentation using audio or video formats for later discussion • group items. continued 70 . how and why we keep items from the past. images of people preparing and obtaining food. Programming and Assessment Focus: Personal connections with history Outcomes: LS. such as a grandparent. Students • listen and respond to a speaker. telephones. LS. • grouping of images and/or items according to time. models and/or images supplied by the teacher as ‘old’ and ‘new’. cooking implements.Life Skills Years 7–10: Advice on Planning.12 Students learn about Students learn to Integrated learning experiences. Examples may include irons. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • responses to the guest speaker • the concept of time and chronology • the concept of time and chronology Grouping of images and/or items may involve exploring the concepts of time and chronology and/or exploring personal connections to history. records/CDs. LS. instruction and assessment Teacher • invites a guest speaker from the community to share his/her personal connections with history • provides a range of examples of old and new items and assists students to sequence items chronologically • assists students to record and communicate about their personal history • assists students through a visit to a museum or library to explore what. motor vehicles. Participation may involve: – identifying items that are familiar/unfamiliar – indicating items which are no longer used – recording items as old or new Evidence of learning (words in italics refer to Life Skills outcomes) Feedback the concept of time and chronology • how we discover what happened in the past • explore the language of time • explore the concept of old and new • experience a range of historical evidence • Listening and responding to a guest speaker may involve exploring the concepts of time and chronology and/or exploring personal connections to history.2.

Feedback the concept of time and chronology • how we discover what happened in the past • the concept of time and chronology • experience a range of historical evidence • use a variety of strategies to locate and select information • • their personal connection of history • their personal connection of history gather materials that relate to students’ individual pasts • use a variety of strategies to locate and select information • participate in the recording of their personal history • • bring examples of old and new items from home. Programming and Assessment Focus: Personal connections with history (cont) Outcomes: LS. photographs. Oral. ‘how’ and ‘where’ we keep items from the past Evidence of learning (words in italics refer to Life Skills outcomes) Visiting a museum or library to view items from the past may indicate exploring the concepts of time and chronology and/or participating in site studies to explore people.12 Students learn about Students learn to Integrated learning experiences. making drawings. awards. photographs. This may include: – identifying items from the past – recording examples of particular items by taking photographs/videos.11. memorabilia. Recording their personal history may indicate exploring personal connections to history. including models. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • identification of items from the past and recognition of the importance of keeping past items for future generations • identification of past items that show the student’s personal connection with history • their personal connection to history participate in the recording of their personal history • use a variety of strategies to organise and communicate information • group personal items such as baby clothes.1. and souvenirs chronologically. continued 71 . writing descriptions – participating in a discussion about ‘why’. • organisation of items and events according to chronology. certificates. real items Bringing examples of old and new items may indicate exploring personal connections to history. visual and/or tangible feedback and prompting by the teacher to encourage the exploration of the types of personal information that could be included in a personal history and guide and affirm the selection and entry of relevant data in appropriate time frames.Life Skills Years 7–10: Advice on Planning. This may include: – responding to questions about when they used the items – indicating events related to the items – placing items in chronological order according to when they were used • record their personal history chronologically using real items.2. instruction and assessment Students • visit a museum or library to view items from the past. Oral. LS. LS. LS. events and issues in Australian history. LS. photographs. images and/or written text • Grouping of personal items may show evidence of exploring the concepts of time and chronology and/or exploring personal connections to history.3.

LS. LS. Feedback • the concept of time and chronology • use the everyday language of time Oral. Programming and Assessment Focus: Personal connections with history (cont) Outcomes: LS.2.Life Skills Years 7–10: Advice on Planning.12 Students learn about Students learn to Integrated learning experiences. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ sharing their personal history with others using the language of time. instruction and assessment Students • share their personal history with others using the language of time.11.1. Evidence of learning (words in italics refer to Life Skills outcomes) Sharing their personal history using the language of time may show evidence of exploring personal connections to history and/or exploring concepts of time and chronology. 72 . LS.

times and contribution of a significant Australian. sport or community welfare • use a variety of strategies to locate and select information • Participating in gathering information about a significant Australian may involve investigating the importance of significant people. early life experiences. films.11. LS. libraries and/or galleries • facilitates class activities such as interviews.8. Programming and Assessment Focus: Connecting with people from the past Outcomes: LS. LS. Mum Shirl. photographs. Eddie Mabo. internet – participating in one or more site studies to a museum.3. events and issues in Australian history and/or using a variety of strategies to locate and select information. events and issues in Australian history. The investigation may involve: – participating in a discussion about significant Australians – identifying a significant Australian for investigation – identifying the types of resources that will provide information on the life. Mel Gibson. Nancy Wake. eg Sir Donald Bradman. Students • investigate the life. gallery to obtain information – locating and selecting information from a variety of sources • further activities may include: – preparing questions and participating in a mock interview with the significant Australian – re-creating or re-enacting a particular event from the life of the selected Australian – participating in a short debate to argue why the selected person is significant Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • the contribution of significant people and/or groups explore the contribution of one or more significant Australians • explore the contribution of one or more significant people or groups in the areas of the arts. role-plays. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • selection of appropriate information from a variety of sources • the contribution of significant people and/or groups • explore the contribution of one or more significant Australians Further activities may involve investigating the importance of significant people. discussions to assist students in their investigation • assists students to record the results of their investigation and to share this with others. postcards. • presentation of their knowledge from the investigation of a significant Australian in a range of formats. instruction and assessment Teacher • assists students to identify one or more significant Australians for investigation • assists students to identify and access a range of appropriate resources including visits to museums. videos.12 Students learn about Students learn to Integrated learning experiences. Oral. LS. Ian Thorpe. Information gathered may include date and place of birth.Life Skills Years 7–10: Advice on Planning. continued 73 . times and contribution of the significant person such as books. debates. and why they are important. library. letters.

LS. Communication of the information may indicate investigation of the importance of significant people. pictures. This may involve: – displaying the recorded information in a prominent place in the classroom or school – using a multimedia presentation – presenting an oral report.Life Skills Years 7–10: Advice on Planning.8.3. • communication of the results of their investigation to others in an appropriate format. multimedia presentation • Evidence of learning (words in italics refer to Life Skills outcomes) Determining appropriate ways to record information may involve using a variety of strategies to organise and communicate information. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • selection and recording of information • the contribution of significant people and/or groups • use a variety of strategies to organise and communicate information communicate the results of their investigation to others. Programming and Assessment Focus: Connecting with people from the past (cont) Outcomes: LS. 74 . events and issues in Australian history and/or using a variety of strategies to organise and communicate information. This may involve: – participating in a discussion about the information obtained – creating a scrapbook of images and/or newspaper cuttings – creating a collage of annotated photographs – retelling the main events in the life of the selected person through photographs.11. Responses from others provide feedback. LS. instruction and assessment Students • determine the most appropriate way to record and present the information gathered.12 Students learn about Students learn to Integrated learning experiences. Feedback • the contribution of significant people and/or groups • use a variety of strategies to organise and communicate information Oral. LS.

visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • location and selection of appropriate information Determining the most appropriate way to record information from the past may involve using a variety of strategies to organise and communicate information. eg school magazines. events and issues in Australian history. Programming and Assessment Focus: Connecting with places of historical significance Outcomes: LS. This may include: – participating in a group discussion/forum to discuss the information obtained – creating a scrapbook of images.11. It may also involve using a variety of strategies to locate and select information. preserve and publicise the results of their study • facilitates class activities where students can share information and/or re-create a particular event in the history of a significant place. caretaker of local museum. audio recordings – participating in one or more site studies to a museum. senior citizens • determine the most appropriate way to record the information gathered for future historical reference. Students • explore the history of a significant place. photographs. instruction and assessment Teacher • assists students to identify and select a significant place. organisation or institution.Life Skills Years 7–10: Advice on Planning. Oral. LS. organisation or institution may indicate exploring personal connections to history and/or participating in site studies to explore people.12 Students learn about Students learn to Integrated learning experiences. multimedia presentation Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • how we discover what happened in the past • • • • • how we discover what happened in the past • experience a range of historical evidence participate in an investigation of the history of the school participate in an investigation of an historically or culturally significant location use a variety of strategies to locate and select information use a variety of strategies to organise and communicate information Exploring the history of a significant location. including guest speakers and site studies • assists students in determining appropriate ways to record. library. This may involve: – identifying the subject of their investigation. eg their school. • selection of an appropriate way to record their information. a sporting club.2. eg a former student or retired principal of the school.3. internet. films. newspaper cuttings – creating a collage of annotated photographs – retelling the history of the location through photographs. a building in the local community. gallery to obtain information – interviewing a guest speaker. LS. pictures. LS. eg the history of the school – identifying and accessing appropriate resources. continued 75 . organisation or institution for study • assists students to identify and access the types of resources that will provide appropriate information.

11. Feedback • how we discover what happened in the past use a variety of strategies to organise and communicate information • experience a range of historical evidence • Oral. • • incorporation of their information into a time capsule Sharing or publicising their investigation may involve using a variety of strategies to organise and communicate information. artefacts over time – incorporating items/information into a time capsule – determining location of the time capsule – determining access to the time capsule after a period of time • share or publicise their investigation to others.3.12 Students learn about Students learn to Integrated learning experiences. recording of information in an appropriate format • how we discover what happened in the past • • how we discover what happened in the past • use a variety of strategies to organise and communicate information gather items and/or information for inclusion in a time capsule. LS. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • participation in re-creating a particular event in the history of a significant place • • how we discover what happened in the past • use a variety of strategies to organise and communicate information use a variety of strategies to organise and communicate information • record information of their investigation in oral. LS. This may include: – determining the best ways to conserve and protect photographs. documents. eg through the local media.2. • sharing of the results of their investigation with others. visual and/or written formats Recording information may involve using a variety of strategies to organise and communicate information. historical society. LS. eg the formal opening of the school Evidence of learning (words in italics refer to Life Skills outcomes) Re-creating or re-enacting a particular event may involve using a variety of strategies to organise and communicate information. 76 . Incorporating information into a time capsule may indicate using a variety of strategies to organise and communicate information. Programming and Assessment Focus: Connecting with places of historical significance (cont) Outcomes: LS. instruction and assessment Students • re-create or re-enact a particular event in the history of the significant place using the historical evidence gathered.Life Skills Years 7–10: Advice on Planning. school newsletter.

5.4 explores the effects of the physical environment on peoples’ activities Photographs of the local community LS.1 experiences a range of environments SBS World Guide http://www.11 uses a variety of strategies to locate and select information LS.5 uses appropriate behaviours in social situations LS.14 communicates with a range of audiences LS.12 communicates for a variety of purposes PDHPE LS.13 communicates in a range of contexts LS.MBC.4 uses spoken language to interact with a range of audiences LS.10 recognises the importance of active and informed citizenship digital camera LS.MBC. responses or a point Australian history of view. media and multimedia DLS.2 moves around in the environment Other internet sources LS.3 recognises the features of a range of environments Archival magazines and brochures LS. Life Skills Outcomes Resources A student: Existing textbooks LS.1 reads and interprets tables and data displays LS. LS.6 uses visual texts in a range of contexts LS.php3 LS.3 uses a variety of techniques to present information and software technology solutions. Students explore cultural diversity. Links A student: A student: English Languages LS.6 makes a variety of artworks that reflect experiences.2 Geography Years 7–10 Life Skills unit: Australian communities Unit title: Australian communities Description: This unit involves students accessing the geographical features of the school and local environment. including a LS.MBC.3 recognises the contribution of different cultures to Australian society LS. The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests.12 uses a variety of strategies to organise and communicate information Information and Software Technology LS.au/Worldguide/index. For students working towards Life Skills outcomes in regular classes.Life Skills Years 7–10: Advice on Planning.8 responds to increasingly complex written texts LS.11 uses a variety of strategies to locate and select information LS.11 views and responds to a range of visual texts.2 explores own and other cultures LS.theworldnews. 77 .21 uses appropriate communication strategies in a variety of contexts History Visual Arts LS.com.12 uses a variety of strategies to organise and communicate information.1 experiences cultural diversity LS. teachers may wish to link the activities in this unit with the Stage 5 unit ‘Changing Australian Communities’ in Geography Years 7–10: Advice on Programming and Assessment (pp 27–35). the variety of groups in their local community and the distinctive features of Australia.7 explores the diversity of Australian communities Computer hardware and software appropriate to multimedia presentations. Learning activities address selected ‘learn about’ and ‘learn to’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students.9 recognises the contribution of Aboriginal peoples and other cultures to LS.10 composes increasingly complex written texts Mathematics LS. Programming and Assessment 8.

‘I need someone to push my wheelchair over the grass to get to the football field’. if required. Students • access features of the school by following a personal timetable and using safe practice. instruction and assessment Teacher • assists students to recognise. • request for assistance and safe movement in the environment. eg ‘I need help to get to the kitchen on the top floor’. Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • geographical features of the immediate environment – school geographical language used to describe features of the environment • experience and participate in activities that focus on the immediate environment – school • respond to geographical language • Accessing features of the school may indicate experiencing a range of environments and/or moving around in the environment and/or recognising the features of the environment. LS. ‘turn left at the end of the corridor and give this note to the secretary at the office’ – use geographical language to respond to questions such as ‘Where is …?’ For example ‘the canteen is next to the sports room’.2. eg ‘come to the front of the class’. continued # See pages 213 and 216 for details of how to develop a support network card 78 . Oral. offices. ‘meet the teacher at the southern end of the oval’.12 Students learn about Students learn to Integrated learning experiences. canteen.3. to access particular parts of the school using a support network card#. LS. ‘wait at the top of the stairs’. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: • demonstration of safe movement around the school and following and/or using appropriate geographical language • moving around the environment using safe practice • identify assistance needed to move around in the immediate environment Indicating the need for assistance may be a strategy for moving around in the environment and may indicate using a variety of strategies to organise and communicate information. Programming and Assessment Focus: Our community Outcomes: LS. LS. LS. ‘the kitchen is on the top floor’. ‘the bus leaves from the front of the building’ • indicate the need for and/or seek assistance.Life Skills Years 7–10: Advice on Planning.11. explore and record the geographical features of the school environment using safe practice • explicitly teaches geographical language to enable students to move around the school in the context of accessing classrooms. and playground.1. This may include: – taking photographs of features of the school and matching/placing these on a map with text if appropriate – following directions involving geographical language to move around the school environment.

• response to questions involving geographical language.12 Students learn about Students learn to Integrated learning experiences. eg shopping and recreational areas. as a bike rider. eg What do libraries provide? Where would you go to deposit money? What kinds of things would you expect to find in a museum? Where would you go to buy medicine? • respond to questions using geographical language to locate features of the environment. LS.Life Skills Years 7–10: Advice on Planning. This may include: – taking photographs of features of the community and matching/placing on a map with text if appropriate – exploring the function of a range of community facilities. Oral. Students • recognise and explore the geographical features of the community. LS. how will you get to…’ – demonstrating their understanding of geographical language as they move around the community in the context of undertaking fieldwork. bus or train.2. Programming and Assessment Focus: Our community (cont) Outcomes: LS. as a pedestrian. public buildings and places of interest.1.3. instruction and assessment Teacher • provides opportunities for students to engage in fieldwork to recognise.11. continued 79 . This may include: – responding to questions using geographical language to locate themselves in relation to features of the environment such as ‘you are here. site studies and/or specific projects Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • geographical features of the immediate environment – community • experience and participate in activities that focus on the immediate environment – community Exploring the geographical features of the community may indicate experiencing a range of environments and/or recognising the features of a range of environments and/or using a variety of strategies to locate and select information. LS. site studies and/or specific projects • explicitly teaches skills and strategies for students to move around safely in the community as a passenger in a motor vehicle. LS. explore and record geographical features in the community • explicitly teaches geographical language to enable students to move around in the community in the context of undertaking fieldwork. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: • identification of the geographical features of the community • geographical language used to describe features of the environment • respond to geographical language Responding to questions involving geographical language to locate features of the environment may indicate moving around in the environment and/or recognising the features of a range of environments.

instruction and assessment Students • indicate the kind of assistance required to access particular parts of the community. LS. eg cross when traffic lights are green. LS. stand behind the yellow line when waiting for a train. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: • request for assistance and safe movement in the environment • moving around the environment using safe practice use modes of travel to meet individual needs in the immediate environment • demonstrate safe practice as a pedestrian • demonstrate safe practice when travelling in a vehicle • Demonstrating appropriate skills and strategies may indicate moving around in the environment.1. wear a helmet when riding a bike.12 Students learn about Students learn to Integrated learning experiences.11. Programming and Assessment Focus: Our community (cont) Outcomes: LS. This may include: – identifying the kind of assistance required using individual communication systems – identifying appropriate trusted and known adults from whom to ask assistance – requesting assistance in a range of structured role plays – demonstrating skills in a range of community situations • demonstrate skills and strategies as they move around safely in the community. • demonstration of appropriate skills and strategies and safe movement in the community. LS.2. Feedback • moving around the environment using safe practice • identify assistance needed to move around in the immediate environment Oral. Evidence of learning (words in italics refer to Life Skills outcomes) Indicating assistance required may be a strategy for moving around in the environment. LS. 80 . wear a seatbelt in a car or bus.Life Skills Years 7–10: Advice on Planning.3.

Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • factors contributing to a sense of identity in Australian communities recognise that they are members of a variety of communities • explore the features of communities • Identifying. Programming and Assessment Focus: Belonging to communities Outcomes: LS. LS. Oral.10.7. visual and/or tangible feedback and prompts by the teacher to affirm students’ identification of groups to which they belong and the variety of groups within the community. 81 .11. LS. Students • participate in classroom activities and fieldwork to identify. scouts. uniforms and other items from home – indicating the activities of the community group to which they belong and their participation in these activities – indicating what they enjoy most about belonging to and/or supporting these groups – using photographs/pictures to record on a community map the location of meeting places for identified community groups. LS. videos.3. guides.12 Students learn about Students learn to Integrated learning experiences. religious group to which they belong and/or support. instruction and assessment Teacher • assists students to explore what it means to be a member of a community • facilitates fieldwork to locate and identify community groups. eg the scouts meet at the hall in Smith Street. LS. locate and explore the activities of community groups such as youth groups.Life Skills Years 7–10: Advice on Planning. badges. locating and exploring the activities of community groups to which they belong may indicate exploring the diversity of Australian communities and/or recognising the importance of active and informed citizenship. football team. These activities may also involve using a variety of strategies to locate and select information and/or using a variety of strategies to organise and communicate information. the football club is next to the garage on the main road – making a poster or multimedia presentation of the range of groups and activities to which students belong and/or support in the community. This may include: – bringing photographs. swimming club.

stories Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • Australia’s cultural identity • recognise the range of cultures represented in the class. school and wider community Bringing items from home that reflect their cultural background may indicate exploring the diversity of Australian communities.11. making and decorating models.3. LS. continued 82 . LS. instruction and assessment Teacher • assists students to identify the cultural background of themselves and others in the school/community • assists students to explore the range and contributions of cultural groups in the community • assists students to recognise individuals and groups that support and protect the community. Oral. school and wider community • • record information about the cultural background of class members.12 Students learn about Students learn to Integrated learning experiences. LS.2. eg by participating in making a mural.10. • Australia’s cultural identity explore the features of communities • recognise the range of cultures represented in the class. photographs. Students • bring items from home that reflect features of their cultural background to share with others.Life Skills Years 7–10: Advice on Planning. Activities may include: – plotting country of origin of class members or their parents on a world map – including items brought from home in classroom display – describing cultural similarities and diversity between class members Recording information about the cultural background of class members may indicate using a variety of strategies to locate and select information and/or using a variety of strategies to organise and communicate information and/or exploring the diversity of Australian communities. Sharing in cultural activities may be evidence of exploring the diversity of Australian communities. constructing and/or decorating items in the classroom or school to represent a cultural theme • participation in cultural activities alongside community members. traditional costumes. eg food. songs. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: • sharing their cultural background with others • recording of the cultural background of themselves and others in the class • Australia’s cultural identity • explore the ways that cultural diversity has contributed to Australia’s identity • share in cultural activities alongside community members. LS. music. Programming and Assessment Focus: Faces in the community Outcomes: LS.

1. community services groups – matching photographs. and what makes it unique.2. eg police or ambulance officers.11. 83 .10. LS. groups and government departments/agencies that respond to disasters caused by natural hazards Oral. pictures and/or text of individuals and/or groups who support the community – identifying on a community map where these services are located – undertaking research. Creating a collage or multimedia presentation of features of the local community may be evidence of exploring the diversity of Australian communities and/or using a variety of strategies to organise and communicate information. cultural venues) and people. to obtain information on the functions of these services Evidence of learning (words in italics refer to Life Skills outcomes) Recognition of the range of groups and personnel who support the community may be evidence of moving around in the environment and/or recognising the features of a range of environments. It may also indicate exploring the diversity of Australian communities and/or exploring the effects of the physical environment on people’s activities and/or using a variety of strategies to locate and select information. • creation of a collage or multimedia presentation of the features of the local community and what makes it unique. LS. The collage may include community location.3. Feedback • natural hazards that affect people’s lives and activities • recognise individuals. fire brigade or SES personnel.12 Students learn about Students learn to Integrated learning experiences. LS. possibly including fieldwork. Programming and Assessment Focus: Faces in the community (cont) Outcomes: LS. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: • identification of the range of groups who support the community in the event of natural hazards in the physical environment • factors contributing to a sense of identity in Australian communities recognise that they are members of a variety of communities • explore the features of communities • • creating a collage or a multimedia presentation to depict the features of the local community and the contributions of cultural groups.Life Skills Years 7–10: Advice on Planning. places of worship. LS. instruction and assessment Students • recognise the range of groups and personnel who support the community. its facilities (such as cafes. LS.

11. to explore and compare the effect of the physical environment and the climate on the activities of people in coastal and inland communities. LS. topography and natural resources Participation in fieldwork may indicate exploring the effect of the physical environment on people’s activities and/or using a variety of strategies to locate and select information.3.4. LS. rainfall. LS. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: • identification of the location of their community on a map of Australia • identification of the features of coastal and inland environments • recognise that people’s activities are influenced by climate. This may include establishing links with one or more schools using communication technology and/or site studies and investigating: – recreational activities – transport – work opportunities • Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • Australia’s geographical dimensions – shape • recognise the shape of Australia Identifying the location of their local community may indicate recognising the features of a range of environments. instruction and assessment Teacher • assists students to recognise a map of Australia. drawing or modelling the shape of Australia – locating the state of New South Wales on a map – plotting the location of their community on a map of New South Wales and/or Australia explore the difference between coastal and inland environments.2.Life Skills Years 7–10: Advice on Planning. Oral. This may include: – matching pictures/photographs to distinguish between coastal and inland environments – labelling pictures/photographs to indicate the type of climate associated with coastal and inland environments – labelling pictures/photographs to highlight the vegetation typical of coastal and inland environments • undertake research. LS. locate New South Wales and plot their community on the map • assists students to identify the coastal and inland regions of the state and their associated landforms. patterns of: – landforms – drainage basins – climate. temperature – vegetation – natural resources – soils • effects of aspects of the physical environment on people’s activities – climate – topography – natural resources • • recognise that there are varied types of landforms.12 Students learn about Students learn to Integrated learning experiences. This may include: – recognising the shape of Australia – tracing. possibly including fieldwork. Students • identify the location of their community on a map. • research into the effect of the physical environment on the activities of people.1. continued 84 . vegetation and natural resources in Australia Participation in exploring the difference between coastal and inland environments may indicate recognising the features of a range of environments. climates and/or vegetation • assist students to recognise and record the distinctive features of native Australian flora and fauna. climates. Programming and Assessment Focus: Distinctive features of Australia Outcomes: LS. LS.

LS.2. continued 85 . Programming and Assessment Focus: Distinctive features of Australia (cont) Outcomes: LS. banksias. drawings. eg the colour. the varieties of banksias – recording their fieldwork using photographs. videos. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: • recording of native plants in the school and/or local environment determine from their fieldwork the most appropriate native trees/flowers to plant in the school or local community as part of a flora regeneration project Determining the most appropriate native trees and flowers to plant in the school/community may indicate recognising the features of a range of environments and/or using a variety of strategies to locate and select information. LS. • identification of the most appropriate plants to grow in the local area. size. the feel and smell of wattle flowers and eucalyptus leaves. written text. LS. It may also involve using a variety of strategies to organise and communicate information. Feedback • distinctive features of Australian flora recognise well-known Australian trees and flowers • recognise the distinctive features of native Australian trees and flowers • Oral. tables and graphs • Evidence of learning (words in italics refer to Life Skills outcomes) Participation in fieldwork to recognise and record native plants may indicate recognising the features of a range of environments and/or experiencing a range of environments.4.11. LS. wattles etc – sorting and matching photographs/pictures of the features of a variety of native trees/flowers – exploring the distinctive features of native plants. This may include: – locating native flora such as eucalyptus trees.1. instruction and assessment Students • undertake fieldwork to recognise and record native trees/flowers in the school/local environment.3. LS.12 Students learn about Students learn to Integrated learning experiences. shape and colour of waratahs.Life Skills Years 7–10: Advice on Planning.

instruction and assessment Students • undertake fieldwork to recognise and record the distinctive features of native animals. 86 .Life Skills Years 7–10: Advice on Planning.3.4. Feedback • distinctive features of Australian fauna recognise well-known Australian animals • recognise the distinctive features of Australian animals • Oral.1. habitats and the way they care for their young – recording their fieldwork using photographs. written text Evidence of learning (words in italics refer to Life Skills outcomes) Participation in fieldwork to recognise and record native animals in the local environment may indicate moving around in the environment and/or recognising the features of a range of environments. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: • recording of the distinct features of Australian native animals • distinctive features of Australian fauna • use a variety of strategies to organise and communicate information • communicate results of their fieldwork to others. pictures. eating habits. • communication of the results of their fieldwork. Programming and Assessment Focus: Distinctive features of Australia (cont) Outcomes: LS.2. LS. LS.11. LS. LS. LS. wildlife sanctuary or in the local environment – observing.12 Students learn about Students learn to Integrated learning experiences. This may include: – recognising native animals in a visit to a zoo. photographing and/or videoing a variety of native animals focusing on their appearance. This may include: – placing labelled photographs and/or a poster in a prominent position in the classroom or school – developing a multimedia presentation – presenting an oral report. Communicating the results of their fieldwork with others may indicate using a variety of strategies to organise and communicate information. The fieldwork may also involve using a variety of strategies to locate and select information and/or using a variety of strategies to organise and communicate information.

6 explores the ways in which the wider Australian community interacts with Aboriginal Peoples and cultures LS. ABC Series.com.au Aboriginal and Torres Strait Islander Commission http://www.com. Traditional Aboriginal Culture and Society (Information Pack) ATSIC.5 recognises the significant contribution of Aboriginal people to Australian society LS.10 uses a variety of strategies to organise and communicate information.christineanu.yothuyindi. reprinted by Heinemann Library. D. Resources Books Barlow.net.vibe.8 uses appropriate protocols for working with Aboriginal Peoples and communities LS. Students develop appropriate ways to interact with members of the Aboriginal community and explore the importance of land to Aboriginal people.4 recognises the importance of self-determination and autonomy for Aboriginal Peoples LS. Learning activities address selected ‘learn about’ and ‘learn to’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students. Collins. Stokes. The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests.bangarra. Tresize.1 recognises factors that contribute to an Aboriginal person’s identity LS. The Rainbow Serpent. Life Skills Outcomes A student: LS.3 Aboriginal Studies Years 7–10 Life Skills unit: Connecting with Aboriginal people and their cultures Unit title: Connecting with Aboriginal people and their cultures Description: This unit involves students exploring important features of Aboriginal cultures and the ways that Aboriginal people contribute to Australian society. Aboriginal Australia Reading Series. Canberra Department of Aboriginal Affairs. 2010. Sydney Naamarroo Employment Services. Deadly Vibe Magazine.au 87 . Programming and Assessment 8.gov. Australian National University Press. reprinted by Angus & Robertson.au Yothu Yindi http://www. D. Harcourt Brace Jovanovich. P & Roughsey. Collins. Rushcutters Bay. PO Box 810.com Deadly Vibe Magazine http://www. Sydney. Sydney. Darlinghurst. Djugurba – Tales from the Spirit Time.Life Skills Years 7–10: Advice on Planning.amonline.atsic. Aboriginal Nations Pty Ltd. Desert Dreamings.com Christine Anu http://www. Redfern Videos The Dreaming Series. Carlton. Sydney. Sydney. M. Macmillan. 97 Rose St Chippendale. Jacaranda Press. Posters ATSIC. D.au Australian Museum http://www.9 uses a variety of strategies to locate and select information LS. Roughsey. Sydney. Canberra. Gidja. 2008 Message Stick. Australian Aborigines Series. A & Hill. Websites Bangarra Dance Theatre http://www.

techniques and processes.1 experiences cultural diversity LS.3 uses a variety of techniques to present information and software technology LS.2 explores a variety of materials.4 explores the effects of the physical environment on people’s activities LS. LS. events and issues in Australian history LS.Life Skills Years 7–10: Advice on Planning.11 views and responds to a range of visual texts. Programming and Assessment Links A student: A student: Aboriginal Languages Information and Software Technology LS.2 explores their own and other cultures solutions English Music LS.9 appreciates a variety of music LS.MBC.2 listens for a variety of purposes in a range of contexts LS.3 uses technology and aids to communicate with a range of audiences LS.MBC.1 experiences a variety of artmaking activities History LS.5.9 recognises the contribution of Aboriginal peoples and other cultures to Australian society.2 moves around in the environment Visual Arts LS.7 experiences music from a variety of social.16 explores social and cultural issues through texts LS.3 participates in site studies to explore people. 88 . cultural and historical contexts LS.23 supports and cooperates with others in a range of contexts LS.5 uses appropriate behaviours in social situations Geography LS. media and multimedia PDHPE LS. teachers may wish to link the activities in this unit with the Stage 5 unit ‘Aboriginal Loss of Autonomy after Invasion’ (p 15) or ‘Aboriginal Organisations in the Post-invasion Context’ (pp 16–21) in Aboriginal Studies Years 7–10: Advice on Programming and Assessment. For students working towards Life Skills outcomes in regular classes.

dance. songs. instruction and assessment Teacher • assists students to identify the cultural background of themselves and others • assists students to explore aspects of cultural diversity • invites members of the Aboriginal community to share features of their culture. songs. continued 89 .1. Students • bring items from home that reflect features of their cultural background to share with others. Programming and Assessment Focus: Exploring traditional and contemporary Aboriginal culture Outcomes: LS. stories response to and identification of the cultural background of themselves and others in the class. food outlets. Identifying features of diversity in their local community is important in recognising factors that contribute to an Aboriginal person’s identity. festivals. music.Life Skills Years 7–10: Advice on Planning. chants. traditions. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: • sharing their cultural background with others • • explore factors that contribute to identity • identify features of diversity in their local community such as food.6. musical instruments. LS. Oral. music. greetings. traditional costumes. eg photographs. special occasions. stories Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • factors that contribute to identify • recognise that each person has their own identity Bringing items from home representing students’ cultural backgrounds is important in recognising factors that contribute to an Aboriginal person’s identity. clothing/costumes. LS.8 Students learn about Students learn to Integrated learning experiences.

This may include: – listening to traditional and contemporary Aboriginal music associated with a range of celebrations – exploring the movement. communicating with and showing respect for Aboriginal Peoples • listen to and ask questions of an Aboriginal guest speaker on the significance of the land for Aboriginal people in relation to food. feel and sound produced by musical instruments – listening to/viewing stories. Responses by the guest speaker can also provide feedback.8 Students learn about Students learn to Integrated learning experiences. Listening to Aboriginal guest speakers may indicate using appropriate protocols for working with Aboriginal Peoples and communities. Programming and Assessment Focus: Exploring traditional and contemporary Aboriginal culture (cont) Outcomes: LS. LS.6. spiritual connections • use of appropriate protocols when listening to an Aboriginal guest speaker. eg Dreamtime stories – observing and participating in a dance associated with a particular occasion or ceremony – visiting an Aboriginal cultural centre or gallery • Evidence of learning (words in italics refer to Life Skills outcomes) Exploring aspects of Aboriginal culture through traditional music. kinship. dance and cultural presentations may indicate exploring the ways in which the wider Australian community interacts with Aboriginal Peoples and cultures. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: • participation in Aboriginal cultural activities share in cultural experiences alongside Aboriginal community members. stories. participate in creating artwork using traditional Aboriginal methods Participation in shared cultural experiences may indicate exploring the ways in which the wider Australian community interacts with Aboriginal Peoples and cultures. Feedback • the increasing interaction of nonAboriginal people with Aboriginal Peoples and culture • explore how people in the wider community are accessing aspects of Aboriginal culture Oral.Life Skills Years 7–10: Advice on Planning. LS. eg participate in preparing and eating a variety of food. • participation in cultural experiences alongside Aboriginal community members • the appropriate protocols for communicating and showing respect for Aboriginal Peoples and cultures • explore the appropriate ways of behaving towards.1. continued 90 . instruction and assessment Students • explore aspects of Aboriginal culture with one or more members of the Aboriginal community.

eg Rabbit Proof Fence • explore factors that – viewing/listening to Dreamtime stories contribute to an – viewing/listening to Aboriginal visual and Aboriginal person’s performing artists sense of identity – discussing the significance of the colours and design of the Aboriginal flag Exploring the significance of the land for Aboriginal people may indicate recognising factors that contribute to an Aboriginal person’s identity.4. culture and the land. Programming and Assessment Focus: Exploring traditional and contemporary Aboriginal culture (cont) Outcomes: LS. art. model or multimedia presentation about a particular aspect of Aboriginal culture in an appropriate format. stories. LS.8 Students learn about Students learn to Integrated learning experiences. instruction and assessment Students • make a poster.1. Oral.Life Skills Years 7–10: Advice on Planning. continued 91 . visual and/or tangible feedback and prompts by the teacher to guide and affirm responses to films.1.10 Teacher • assists students to explore links between contemporary Aboriginal enterprises. visiting artists and the Aboriginal flag and the identification of the link between the land and Aboriginal identity. food.9. LS. Students • factors that contribute • recognise the centrality • explore the significance of the land for Aboriginal to Aboriginal identity of land to Aboriginal people through: identity – viewing films. dance. Feedback • the increasing interaction of nonAboriginal people with Aboriginal Peoples and culture • explore how people in the wider community are accessing aspects of Aboriginal culture Oral.6. LS. LS. visual and/or tangible feedback and prompts by the teacher to guide and affirm creation of a poster. Focus: Land and its significance for Aboriginal identity Outcomes: LS. model or multimedia presentation to illustrate a particular aspect of Aboriginal culture such as music. Evidence of learning (words in italics refer to Life Skills outcomes) Illustrating a particular aspect of Aboriginal culture may indicate exploring the ways in which the wider Australian community interacts with Aboriginal Peoples and cultures. LS. stories.

LS. Responses by others provide feedback. Feedback • the importance of the land and economic independence for Aboriginal selfdetermination and autonomy • a variety of strategies to access information to meet a particular need recognise the links between economic independence and autonomy • identify the importance of the land for Aboriginal selfdetermination • locate information using appropriate strategies • Oral.9. oral and graphic forms to communicate information • • record the results of their research and present their findings to others. It may also involve using a variety of strategies to locate and select information.Life Skills Years 7–10: Advice on Planning. 92 .10 Students learn about Students learn to Integrated learning experiences.1. This may include: – annotating photographs taken on the site study – completing a teacher-structured worksheet – creating a poster – presenting an oral report – developing a multimedia presentation. Recording the results of research and presenting findings may involve using a variety of strategies to organise and communicate information. instruction and assessment Students • undertake site studies and/or communication technology research to explore contemporary Aboriginal organisations/enterprises. • recording of results and presentation to others. LS. LS.4. This may include answering the following questions: – What does the organisation/enterprise do? – Where does it operate? – How does it service the needs of the community? – What are the links between the organisation/enterprise and various expressions of Aboriginal culture? Evidence of learning (words in italics refer to Life Skills outcomes) Undertaking site studies or research may involve recognising factors that contribute to an Aboriginal person’s identity and/or recognising the importance of self-determination and autonomy for Aboriginal Peoples. Programming and Assessment Focus: Land and its significance for Aboriginal identity (cont) Outcomes: LS. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: • investigation of contemporary Aboriginal organisations and enterprises strategies for organising information • formats for communicating information • • evaluate and order information select and use appropriate written.

the selected person • assists students to record their investigation in appropriate formats to share with others. eg Jason Gillespie. continued 93 . Bronwyn Bancroft – performing arts. This may include: – identifying well-known Aboriginal people – sorting and matching well known Aboriginal people with the area in which they are famous – recognising through discussion that Aboriginal people are now more visible and vocal in the community • select an Aboriginal person as the subject of a case study. Mandawuy Yunupingu. eg Deborah Mailman – sport. Programming and Assessment Focus: Connecting with prominent Aboriginal people Outcomes: LS. Students • participate in class activities to explore roles of wellknown Aboriginal people in the community. LS.10 Students learn about Students learn to Integrated learning experiences. Nova Peres-Kneebone. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: • identification of well known Aboriginal people and their roles in the community • • the contribution of Aboriginal people to Australian society • participate in the development of a case study regarding the contribution of an Aboriginal person to Australian society selection of an appropriate Aboriginal person as the subject of a case study. LS. eg Linda Burney. LS. Aiden Ridgeway – human rights. eg Dr Lowitja O’Donoghue Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • the increasing interaction of nonAboriginal people with Aboriginal Peoples and culture • recognise the ways in which Aboriginal Peoples are increasingly visible and vocal in the community Participation in class activities to explore roles of well-known Aboriginal people may indicate exploring the ways in which the wider Australian community interacts with Aboriginal Peoples and cultures.6. Individuals may be selected from the areas of: – visual arts.Life Skills Years 7–10: Advice on Planning. LS. eg Christine Anu. Cathy Freeman – politics. Selection of an Aboriginal person as the subject of a case study may indicate recognising the significant contribution of Aboriginal people to Australian society.8. or interview with.9. David Gulpilil – film and television. Oral. including organising a visit by. eg Sally Morgan. instruction and assessment Teacher • provides information on a range of contemporary and prominent Aboriginal people • assists students to select a prominent Aboriginal person as the subject of a case study • assists students to identify and access a range of resources.5.

This may involve: – creating a scrapbook of photographs. videos and websites – locating and selecting information – participating in preparing questions and interviewing the selected person by phone.5. communicating with and showing respect for Aboriginal Peoples locate information using appropriate strategies select relevant information from identified sources evaluate and order information Oral. location and selection of appropriate resources that will provide information on the life and contribution of the person • formats for communicating information • select and use appropriate written. • recording of their information in an appropriate format Sharing their case study with others may indicate using a variety of strategies to organise and communicate information. • Determining the most appropriate way to record the information gathered may indicate using a variety of strategies to organise and communicate information. This may involve: – participating in a discussion about the Aboriginal person – identifying the types of resources that will provide information on the life and contribution of the person such as books. LS.10 Students learn about Students learn to Integrated learning experiences. This may include: – placing labelled photographs or a poster in a prominent position in the class or school – developing a multimedia presentation – presenting an oral report. LS. LS. Feedback • the contribution of Aboriginal people to Australian society • the appropriate protocols for communicating and showing respect for Aboriginal Peoples and cultures • a variety of strategies to access information to meet a particular need • • • • • strategies for organising information • participate in the development of a case study regarding the contribution of an Aboriginal person to Australian society explore the appropriate ways of behaving towards.9. Responses by others can provide feedback. It may also indicate using appropriate protocols for working with Aboriginal Peoples and communities and/or using a variety of strategies to locate and select information. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: • identification. 94 .8. instruction and assessment Students • undertake the case study. Programming and Assessment Focus: Connecting with prominent Aboriginal people (cont) Outcomes: LS. photographs. films. newspaper cuttings – creating a collage of annotated materials – retelling the main events in the life of the selected Aboriginal person through photographs. • communication of the results of their case study in an appropriate format. email. multimedia presentation • share their case study with others. newspaper cuttings.6. pictures. oral and graphic forms to communicate information determine the most appropriate way to record the information gathered as part of the case study.Life Skills Years 7–10: Advice on Planning. in person – participating in a group discussion/forum to discuss the information they have collected for the case study Evidence of learning (words in italics refer to Life Skills outcomes) Undertaking the case study may indicate recognising the significant contribution of Aboriginal people to Australian society. LS.

12 uses a variety of strategies to organise and communicate information Scamwatch http://www. Programming and Assessment 8.8 responds to increasingly complex written texts PDHPE LS.7 makes informed decisions about purchasing goods and services http://www.11 uses a variety of strategies to locate and select information National Children’s and Youth Law Centre http://www.gov.org. teachers may wish to link the activities in this unit with the Stage 5 unit ‘Consumer Choice’ in Commerce Years 7–10: Advice on Programming and Assessment (pp 19–28).gov.4 explores rights and responsibilities as a consumer NSW Office of Fair Trading LS.13 communicates in a range of contexts LS.dft.au/shopping/shoppingtips/lay-bys with commercial and legal problems and issues http://www.moneystuff.3 explores consumer.5.6 uses visual texts in a range of contexts NLS.gov.au LS. Links A student: A student: English Mathematics LS.au Life Skills Outcomes 5.au LS. however teachers may incorporate these if they are considered to be appropriate to the needs of their students.15 plans personal finances LS. legal and employment issues which affect daily life Consumers Online http://www.nsw.gov.1 experiences a variety of artmaking activities LS.8 purchases goods and services http://www. financial. solutions.au/shopping LS.au LS.26 uses problem-solving strategies in a variety of contexts LS.14 communicates with a range of audiences Visual Arts Information and Software Technology LS.gov. and identifying the ways in which people obtain goods and services in the community.consumersonline.fairtrading.1 uses information and software technology in solving a range of problems LS.dft.nsw.choice. Not all the ‘learn about’ and ‘learn to’ statements for http://www.accc. Students use strategies to make informed decisions when purchasing goods or services and identifying areas where consumers may need protection.nsw. 95 . responses or a point LS. For students working towards Life Skills outcomes in regular classes.gov.au community Australian Consumers’ Association http://www.asic.10 identifies appropriate community support personnel and agencies who can assist http://www. 6 and 9.7 reads and responds to short written texts NLS.2 recognises ways in which people obtain goods and services in the local Australian Competition and Consumer Commission http://www.13 uses money to purchase goods and services LS.au/fido/fido.au LS.21 uses appropriate communication strategies in a variety of contexts LS.nsw.fido.gov. The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests.nsf/byheadline/Teacher+resources?openDocument each outcome are included in this sample unit.au LS.3 uses a variety of techniques to present information and software technology of view.gov. Life Skills Outcomes Resources A student: LS.1 explores the differences between needs and wants Websites LS.au LS.scamwatch.dft.4 Commerce Years 7–10 Life Skills unit: Informed consumers Unit title: Informed consumers Description: This unit involves students exploring needs and wants. Learning activities address selected ‘learn about’ and ‘learn to’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students.lawstuff.asic.Life Skills Years 7–10: Advice on Planning.13 uses individual and collective skills in the learning process Australian Securities and Investment Commission Note: Teachers may develop other units of work to address syllabus content related to http://www.6 makes a variety of artworks that reflect experiences.fido.2.12 communicates for a variety of purposes LS.com.gov.

Oral. eg computer games. love and well-being. friendship. This may include: – identifying the basic needs of all young people for food. eg parents/carers provide food and shelter. Teachers may choose to design other activities to address ‘aspirations’ where appropriate. mobile phones – sorting real objects and/or using advertising material to make an individual or group poster that differentiates between student ‘needs’ and ‘wants’ – matching photographs/pictures to illustrate the ways in which their basic needs are met. doctors and hospitals provide health care – recognising that some needs cannot be purchased. Students • identify the differences between needs and wants. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ demonstration of the differences between needs and wants and their appreciation that they don’t need to buy things to be happy.1 Students learn about Students learn to Integrated learning experiences. instruction and assessment Teacher • explicitly teaches the differences between ‘needs’ and ‘wants’ by focusing student attention on items that are essential to meet basic needs as opposed to ‘wants’ that are desirable but not essential • assists students to identify the ways in which their basic needs are met • assists students to identify those needs that cannot be purchased.Life Skills Years 7–10: Advice on Planning. eg love.) Outcome: LS. care. fashionable clothing. clothing. CDs. DVDs. shelter. well-being. Programming and Assessment Focus: Needs and wants (Note: This focus area relates specifically to ‘needs’ and ‘wants’. Evidence of learning Feedback basic needs and wants common to all young people • how needs and aspirations of young people may be met • identify basic needs common to all young people • identify ways in which the needs of young people may be met • Identification of needs and wants may indicate exploring the differences between needs and wants. education and health care – identifying items that might be desirable but are not essential. 96 .

eg a hair cut from a hairdresser. eg prescription medicines from a chemist. goldfish from a pet shop – making a poster to indicate goods that can be purchased from multiple providers. eg meat from a supermarket or butcher. instruction and assessment Teacher • provides students with pictures of a range of goods and services and assists students to determine where these can be purchased/obtained • assists students to determine items that can be purchased from a single provider and those that can be purchased from multiple providers • organises simulated or actual site visits to identify the range of providers of goods and services in the local community. Evidence of learning Feedback • the differences between goods and services where goods and services may be obtained how goods and services may be obtained • • • • • • • identify providers of goods identify providers of services identify where specific goods may be obtained identify where services may be obtained make a purchase directly from a retail outlet Matching specific goods and services to appropriate providers may indicate recognising the ways in which people obtain goods and services in the local community. a dental check at the dentist.Life Skills Years 7–10: Advice on Planning.2 Students learn about Students learn to Integrated learning experiences. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ matching of specific goods and services to appropriate providers and identification of the ways in which people obtain goods and services in the local community. fruit from a greengrocer or supermarket – matching and labelling pictures or photographs to indicate where services may be obtained and/or purchased. petrol from a service station. Oral. Programming and Assessment Focus: Where do you get it? Outcome: LS. a vaccination for a dog at the veterinary clinic – participating in simulated or actual site visits to identify appropriate community providers for purchasing/obtaining goods and/or services. This may involve: – matching pictures of specific goods to a single provider or place of purchase. Students • match specific goods and services to appropriate providers. 97 .

Oral. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ participation in consumer scenarios and identification of some of their rights and responsibilities as consumers. LS. instruction and assessment Teacher • explicitly teaches the rights and responsibilities of consumers.4. LS.Life Skills Years 7–10: Advice on Planning. LS. vendors. LS. eg paying a ‘holding deposit’ which is refunded on return of an item Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • responsible consumer behaviour • return hired goods in same condition and on time Participating in role-plays about rights and responsibilities of consumers may indicate exploring rights and responsibilities as a consumer. pets – purchasing goods in good condition and consistent with advertised details – recognising conditions for returning purchased items – returning borrowed/hired goods in the same condition and on time – recognising conditions for hiring some items. Programming and Assessment Focus: Rights and responsibilities as a consumer Outcomes: LS. providers • explicitly teaches the features and conditions related to store protocols • arranges site studies to stores and/or service providers for the purpose of clarifying the rights and responsibilities of vendors/providers and students as consumers when borrowing.13 Students learn about Students learn to Integrated learning experiences.12. hiring or purchasing goods and services • explicitly teaches the features of basic contracts.11. This could include: – recognising conditions for entering some stores. Students • participate in role-plays and/or discussions to develop an understanding of how ‘rights’ and ‘responsibilities’ for consumers apply in real life.10. continued 98 . eg taking in bags.

13 Students learn about Students learn to Integrated learning experiences. Signatures of both the student and teacher represent an acceptance of the terms and conditions of the contract.11.10. borrowing. LS. rights and responsibilities for purchasing. hiring a range of goods following site studies – present and share the information with others individually and/or as part of a group Evidence of learning (words in italics refer to Life Skills outcomes) Participation in site studies to clarify mutual rights and responsibilities may assist students in exploring their rights and responsibilities as consumers and/or using individual and collective skills in the learning process. restricted sale of some goods – recording terms and conditions. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • participation in site visits and recording of their rights and responsibilities as consumers evaluate and order information take on responsibilities to work independently and as a member of a group • explore the features and terms of basic contracts • • participate in drawing up a contract within the class to clarify that contracts consist of an offer and an acceptance. This may include: – clarifying with staff at a council library the terms and conditions when borrowing books/other items – clarifying with video store manager the terms and conditions for hiring videos/computer games – clarifying with a store manager the conditions for entry such as searching bags. continued 99 .4. In detail. Feedback • responsible consumer behaviour a variety of strategies to access information to meet a particular need • strategies for organising information • researching and presenting individually and in groups • the need for consumer protection • return hired goods in same condition and on time • recognise the importance of making payments on time • locate information using appropriate strategies • • Oral. LS. LS. An example of a contract is the offer of free time in exchange for a student completing set tasks. LS. instruction and assessment Students • participate with others in site studies to stores and/or service providers for the purpose of clarifying mutual rights and responsibilities. this may include: – negotiating an amount of free time that will be provided to the student in exchange for completing set tasks – negotiating time frame for the contract – specifying consequences for both parties if the conditions of the contract are not met – recording and signing the contract with the teacher – determining if the contract is to be renewed or changed Participation in drawing up a sample contract may assist students to recognise the need for consumer protection and exploring their rights and responsibilities as consumers.Life Skills Years 7–10: Advice on Planning. Programming and Assessment Focus: Rights and responsibilities as a consumer (cont) Outcomes: LS. • participation in drawing up a sample contract.12.

4.12.Life Skills Years 7–10: Advice on Planning. conditions and legal obligations associated with entering into contracts. Programming and Assessment Focus: Rights and responsibilities as a consumer (cont) Outcomes: LS. Evidence of learning (words in italics refer to Life Skills outcomes) Exploring the implications of ‘fine print’ in common contracts may involve exploring rights and responsibilities of consumers and/or exploring individual legal rights and responsibilities in relation to contracts. personnel and other sources of assistance which individuals can access in relation to legal and commercial issues • Oral. eg mobile phone plans.11. This may include identifying: – individuals or agencies from whom they would seek assistance before entering into a contract – specific rules.13 Students learn about Students learn to Integrated learning experiences. LS. Feedback the need for consumer protection • support personnel and agencies in the community who can assist with commercial and legal issues • explore the features and terms of basic contracts • identify agencies.10. 100 . understood and agreed to before signing – legal consequences for both parties if the terms and conditions of the contract are not met. eg ensuring that all sections of a contract are read. LS. lay-bys. LS. LS. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of the importance and binding nature of contracts and the need for care before entering into contracts. instruction and assessment Students • explore the implications of the ‘fine print’ in a range of common contracts.

12. LS. LS. instruction and assessment Teacher • assists students to explore scenarios that highlight the need for consumer protection • explicitly teaches methods of redress that can be used in a range of consumer scenarios • assists students to identify individuals and/or groups who can provide help in relation to consumer protection. LS. Programming and Assessment Focus: Consumer protection Outcomes: LS. colour – checking that a service has been provided as requested. eg price. Oral. eg shoes have been re-soled.4. continued 101 . a punctured bike tyre has been repaired successfully • recognise methods of redress that can be used in a range of consumer scenarios and apply these in structured role-plays. Students • participate in structured role-plays to identify situations where consumers may need protection.13 Students learn about Students learn to Integrated learning experiences. participation in a range of consumer scenarios and recognition of methods of redress for consumers. size.10.11. This may include: – checking that correct change is given when purchasing an item – checking that goods are without obvious fault and are consistent with advertised details. This may include: – indicating to a shop assistant that the change has not been given or is incorrect – indicating to a shop assistant that goods purchased are inconsistent with advertised details – indicating to staff in a video outlet that a hired video tape did not play correctly – returning a faulty item to a store and asking for a replacement Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • the need for consumer protection • identify areas where consumers may need protection Identification of situations in which consumers may need protection may assist students in exploring their rights and responsibilities as consumers.Life Skills Years 7–10: Advice on Planning. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • identification of situations in which they may need protection as consumers • • the need for consumer protection • recognise the process for redress as a consumer Practising methods of redress in structured role-plays may assist students in exploring their rights and responsibilities as consumers. LS.

evaluate and order information • select and use appropriate written. eg when a store refuses to replace faulty goods or to correct a repair – developing a list of individuals and/or groups who can assist in advocating for their consumer rights – demonstrating skills in locating. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of situations in which they may need protection as consumers and the people and/or agencies who can assist them. LS.11. Feedback • the need for consumer protection • support personnel and agencies in the community who can assist with commercial and legal issues a variety of strategies to access information to meet a particular need • strategies for organising information • formats for communicating information • identify areas where consumers may need protection • recognise the process for redress as a consumer • identify agencies. This may include: – recognising when additional assistance may be needed to redress consumer dissatisfaction.10. Programming and Assessment Focus: Consumer protection (cont) Outcomes: LS. contacting and communicating with others to redress consumer dissatisfaction.Life Skills Years 7–10: Advice on Planning.12. LS. instruction and assessment Students • recognise ways of seeking additional assistance to redress consumer dissatisfaction. LS. LS.13 Students learn about Students learn to Integrated learning experiences. oral and graphic forms to communicate information • 102 .4. personnel and other sources of assistance which individuals can access in relation to legal and commercial issues • locate information using appropriate strategies • Oral. Evidence of learning (words in italics refer to Life Skills outcomes) Recognising when additional assistance may be required and individuals and/or groups that can assist may indicate exploring their rights and responsibilities as consumers and/or indicate identifying appropriate community support personnel and agencies that can assist with commercial and legal problems and issues.

eg ‘buy one. (Students may access consumer websites to examine issues associated with purchasing the selected item.Life Skills Years 7–10: Advice on Planning. get one free’ Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • factors that influence selection of goods and services • identify factors that influence customer choices Exploring techniques used to persuade consumers to buy products may assist students to make informed decisions about purchasing goods and services. LS. posters. exaggeration. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of ways that consumers are persuaded to buy products and so help them make informed decisions about purchasing goods and services. billboards. amount of information provided – use of slogans and jingles. radio. think. instruction and assessment Teacher • uses a variety of advertisements to explicitly teach and assist students to identify techniques that are used to influence consumer choice and persuade consumers to buy products • assists students to ‘shop around’ and compare the cost and value-for-money of a range of items and services • assists students to determine product items that can be tried before purchase • assists students to undertake a case study that involves selecting a major item for purchase (eg mobile phone) and investigating and recording factors that influence the purchasing process. eg ‘everybody needs one’. try before you buy Outcomes: LS. ‘offer ends soon’ – offer of special deals. images – use of high profile people. Techniques that may be discussed include: – use of colour. movement. Oral.12 Students learn about Students learn to Integrated learning experiences. Programming and Assessment Focus: Look.) Students • within the context of a case study. eg sports or film personalities – use of language. LS. explore techniques used to persuade consumers to buy a product by listening to and/or viewing a range of multimedia advertisements from television.7. continued 103 . sound. eg humour.11. catalogues.

eg mobile phone plans – recording information obtained in an appropriate format to demonstrate price comparisons and share this information with others • try appropriate items before purchase. eg designer or generic brand sports shoes. CD/tape/radio players. • factors that influence selection of goods and services • identify factors that influence consumer choices Recognising that some items should be tried before purchase may assist students in making informed decisions about purchasing goods and services. instruction and assessment Students • compare prices of products and services. LS.Life Skills Years 7–10: Advice on Planning. comfort and appearance. try before you buy (cont) Outcomes: LS. think. eg trying shoes or clothing for fit. eg clothing – requesting assistance to try items.7. Evidence of learning (words in italics refer to Life Skills outcomes) Comparing prices of products and services may assist students to make informed decisions about purchasing goods and services. LS. listening to a chosen track on a CD to confirm choice. This may include: – indicating the need for help when purchasing goods and services – identifying trusted and known adults who can provide help when purchasing goods and services – sorting and matching pictures/photographs of goods and services that are similar – identifying the cheapest price for a range of goods and services from printed catalogues and/or online catalogues – telephoning and/or visiting supermarkets to compare the cost of the same size and brand of grocery item – visiting a range of outlets to compare prices. 104 . telephoning and/or visiting service providers to compare the full costs of similar services across several providers. Programming and Assessment Focus: Look. across several outlets – studying online catalogues. • identification of items that should be tried before purchase so that informed decisions may be made about purchasing the goods. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • request for help when purchasing goods and services and comparison of prices of products and services so that they can make informed decisions about purchases.12 Students learn about Students learn to Integrated learning experiences. Feedback factors that influence selection of goods and services • a variety of strategies to access information to meet a particular need • • strategies for organising information identify factors that influence consumer choices • locate information using appropriate strategies • select information from identified sources • evaluate and order information • Oral. It may also indicate using a variety of strategies to locate and select information and/or using a variety of strategies to organise and communicate information. This may include: – identifying appropriate items that can be tried before purchase. quality and value-for-money for specific items.11.

This may include: – determining the item to be purchased and the funds available – researching through the internet.11. LS. Programming and Assessment Focus: Making an informed purchase Outcomes: LS. catalogues and site studies to identify whether the item can be purchased from one or more outlets.Life Skills Years 7–10: Advice on Planning. Students • identify and follow the steps in a process to make an informed purchase. LS. continued 105 .12 Students learn about Students learn to Integrated learning experiences. LS. LS. Oral. financial. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of the steps to follow when purchasing items so that they can make informed decisions about purchasing goods and services. LS. identifying features and value for money across suppliers – researching to identify whether items for purchase are made from recycled materials and/or are presented in recyclable packaging – recognising the guarantee and/or warranty available – identifying the conditions for return or exchange of goods Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • factors that influence consumers responsible consumer behaviour • • • factors that influence selection of goods and services • purchasing goods and services • a variety of strategies to access information to meet a particular need • • • • • • strategies for organising information • recognise the factors that influence consumer decisions identify ways in which individuals promote responsible consumer behaviour identify factors that influence consumer choices identify items for purchase locate information using appropriate strategies select relevant information from identified sources evaluate and order information Examination of influences on consumer behaviour may indicate exploring consumer. instruction and assessment Teacher • negotiates with students and/or parents a specific item that will be purchased for the classroom or home • assists students to develop a plan that reflects the issues for consideration when planning the purchase. comparing costs.4.7. legal and employment issues which affect daily life and/or making informed decision about purchasing foods and services.3.8.

Life Skills Years 7–10: Advice on Planning.8. LS. 106 . This may include: – identifying and locating the outlet where the item is to be purchased – locating the item and checking that it is consistent with advertised details in respect of price.7. size and features – wait appropriately and in turn to be served or to pay for item – tendering appropriate amount to pay for the item at the checkout and checking the amount of any change due – retaining the receipt and/or guarantee or warranty in a safe place in case there is a need to return the item. Programming and Assessment Focus: Making an informed purchase (cont) Outcomes: LS. quality. Evidence of learning (words in italics refer to Life Skills outcomes) Purchasing the item may indicate purchasing goods and services and/or making informed decisions about purchasing goods and services.12 Students learn about Students learn to Integrated learning experiences.4. LS. instruction and assessment Students • purchase the item. Feedback • purchasing goods and services locate appropriate outlets to purchase goods • locate items to be purchased • make payment appropriately • Oral.3. LS. LS. LS.11. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ purchase of goods and/or services.

5 Work Education Years 7–10 Life Skills unit: The world of work Unit title: The world of work Description: This unit involves students in developing skills and strategies to participate in personal transition planning.Life Skills Years 7–10: Advice on Planning. Students explore the roles of a range of services in the community. Programming and Assessment 8. training and employment service providers LS.3 identifies the roles and responsibilities of a variety of organisations in the Computer hardware.ecef.myfuture.ecef.7 communicates personal preferences and choices within the context of planning communities): for transition to further education.au/WaduResource/WADU_PC. training and employment WADU Resource (vocational education resources for Indigenous students and LS.8 recognises skills for effective participation in the workplace myfuture website: http://www.asn. The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests. Learning activities address selected ‘learn about’ and ‘learn to’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students. employment and training systems Australian Government Department of Education.au LS.edu.au transition to further education. and experience a range of training and workplace environments.anta.5 recognises the roles of education.htm LS.4 identifies appropriate support personnel and agencies in the community Australian National Training Authority: http://www.1 explores the nature of work and the workplace Images and video excerpts related to work safety LS.6 explores strategies that facilitate effective planning for and management of Career Education Foundation): http://www. Science and Training (Enterprise and LS.gov.com.actu.12 uses a variety of strategies to organise and communicate information.gov.workplace. multimedia and word-processing software and access to the internet community Websites LS. training and employment http://www. Life Skills Outcomes Resources A student: Contact details for education.au Resources produced by the NSW Department of Education and Training The Student Guide to Workplace Learning The Employment Related Skills Logbook and Support Supplement School to Work Planning Teacher Resource WRAPS Careers: What Do You Want to Be? (video) 107 .au LS. http://www.11 uses a variety of strategies to locate and select information Australian Government Department of Employment and Workplace Relations: LS.10 evaluates personal skills and strengths to facilitate participation in pathways Australian Council for Trade Unions (worksite for schools): planning http://www.worksite.au LS.com.

5 uses appropriate behaviours in social situations LS.10 recognises and responds to safe and unsafe situations LS. 108 .2 moves around in the environment.3 participates in drama experiences in which role-taking is used to enhance their understanding of ideas and feelings English LS.1.5. For students working towards Life Skills outcomes in regular classes.4 uses spoken language to communicate with a range of audiences LS. teachers may wish to link the activities in this unit with the Stage 5 unit ‘The World of Work’ in Work Education Years 7–10: Advice on Programming and Assessment (pp 16–33).3 uses a variety of techniques to present information and software technology solutions PDHPE LS.14 communicates with a range of audiences LS.26 uses problem-solving strategies in a variety of contexts Visual Arts LS.7 uses appropriate strategies to initiate and manage relationships LS. responses or a point of view. A student: Information and Software Technology LS.17 uses individual and collaborative skills in the learning process Geography LS.12 communicates for a range of purposes LS. Programming and Assessment Links A student: Drama LS.11 demonstrates safe practices that promote personal wellbeing LS.22 uses appropriate strategies in response to at-risk situations LS.6 makes a variety of artworks that reflect experiences.Life Skills Years 7–10: Advice on Planning.13 communicates in a range of contexts LS.1 experiences a range of environments LS.10 composes increasingly complex written texts LS.

training and employment • planning processes to assist transition to further education. LS. This may involve: – recognising the importance of planning ahead for future goals – recognising that discussions at a transition planning meeting will provide information about options for further education. enrolling for the forthcoming sports season Evidence of learning (words in italics refer to Life Skills outcomes) Feedback planning and managing the transition to further education.5. carers and friends • explore options and requirements for education. LS. training and employment • strategies for organising information • formats for communicating information • education and training systems • evaluate and order information • select and use appropriate written. LS. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • demonstration of a range of strategies to plan ahead planning and managing the transition to further education. LS. training and/or employment – identifying the time and place for the meeting – identifying the people who will attend the meeting and the ways in which they can assist the student Recognising the goals of transition planning may assist students in communicating personal preferences and choices within the context of planning for transition to further education. Students • participate in discussions about the importance of planning ahead and engage in processes that will facilitate planning.12 Students learn about Students learn to Integrated learning experiences.6. • identification of the goal of transition planning. LS.10. instruction and assessment Teacher • assists students to participate in planning processes on a day-by-day and/or weekly basis • assists students to recognise the importance of planning ahead for specific events • assists students to participate effectively in informal and formal planning processes. oral and graphic forms to communicate information • Using a daily and/or weekly diary or timetable to plan ahead may indicate using a variety of strategies to organise and communicate information.Life Skills Years 7–10: Advice on Planning. training and employment. training and employment with school and community-based personnel • recognise the purposes of planning processes and the role of the student in these processes • • participate in discussions to clarify the purpose and nature of transition planning.11.7. training and employment • recognise current education and training options • explore education and training options with family. weekend trips. continued 109 . Programming and Assessment Focus: Planning ahead Outcomes: LS. Activities may include using a daily and/or weekly school diary or timetable to plan ahead for specific events such as excursions. Oral.

Programming and Assessment Focus: Planning ahead (cont) Outcomes: LS. Feedback • identifying personal skills and strengths • identify personal skills and strengths Oral. LS. The personal folio should be in an appropriate format with photographs and/or visual/written text and may include information about: – preferred subjects at school – preferred work environments. The scenarios should also provide an opportunity for students to defend a personal point of view about preferred options and choices Evidence of learning (words in italics refer to Life Skills outcomes) Developing a personal folio/resume to highlight their goals and personal skills/strengths and areas for development may assist students in communicating personal preferences and choices within the context of planning for transition to further education.11.7.10. instruction and assessment Students • develop a personal folio/résumé that highlights what they like to do and their personal skills and strengths in preparation for discussions at a transition planning meeting. punctuality. LS. resolve conflict. working in a team or independently – skill areas – details of previous work experience – acknowledged areas where improvement would enhance their personal skills and strengths such as the need to work as part of a team.6. continued 110 .5. LS. patience. LS. training and employment. training and employment.12 Students learn about Students learn to Integrated learning experiences. LS. Students may use their folios as the basis for asking questions and seeking clarification about options for further education.Life Skills Years 7–10: Advice on Planning. perseverance. deal with criticism. preferences and choices and give reasons for these • map personal skills and strengths in the context of pathways planning • Participation in structured role-plays may assist students in communicating personal preferences and choices within the context of planning for transition to further education. personal care and presentation • participate in simulated transition planning meetings. eg inside/outside – preferred hobbies and interests – personal attributes such as negotiation/communication/listening skills. training and employment. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • identification of goals and personal skills/strengths the communication skills required for effective participation in planning for transition • linking personal skills to pathways planning • articulate goals. • participation in simulated transition planning meetings and communication of personal preferences and choices.

LS.7. training and employment and/or evaluating personal skills and strengths to facilitate participation in pathways planning. Evidence of learning (words in italics refer to Life Skills outcomes) Participation in a transition planning meeting may indicate communicating personal preferences and choices within the context of planning for transition to further education.6. Programming and Assessment Focus: Planning ahead (cont) Outcomes: LS.11. LS. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ active participation in the transition planning meeting.10. LS. Feedback • linking personal skills to pathways planning • participate in pathways planning Oral. LS. eg expressing a point of view – listening. instruction and assessment Students • participate in a scheduled transition planning meeting.12 Students learn about Students learn to Integrated learning experiences. LS. This may include: – using the information in their folio to express preferences – participating in decision-making processes. identifying and recording actions to be taken following the meeting – determining the timeframe for subsequent meetings – undertaking actions agreed to at the meeting.5.Life Skills Years 7–10: Advice on Planning. 111 .

businesses. Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • organisations in the community – government – business – service • • • accessing support services in the community to meet individual needs • • • a variety of strategies to access information to meet a particular need • strategies for organising information • • • identify the roles of government departments and agencies identify the roles of businesses in the community identify the roles of services in the community identify individual support needs identify appropriate departments. agencies. Medicare office to apply for a Medicare card. businesses and services in the community • assists students to recognise the ways in which specific departments. services or personnel that can assist with individual support needs locate information using appropriate strategies select relevant information from identified sources Identification of relevant service providers to meet individual needs may involve identifying appropriate support personnel and agencies in the community. LS. automatic tellers in banks for withdrawing money using a keycard.Life Skills Years 7–10: Advice on Planning.3. public transport authority to ascertain which railway stations have ramps and/or lifts. businesses and/or services in the community can assist in meeting their individual needs.11. 112 . agencies. businesses and services in the community – identifying individual needs for support and indicating the appropriate department. agencies. agencies. instruction and assessment Teacher • provides information on the roles and functions of a variety of departments.4. LS. business and/or service that can provide assistance – recording the function and contact details of relevant departments. eg RTA for applications for a learner’s permit.12 Students learn about Students learn to Integrated learning experiences. Students • identify agencies that can be accessed to meet individual needs. visual and/or tangible feedback and prompting by the teacher to guide and affirm the identification of. LS. Oral. photographs. agencies and organisations that can assist in meeting individual needs. police & community youth club for information on leisure activities. text to indicate the roles and functions of departments. Programming and Assessment Focus: Services in the community Outcomes: LS. agency. businesses and services in an appropriate format. This may include: – matching pictures. Centrelink for payments and assistance with jobs. and contact with. bank for opening a personal account.

LS.Life Skills Years 7–10: Advice on Planning. Students • explore different types of work. Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • the purposes of work • • the types and variety of work options • the types and variety of work places • • • • a variety of strategies to access information to meet a particular need • • explore the meaning of the term ‘work’ identify the reasons why people work identify the types of work options recognise links between types of work and workplace environments locate information using appropriate strategies select relevant information from identified sources evaluate and order information select and use appropriate written. where specific work is undertaken. part-time or casual work. where specific jobs are done and the reasons why people work may indicate exploring a range of current work and employment issues and/or identifying skills for effective participation in the workplace. Programming and Assessment Focus: What’s work all about Outcomes: LS. Oral.12 Students learn about Students learn to Integrated learning experiences. full-time. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of different types of work and skills necessary for participation in the workforce. unpaid and voluntary work. oral and graphic forms to communicate information Exploring different types of work.1.11. strategies for organising information • formats for communicating information • • • 113 . This may involve: – sorting and matching photographs/pictures to identify what is work and what is not work – recognising the different types of work such as paid. and the reasons why people work. she sells jewellery and she works in a department store – recording the information obtained on a poster or multimedia presentation. permanent or temporary work – interviewing family members or friends to explore work options and the reasons why people work – recounting the work experiences of people from their research – exploring the links between types of work and workplace environments such as indoor/outdoor. LS. he is a builder and he works outside. alone or with others. instruction and assessment Teacher • assists students to explore the meaning of the term ‘work’ and the reasons why people work • assists students to access the internet and other resources to obtain information about the types of work and workplace environments. eg she is a doctor and she works in a hospital.

instruction and assessment Teacher • organises site visits to a range of education. cashiers and assistants in retail outlets. training and workplace environments • assists students to participate in workplace experiences.Life Skills Years 7–10: Advice on Planning. • recording their observations and experiences of work and training site studies in an appropriate format. continued 114 . assistants at a preschool • recognise the links between the types of work and workplace environments • • Participating in site studies to observe and experience a variety of training and/or work environments may involve exploring strategies that facilitate effective planning for and management of transition to further education. eg retail outlets. council parks and gardens – individual or team workplaces. LS. LS. a packer in a factory Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • planning and managing the transition to further education. Oral. fast food outlet – voluntary and paid work. eg green or pink ladies at a hospital. oral and graphic forms to communicate information • • record their observations and experiences of work and training site studies in their folio to reflect on the link between the types of work and training.10. LS. food service – training sites in the community. eg panel-beating.12 Students learn about Students learn to Integrated learning experiences. Students • participate in site studies to observe and record experiences of a variety of training and/or work environments for the purpose of clarifying individual preferences. eg apprentices working at a smash repair shop.8. training and employment • the types and variety of workplaces visit a range of education. This may include visits to: – a TAFE or community college to observe training programs/workshops.6. Programming and Assessment Focus: Experiencing training and workplace environments Outcomes: LS. training and employment environments to observe the work of packers. eg train guard. LS. trainees working at a child care centre – indoor/outdoor workplaces. machine operators in a factory.1. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • participation in site studies to observe and experience a variety of training and/or work environments strategies for organising information • strategies for communicating information • evaluate and order information select and use appropriate written. and the variety of training and work environments Recording their observations and experiences of work and training site studies may indicate using a variety of strategies to organise and communicate information.9. training and employment and/or investigating the nature of work and the workplace. parks and gardens personnel at council facilities. LS.

LS. LS. LS. establish preferences and choices in relation to education.6. Feedback • employee responsibilities • planning and managing the transition to further education.Life Skills Years 7–10: Advice on Planning.10.8. instruction and assessment Students within structured role-plays. training and employment employee responsibilities demonstrate skills that lead to effective participation in the workplace • set goals. Identifying factors necessary for effective participation in training and/or workplace experiences may involve recognising skills for effective participation in the workplace. appropriate personal and interpersonal skills. LS.1. and demonstrate the skills necessary for effective participation in training and/or workplace experiences Evidence of learning (words in italics refer to Life Skills outcomes) Indicating their preferences and demonstrating skills necessary for participation in training and/or workplace experiences within structured role-plays may involve demonstrating skills for effective participation in the workplace. Recording the skills they already have may involve evaluating personal skills and strengths to facilitate participation in pathways planning.12 Students learn about Students learn to Integrated learning experiences. enthusiasm Oral. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • communication of preferences for participation in training and/or workplace experiences • identification of workplace skills identifying personal skills and strengths • linking personal skills to pathways planning • identify personal skills and strengths • map personal skills and strengths in the context of pathways planning • • record the skills they already have for effective participation in training and/or workplace experiences • recording of the skills they already have in an appropriate format. Programming and Assessment Focus: Experiencing training and workplace environments (cont) Outcomes: LS.9. reliability. outline their preferences for participation in training and/or workplace experiences. continued 115 . LS. training and employment • • • • recognise factors that lead to effective participation in the workplace • identify factors necessary for effective participation in training and/or workplace experiences such as punctuality.

honesty. Feedback • a range of workplace experiences • participate in workplace experiences • participate in a range of training and/or workplace experiences in the community.6.1. LS.12 Students learn about Students learn to Integrated learning experiences.8. appropriate personal and interpersonal skills. Programming and Assessment Focus: Experiencing training and workplace environments (cont) Outcomes: LS. locate and communicate with appropriate personnel in the workplace who can provide assistance if needed. reliability. LS. work habits and enthusiasm – comply with rules and requirements for workplaces such as wearing and using appropriate protective equipment – identify.Life Skills Years 7–10: Advice on Planning. LS. instruction and assessment Students • participate in a range of simulated training and/or workplace experiences within the school where a range of workplace skills can be explored.9. LS. This may include: – communicating and behaving appropriately with others – working safely – dressing appropriately – staying on task and attending to own work Evidence of learning (words in italics refer to Life Skills outcomes) Participating in simulated training and/or workplace experiences within the school may involve investigating the nature of work and the workplace. These experiences should provide students with opportunities to: – demonstrate travel skills involved in attending training/workplaces – demonstrate skills for effective participation in the workplace such as punctuality.10. LS. Participating in training and/or workplace experiences in the community may involve investigating the nature of work and the workplace. 116 . Oral. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • demonstration of workplace skills in the context of simulated training and/or workplace experiences within the school • participation in a range of training and/or workplace experiences.

Safe and responsible use of materials. materials and tools in the plant production process. producing and evaluating an individual project that may include a bag (Accessories Design). A range of technologies and materials may be used to make a product.boardofstudies. Students use a variety of plants. techniques and/or computer technology. These sample units should be read in conjunction with the relevant Years 7–10 syllabus and support documents already distributed to schools and available on the Board of Studies website (www. A range of technologies may be used in constructing and/or embellishing the storage device. planter box or toy (Industrial Design) or T-shirt (Fashion Design). development and production of a timber utility box.nsw. Programming and Assessment 9 Technological and Applied Studies Sample units of work have been prepared to assist teachers in programming Life Skills outcomes and content from the Technological and Applied Studies key learning area.6 Industrial Technology Timber utility box .Life Skills Years 7–10: Advice on Planning.edu. This unit involves students in the design. Unit number 9. tools and techniques by students is essential in the Technology (Mandatory) course and teachers should consider this when delivering this unit.au). Safe and responsible use of materials.4 Food Technology Celebrations 9. growing and harvesting of vegetables and the marketing of vegetable products. hydroponics and/or garden plots. This unit involves students in the development of either a personal or group logo to personalise a variety of items. 117 9. This unit involves students exploring storage solutions and producing and evaluating their own storage device. Students may develop their own designs. This unit involves the planting.1 Syllabus Technology (Mandatory) Unit title What do you make of it? Unit description This unit involves students in designing. A variety of growing environments may be used such as pots. They demonstrate safe handling. individualise a design provided by the teacher or embellish a completed storage device. Students plan and prepare a range of food items in the context of small-scale catering activities for celebrations within the school. tools and techniques by students is essential in the Agriculture Technology course. bracelet (Jewellery Design).5 Graphics Technology Stand-out logos 9. Students design their own timber utility box. Students explore the function of logos and design their own personal or group logo. preparation and storage of food items in the context of these projects. Teachers should consider this when delivering this unit of work. The logo design is produced using a variety of media.3 Design and Technology Storage matters 9.2 Agricultural Technology Vegetable production enterprise 9. This unit involves students participating in a range of practical activities that highlight the importance and role of food in celebrations. personalise a design or embellish an existing timber box with appropriate decorations.

9. This unit involves students creating with fabrics to produce decorated fabric items. Students may design a decorated fabric item.8 118 . personalise a design or embellish an existing fabric item with appropriate decorations.Life Skills Years 7–10: Advice on Planning. Programming and Assessment Unit number 9. Students learn to operate a variety of computer hardware and software in the creation of a multimedia presentation to record a significant school event.7 Syllabus Information and Software Technology Textiles Technology Unit title School events in digital Creating with fabrics Unit description This unit introduces students to a variety of digital media.

planter boxes and T-shirts LS 2. tools and equipment LS 5.2 explores a variety of materials. sequins. closing devices. The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests. plastic.1 participates in producing design projects LS 6.3 demonstrates safe practices in the use of materials. canvas. A range of technologies and materials may be used to make a product. 119 . bracelets.1 evaluates the success of completed design projects LS 6. techniques and processes. scanners and software such as LS 1.5. denim. transfers.2 uses a variety of techniques to communicate ideas in the context of producing A variety of materials that could include beads.5 uses the language of position in a variety of situations Visual Arts LS. uses a variety of techniques to present information and software technology MLS. Life Skills Outcomes Resources A student: Access to computer hardware such as digital cameras. bracelet (Jewellery Design). leather.4 responds to the language of position SGLS.4 cares for materials.11 views and responds to a range of visual texts.2 selects the appropriate tools. equipment and materials for specific design A variety of finishes that could include paint. stickers LS 2.2 recognises factors that influence design Examples and images of bags. organises and displays data LS. producing and evaluating an individual project that may include a bag (Accessories Design). handles LS 3. teachers may wish to link the activities in this unit with the Stage 4 unit ‘Toy Maker’ in Technology (Mandatory) Years 7–8: Advice on Programming and Assessment (pp 24–38).1 recognises that a process is used to produce design projects word-processing LS 1. vinyl.5 responds to the language of measurement in everyday contexts Information and Software Technology MLS.2 evaluates the design of everyday products in terms of intended use. SGLS.1 gathers and uses information in the context of producing design projects A variety of embellishments such as tassels. timber. tools and techniques by students is essential in the Technology (Mandatory) course and teachers should consider this when delivering this unit. Learning activities address selected ‘learn about’ and ‘learn to’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students.1 Technology (Mandatory) Years 7–8 Life Skills unit: What do you make of it? Unit title: What do you make of it? Description: This unit involves students designing. hessian. studs. lacquer projects A variety of tools and equipment for the making of the product LS 3.2 gathers.12 communicates for a variety of purposes MLS. planter box or toy (Industrial Design) or T-shirt (Fashion Design). For students working towards Life Skills outcomes in regular classes.6 uses the language of measurement in everyday contexts LS.Life Skills Years 7–10: Advice on Planning. shells.1 experiences a variety of artmaking activities LS. Links A student: A student: English Mathematics LS. wood stain. stencils. Safe and responsible use of materials. Programming and Assessment 9.8 estimates and measures length and distance solutions. jewellery design projects thread. tools and equipment in the context of producing a design project LS 3. calico. media and multimedia DLS.

ergonomics – construction.2. planter boxes and T-shirts. continued 120 . Students • explore the function of a variety of products such as bags (Accessories Design). planter boxes.2. This may include: – collecting and exploring examples and/or pictures of a variety of products from home.1. Oral. finish. the construction. appeal – usefulness.6. safety and stability of planter boxes. toys (Industrial Design) or T-shirts (Fashion Design). bracelets. durability – stability. Programming and Assessment Focus: Function of a variety of products Outcomes: LS. bracelets (Jewellery Design). bracelet (Jewellery Design).1.2.2. safety – materials used Exploring the different uses of products may involve evaluation of the design of everyday products in terms of intended use.Life Skills Years 7–10: Advice on Planning. eg ‘Which bag is the most useful for taking to the beach?’. planter box or toy (Industrial Design) or T-shirt (Fashion Design) and discusses the different uses of these products • assists students in recording their involvement at each step of the design process in a folio. LS. ‘Which of these T-shirts would be most suitable to wear for sport?’ Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • considering the design of everyday objects in terms of meeting their end use • evaluate everyday products in terms of their – function.2 Students learn about Students learn to Integrated learning experiences. LS. LS. eg consider the appeal of bracelets. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ identification of the use and function of a variety of products. instruction and assessment Teacher • displays a variety of products that may include a bag (Accessories Design). school and the local community. the materials and finish used for a variety of bags and T-shirts – respond to questions about the purposes and usefulness of a variety of bags.

2.6. Oral. LS. appeal – usefulness. ergonomics – construction. Items in the folio may include: – photographs and/or other images of their participation at various steps of the process – descriptions of their activities at each step – personal observations – data and information relevant to the project – personalised step-by-step plan for producing the project – evaluation of the project.2. safety – materials used • use techniques to communicate ideas • • establish and maintain a record of their involvement at each step of the design process in a folio.2 Students learn about Students learn to Integrated learning experiences. 121 . the weight of materials used for planter boxes. the durability of wooden toys Evidence of learning (words in italics refer to Life Skills outcomes) Recognising the features that enhance the function of products may involve evaluation of the design of everyday products in terms of intended use. Feedback • considering the design of everyday objects in terms of meeting their end use • using a variety of communication techniques evaluate everyday products in terms of their – function.2.Life Skills Years 7–10: Advice on Planning.1. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: • identification of features that enhance the functions of various products • recording of their participation in the design process in an appropriate format. durability – stability. Programming and Assessment Focus: Function of a variety of products (cont) Outcomes: LS. LS. Establishing and maintaining a record in a folio may indicate recognition that a process is used to produce design projects and recognition of factors that influence design.1. eg closing devices for bags and bracelets. instruction and assessment Students • recognise features that enhance the functions of various products. finish.2. the durability of decorations or embellishments on T-shirts. LS.

2. eg colour. This may include: – selecting a project after observing and experimenting with the samples – indicating a preference for a project – accessing the internet to explore aspects of design. LS 2. bracelets made using different materials such as shells or beads.Life Skills Years 7–10: Advice on Planning. Programming and Assessment Focus: Selecting a product design Outcomes: LS 1.1. LS 2. size.2 Students learn about Students learn to Integrated learning experiences. Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • factors that influence design obtaining information from a variety of sources • applying the design process in the context of producing a design project • recognise that the design of an object is related to its function and purpose • access sources of information • • Selection of an appropriate project may involve gathering and using information in the context of producing design projects and/or recognising factors that influence design. Oral. instruction and assessment Teacher • provides examples of completed projects. eg bags made from different materials such as denim. planter boxes with different finishes such as stained or painted. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ selection of an appropriate project. T-shirts with screen printing or embellishments. a variety of wooden toys • provides access to computer technology and internet to assist students in the design process. decorations – generating designs that take into account the function and purpose of the project using computer graphics software. calico. Students • select a project from either the examples provided or from their own research and personal preference. participate in designing and producing a product 122 .

1. This may involve: – including the personalised step-by-step plan in their folio – following through each step of the plan recognising the activities at each step. Oral. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ identification of the steps needed to produce a design project. Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • the steps in a process to produce a design project • recognise the steps in producing a project including: – identifying a need – exploring ideas – choosing a preferred idea – planning steps for producing the design project – selecting tools. 123 . instruction and assessment Teacher • provides a personalised step-by-step plan of the steps in the production process.1 Students learn about Students learn to Integrated learning experiences. Students • recognise the steps in the personalised step-by-step plan. equipment and materials – producing a design project – evaluating a design project Identification of steps in the production process may indicate recognising that a process is used to produce design projects. Programming and Assessment Focus: Planning steps for producing a product Outcomes: LS.Life Skills Years 7–10: Advice on Planning.

tools and equipment – using materials. tools and equipment. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: • identification of appropriate materials. tools equipment • demonstration of safe use of materials. LS.3.3. Programming and Assessment Focus: Safe use of tools. equipment and materials for specific design projects. LS.3. equipment and materials may indicate selecting appropriate tools. equipment and materials in producing a product Outcomes: LS.3. Students • select tools. LS.2. factors that influence safety – in the classroom – in specialist rooms – in external areas • the application of Occupational Health and Safety practices • • recognise factors that influence the safety of conditions • • recognise properties of materials. equipment and tools that make them dangerous use safe work practices when using materials. continued 124 .1. tools equipment.4 Students learn about Students learn to Integrated learning experiences.3. instruction and assessment Teacher • introduces the specific tools necessary for the project • explicitly teaches and models safe work practices when using the identified materials. tools and equipment and provides opportunities for supervised practice • explicitly teaches and demonstrates care and storage of tools and equipment used in the project. This may include: – recognising rules for the safe use of materials.Life Skills Years 7–10: Advice on Planning. tools and equipment in the context of producing a design project. tools and equipment safely and appropriately under supervision Use of safe practices may indicate recognising safe and unsafe conditions when undertaking design projects and demonstrating safe practices in the use of materials. Oral. equipment and materials necessary for the completion of the project Evidence of learning (words in italics refer to Life Skills outcomes) Feedback the nature and purpose of a range of tools and equipment • properties of materials • select appropriate tools and equipment for a design project • select materials that are appropriate for a design project • Selection of tools.

Programming and Assessment Focus: Safe use of tools. This may include: – returning materials. This may involve: – making a product.3. • managing resources and time to complete a design project applying the design process in the context of making a design project • participate in designing and producing a product Participation in the production of a product may involve participating in producing design projects. tools and equipment in the production process. T-shirt or toy using the selected design and materials. tools and equipment store materials. modelling each activity as required.3. LS. tools and equipment appropriately during the production process.3. 125 . LS. instruction and assessment Students • store materials.2.1.3.4 Students learn about Students learn to Integrated learning experiences.5. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ demonstration of the care and storage of tools and equipment. equipment and materials in producing a product (cont) Outcomes: LS. • • follow the steps to complete a design project Oral. Students • participate in the production process for the project according to the personalised step-by-step plan. Feedback • caring for materials. Focus: Producing the product Outcome: LS. bracelet. tools and equipment to their storage space after use – tidying the work area – reporting any faults or damage to tools and equipment.Life Skills Years 7–10: Advice on Planning. Evidence of learning (words in italics refer to Life Skills outcomes) Appropriate storage of items and the maintenance of a tidy work area may indicate caring for materials. tools and equipment. LS. tools and equipment appropriately • keep workplace clean and clear of hazards • Oral.1 Teacher • reviews the personalised step-by-step plan for the production of the project. T-shirt. planter box. planter box or toy using the selected design and materials.3. and/or – embellishing/decorating a bag. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ demonstration of following the plan and use of materials. eg bag.

This may include: – displaying the folio in a prominent place in the school – describing aspects of their folio to others – participating in discussion and answering questions about the folio and activities represented in it. Students • evaluate their product in terms of function and aesthetics. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: • evaluation of the product in terms of function and aesthetics use techniques to communicate ideas Sharing the information in their folio to others may involve using a variety of techniques to communicate ideas in the context of producing design projects.6.2. 126 .1 Students learn about Students learn to Integrated learning experiences. ‘What are the features of your bracelet that make it look good?’ – trialling the bag and completing a teacher-designed questionnaire regarding performance to be included in the folio – including photographs in their folio of the planter box in use – recording in their folio the reactions of other students to the T-shirt – evaluating the toy’s durability – making suggestions in their folio about how the design and/or construction could be improved or replicated • share the information in their folio with others. Programming and Assessment Focus: Evaluating the completed product Outcomes: LS.2. society and environment • use techniques to communicate ideas • • Evaluation of the project may indicate evaluating the success of completed design projects and/or using a variety of techniques to communicate ideas in the context of producing design projects.Life Skills Years 7–10: Advice on Planning. Oral. Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • evaluating a design project in terms of – function – aesthetics – available resources – social and cultural appropriateness – environmental impact – marketability using a variety of communication techniques • using a variety of communication techniques • evaluate a completed design project • evaluate a design project in terms of – presentation – packaging – price/cost – safety – impact on individuals. LS. instruction and assessment Teacher • assists students to evaluate the product • facilitates students sharing their experiences of the production process with others. • sharing their information with others in an appropriate format. This may include: – responding to questioning such as.

M.5 responds to the language of measurement in everyday contexts English MLS.14 recognises that living things depend upon each other and on their environments LS. materials and tools in the plant production process.12 selects appropriate equipment. seeds. B. R. (1998) Dynamic Agriculture Book 1. pest control products Links A student: A student: Commerce Information and Software Technology LS. Tools such as garden spade. LS. L. garden bed.2 investigates some environmental factors that affect plant and animal Macmillan Education Australia production • Brown.9 writes short texts for everyday purposes LS. rake. and Ramsay. Hindmarsh. Sydney: LS. New York: McGraw Hill requirements of an agricultural enterprise • Workboot series books and resources Cloverdale.2 Agricultural Technology Years 7–10 Life Skills unit: Vegetable production enterprise Unit title: Vegetable production enterprise Description: This unit involves the planting.5. fertiliser. face masks. 127 . gloves. Melbourne: Nelson and present information related to an agricultural enterprise Australia LS. tools and techniques by students is essential in the Agriculture Technology course. Safe and responsible use of materials. materials and tools.13 demonstrates safe practice in the use of equipment. R. materials and tools to meet the • Sutherland. Programming and Assessment 9.6 uses the language of measurement in everyday contexts LS. Thornthwaite.6 makes a variety of artworks that reflect experiences.2 listens for a variety of purposes in a range of contexts Science LS. (1999) Dynamic Agriculture Book 2. S.A. soil.5 participates in the production process of an agricultural enterprise • Brown. potting mix. L. S. water.Life Skills Years 7–10: Advice on Planning. organise • Francis.4 explores how agricultural production contributes to our daily lives McGraw-Hill LS.11 views and responds to a range of visual texts.6 participates in marketing an agricultural product McGraw-Hill LS. Learning activities address selected ‘learn about’ and ‘learn to’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students.6 uses visual texts in a range of contexts LS. growing and harvesting of vegetables and the marketing of vegetable products. Hanlon. J.7 reads and responds to short written texts Visual Arts LS. teachers may wish to link the activities in this unit with the Stage 5 unit ‘Vegetable Production Enterprise’ in Agricultural Technology Years 7–10: Advice on Programming and Assessment (pp 23–30). seedlings.10 uses information and communication technologies to collect. R and McGregor. hoe.3 uses a variety of techniques to present information and software technology solutions community Mathematics LS. (2001) Enterprising Agriculture. Students use a variety of plants.8 purchases goods and services MLS.A.. Sydney: LS. sprinkler. materials and tools • Yates (2002) Yates Garden Guide. L. W. Teachers should consider this when delivering this unit of work. A variety of growing environments may be used such as pots. Life Skills Outcomes Resources A student: Books LS. hand tools Materials/Equipment such as pots. and Gant. The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests. media and multimedia. HarperCollins Publishers (Australia) LS. Sydney: LS. responses or a point of view.1 experiences a range of plant and animal production enterprises • Bannerman.. (1980) Introduction to Agriculture. hydroponics and/or garden plots.14 maintains and cares for equipment. (1990) Agriculture and You. For students working towards Life Skills outcomes in regular classes. Kondinin Group LS. R and McGregor. hose. R.5 recognises visual texts in a range of contexts LS. Hindmarsh.2 recognises ways in which people obtain goods and services in the local LS.9 recognises characteristics of and changes in living things LS.

Items in the folio/workbook may include: – photographs and/or other images of their participation at various steps in the production process – descriptions of their activities at each step – personal observations – data and information relevant to the process – personalised step-by-step plan for the process – evaluation of the production process. 128 . Programming and Assessment Focus: Vegetable products Outcomes: LS. • organising and presenting data collected • print and display information for an identified purpose Recording their involvement in the production process in a folio/workbook may involve using information and communication technologies to collect. use vegetable peeler and knife to prepare carrots for eating • establish and maintain a folio/workbook of their involvement at each step of the production process. Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • agricultural products and their uses • identify the different types of products that are derived from animals or plants Experiencing vegetables in their unprocessed and processed states may involve exploring how agricultural production contributes to our daily lives. LS. Oral.10 Students learn about Students learn to Integrated learning experiences. organise and present information related to an agricultural enterprise. feeling. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • identification of the relationship between raw and processed vegetables in the context of making a meal • recording of their involvement in the production process in an appropriate format. eg prepare salad ingredients for a BBQ.4. This may include: – distinguishing between unprocessed and processed vegetables by viewing. Students • experience vegetables in their unprocessed and processed states.Life Skills Years 7–10: Advice on Planning. instruction and assessment Teacher • provides samples of vegetables in their unprocessed and processed states • demonstrates how fresh vegetables can be prepared/processed in the context of making a meal. using safe and hygienic practices • assists students in recording their involvement at each step of the production process in a folio/workbook. smelling and/or tasting using safe and hygienic practices – identifying the parts of vegetables that are suitable for eating – preparing/processing vegetables in the context of making a meal using safe and hygienic practices.

eg carrots and/or lettuce to be grown in garden plots and/or tomatoes to be grown hydroponically for use in the school canteen • assists students to prepare the location for growing vegetables and gather necessary tools. time frame and planning steps of the production process • arranges site studies to retail outlets to explore and determine products that may be marketed. LS. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • identification of the nature of the enterprise and the vegetable product that will be produced • selection of an appropriate location for the enterprise. time frame and steps to produce and market the vegetable product may indicate participating in the production process of an agricultural enterprise and/or participating in marketing an agricultural product. LS.2. • environmental factors that affect plant production different production systems available • identify significant environmental factors that affect plant production • determine the production system to be utilised in the light of available resources • • determine and prepare the location/s for the growing of vegetables. protection from wind – available resources – accessibility Oral. Students • determine the nature of the enterprise. instruction and assessment Teacher • assists students to determine the nature. materials and equipment. Selection of an appropriate location for plant germination and growth may indicate investigating environmental factors that affect plant and animal production. continued 129 .5. eg access to sunlight and rainfall.1. LS.6. Programming and Assessment Focus: Planning and preparation Outcomes: LS. This may involve students considering: – environmental factors necessary for germination and growth of plants.12 Students learn about Students learn to Integrated learning experiences. LS. location. This may include: – visiting retail outlets to explore and determine vegetables that may be grown and marketed – surveying and determining a potential market for specific vegetable products in the school community – selecting the vegetable product that will be marketed – selecting the particular variety of vegetables best suited to the identified market Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • reasons for plant production systems selecting plants in context of project • identify the purpose of the plant production enterprise • select appropriate plant species and strain/varieties for the production system • Recognising the purpose.Life Skills Years 7–10: Advice on Planning.

materials and equipment • • • participate in a group project to grow a range of suitable crop plants from seed • determine the steps to produce and market the vegetable product in an appropriate timeframe. Programming and Assessment Focus: Planning and preparation (cont) Outcomes: LS.1. LS. equipment and materials • establishing supply and demand requirements growing a range of suitable crop plants using a variety of production systems select tools and equipment in relation to an agricultural project • select materials in relation to an agricultural project • calculate requirements to meet the demand • Oral. 130 . instruction and assessment Students • determine and gather/purchase the tools. Determination of the planning steps may indicate experiencing a range of plant and animal production enterprises and/or participating in marketing an agricultural product. equipment and materials to meet the requirements of an agricultural enterprise and/or participating in the production process of an agricultural enterprise. fertiliser – appropriate numbers of packets of seeds/punnets of seedlings – the necessary tools. This may include: – growth media. Feedback • the nature and purpose of a range of tools.6. LS.12 Students learn about Students learn to Integrated learning experiences.5. LS.Life Skills Years 7–10: Advice on Planning.2. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • selection of appropriate tools. materials and equipment Evidence of learning (words in italics refer to Life Skills outcomes) Determination and selection of items may indicate selecting appropriate tools. pots. harvesting and marketing vegetable products. materials and equipment needed for the production process. recognising the activities at each step. This may involve: – including a personalised step-by-step plan of the production process in their folio/workbook – following through each step of the plan. identification of steps involved in growing. LS.

materials and equipment safely • Appropriate and safe use of tools and personal protective equipment may involve demonstrating safe practices in the use of equipment. This may include: – returning equipment. fertilisers. materials and tools. tools and equipment appropriately. tools and equipment after use • keep work environments clear and clean • Appropriate routines to maintain and care for items may indicate maintaining and caring for equipment. Students • use tools and personal protective equipment safely in the context of the production process.13. demonstrates and supervises the safe use and handling of tools. 131 . under supervision and in accordance with instructions. tools and equipment during the production process. instruction and assessment Teacher • explicitly teaches. Oral. pesticides and herbicides • use materials. and the use of personal protective equipment in the context of the project • explicitly teaches routines to maintain and care for tools. eg mixing nutrient solutions in the correct ratios for a hydroponic system • apply routines to appropriately maintain and care for materials. materials and tools undertake regular maintenance • store materials. materials and tools Outcomes: LS. agricultural chemicals. This may involve: – putting on safety equipment. potting mix. 14 Students learn about Students learn to Integrated learning experiences.Life Skills Years 7–10: Advice on Planning. tools and equipment appropriately • regularly clean materials. LS. materials and tools. Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • the application of Occupational Health and Safety practices use a mask and gloves when handling potting mix. • demonstration of routines for the care and maintenance of equipment. materials and tools. tool and equipment safely in the context of projects • carry and transfer tools. eg gloves and face masks when using potting mix and/or agricultural chemicals – recognising rules for the safe use of tools and equipment – carrying and using materials. materials and tools to their storage space after use – carrying out routines for the cleaning of materials. safely. tools and equipment after use – tidying the work environment – reporting unsafe equipment and/or dangerous situations. Programming and Assessment Focus: Safe use of equipment. materials and equipment. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • demonstration of the safe use of tools and personal protective equipment • maintenance routines for care of equipment.

instruction and assessment Teacher • reviews the step-by-step plan for the production process and assigns tasks to class members • demonstrates. Observation and record keeping may involve using information and communication technologies to collect. 132 . visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • demonstration of safe work practices and techniques in planting and caring for plants • observe and record in their folio/workbook features of the plants at regular intervals. Programming and Assessment Focus: Planting and caring for vegetable plants Outcomes: LS.Life Skills Years 7–10: Advice on Planning. size. pesticides and herbicides • measure an aspect of a plant or animal production system in relation to yield or growth • print and display information for an identified purpose • Planting and tending of vegetable seeds and seedlings may involve participating in the production process of an agricultural enterprise and/or demonstrating safe practices in the use of equipment. colour. assists and supervises planting of seedlings/seeds • demonstrates. fertilisers. This may involve: – planting seeds in pots or garden beds – transplanting seedlings – tending plants.13 Students learn about Students learn to Integrated learning experiences. and yield.5. assists and supervises tending of plants. This may involve: – observing and/or photographing plants – measuring and/or describing features of plants – tabulating and/or graphing plant development. fertilising plants and controlling for pests using safe practices Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • requirements for seed germination conditions for effective growth and production • processes for transplanting plants • • plant seeds or seedlings using appropriate techniques • maintain vegetable plants • the application of Occupational Health and Safety practices using measuring devices to collect data • • organising and presenting data collection transplant seedlings when necessary using appropriate techniques • use a mask and gloves when handling potting mix. LS.10. materials and tools. LS. weeding. growth rate. Oral. eg watering. • recording of the growth of the vegetable seedlings in an appropriate format. Students • engage in the planting and care of plants by following the step-by-step plan. organise and present information related to an agricultural enterprise. eg number.

5 Students learn about Students learn to Integrated learning experiences. Storage and processing of produce may indicate participating in the production process of an agricultural enterprise. Oral. • techniques used to control ripening and preservation postharvesting • use strategies to control ripening processes and preserve crop postharvest • store and/or process vegetables appropriately. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • demonstration of appropriate and safe techniques for harvesting vegetables • demonstration of appropriate techniques for processing and storing vegetables.Life Skills Years 7–10: Advice on Planning. eg washing. 133 . according to weight. storage and processing of vegetable produce. size or number – preparing. This may involve: – storing vegetables to control the ripening process and preserve quality. packaging and labelling products. eg in the fridge or in a dark cupboard – processing vegetables for finished product. sorting – dividing vegetables into bundles or placing in bags. Students • harvest vegetables appropriately Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • harvesting methods for particular plant species • harvest crop using appropriate techniques Use of harvesting techniques may indicate participating in the production process of an agricultural enterprise. Programming and Assessment Focus: Harvest. process and store vegetable produce Outcome: LS. instruction and assessment Teacher • demonstrates. assists and supervises the harvesting.

demand and consumer preferences • market product in the context of the purpose of the project Production of advertising material may indicate participating in marketing an agricultural product. This may involve: – developing an appropriate order form – distributing order forms – recording orders • distribute products to customers in the school community. take orders and distribute the vegetable products. Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • marketing strategies to meet supply. brochures.Life Skills Years 7–10: Advice on Planning.6 Students learn about Students learn to Integrated learning experiences. Students • produce. product presentation and pricing – selecting appropriate advertising material – creating posters from magazine cuttings. This may involve: – collecting payments – recording payments. images and techniques to create effective marketing materials Collection of orders may indicate participating in marketing an agricultural product. Programming and Assessment Focus: Marketing vegetable products Outcomes: LS. • 134 . visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • selection and use of information. Distribution of products may indicate participating in marketing an agricultural product. instruction and assessment Teacher • provides examples of marketing brochures and opportunities for site studies to assist students to determine ways to market vegetable products in the school community • assists students to develop an order form. design of an order form and demonstration of skills in taking orders for vegetable products • demonstration of skills in distributing vegetable products to customers. This may involve: – visiting local retail outlets or markets to explore promotional material. display and distribute promotional material to potential customers in the school community. seed packets and photographs taken during the enterprise – creating video/audio/multimedia advertisements – arranging tastings of vegetable products • take orders for vegetable products in the school community. Oral.

Students • evaluate the vegetable production enterprise in terms of quality and yield. • communication of their participation in the production process with others in an appropriate format. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: • evaluation of the success of the enterprise • organising and presenting data collected • print and display information for an identified purpose Sharing their experiences of the production process with others may involve using information and communication technologies to collect. Oral.5. instruction and assessment Teacher • facilitates students sharing their experiences of the enterprise with others. in the folio/workbook. organise and present information related to an agricultural enterprise. the reactions of customers to the product – making suggestions in their folio/workbook about how the production process could be improved or replicated – responding to questioning such as. ‘What were the advantages and disadvantages of the garden site we chose?’ ‘How were we able to control for pests?’ ‘What could be changed to improve the quality and yield?’ • share their experiences of the production process with others. This may involve: – displaying the folio/workbook in a prominent place in the school – developing a multimedia presentation.Life Skills Years 7–10: Advice on Planning. organise and present information related to an agricultural enterprise.10 Students learn about Students learn to Integrated learning experiences. Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • techniques for reviewing project processes in relation to yield and quality • review the project in terms of yield and quality Participation in the evaluation of the enterprise may indicate participating in the production process of an agricultural enterprise and/or using information and communication technologies to collect. This may involve: – completing a teacher-designed questionnaire on their involvement to be included in the folio/workbook – including photographs in their folio/workbook of their participation in various steps of the process – recording. Programming and Assessment Focus: Evaluating the vegetable production process Outcomes: LS. LS. 135 .

5. tools and equipment appropriate to the selected project society and environments Off-cuts and samples of materials for practice purposes LS. A range of technologies may be used in constructing and/or embellishing the storage device.6. Programming and Assessment 9.6 uses the language of measurement in everyday contexts LS. 136 .4 cares for materials.6.2 explores a variety of materials.3 demonstrates safe practices in the use of equipment and the implementation of techniques LS.1 selects and uses appropriate processes and techniques in the context of producing design projects LS. The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests.1 recognises that a process is used to design and make projects SGLS. teachers may wish to link the activities in this unit with the Stage 5 unit ‘Safe and Sound’ in Design and Technology Years 7–10: Advice on Programming and Assessment (pp 21–29). spreadsheets. tools and equipment. Learning activities address selected ‘learn about’ and ‘learn to’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students.1 selects and uses appropriate materials to undertake projects LS.6.6. Teachers should consider this when delivering this unit of work.1. desktop publishing.12 communicates for a variety of purposes MLS.1 recognises that a process is used to develop design solutions such as graphics.5.Life Skills Years 7–10: Advice on Planning. Materials.2 considers factors that influence design Access to books and other print and electronic media for research LS. techniques and processes.2 uses a variety of technologies to present design solutions Prefabricated templates from which to construct the project. scanners and computer software LS.4 responds to the language of position LS.3 Design and Technology Years 7–10 Life Skills unit: Storage matters Unit title: Storage matters Description: This unit involves students exploring storage solutions and producing and evaluating their own storage device.3. Life Skills Outcomes Resources A student: A variety of storage devices and items to be stored Access to computer hardware such as digital cameras.2 demonstrates safe practices in the use of materials. tools and techniques by students is essential in the Design and Technology course. word-processing.1 evaluates the success of projects Information and Software Technology LS.1.2.6.1. Links A student: A student: English Mathematics LS. tools and equipment SGLS.2 participates in producing design projects LS.5 responds to the language of measurement in everyday contexts Industrial Technology MLS. For students working towards Life Skills outcomes in regular classes.2. Students may develop their own designs. eg cake boxes and gift bags LS.3. multimedia LS.1 gathers and uses information to generate design solutions Examples and images of completed projects and modifications/embellishments LS.2 selects appropriate tools to undertake projects Visual Arts LS.1 evaluates the work of designers in terms of the benefits to the individual. individualise a design provided by the teacher or embellish a completed storage device. Safe and responsible use of materials.5. LS.3 uses a variety of techniques to present information and software technology solutions.5 uses the language of position in a variety of situations LS.

2.5. instruction and assessment Teacher • displays a variety of storage devices. eg fridge. storerooms • factors that influence design • • experiment with storing and carrying items in a range of devices. eg CDs. LS.Life Skills Years 7–10: Advice on Planning. jewellery box Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • factors that influence design • consider the factors that influence design in the context of a design project Identification of a range of storage devices in the home and their uses may indicate considering factors that influence design. This may involve: – placing and carrying items in a range of devices – recording the number/volume of items able to be stored in a variety of devices – choosing appropriate devices to store and carry a range of items Identification of a range of storage devices in the school and their uses may indicate considering factors that influence design. clothes • facilitates discussion of the function and purpose of storage devices • organises a visit to a retail outlet specialising in storage solutions • assists students to record their involvement at each step of the storage design project in a folio. hot and cold drinks/food. tubs. Experimenting with a range of storage devices to store and carry a range of items may involve considering factors that influence design. Programming and Assessment Focus: Function of storage devices Outcomes: LS. cupboards. LS. bags. • factors that influence design • consider the factors that influence design in the context of a design project consider the factors that influence design in the context of a design project • identify storage devices that are commonly used in the school and the items that are stored in them.1.2 Students learn about Students learn to Integrated learning experiences. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • identification of the range and purpose of storage devices in the home • identification of the range and purpose of storage devices in the school • identification of appropriate storage solutions for a range of items.1. Students • identify storage devices that are commonly used in the home and the items that are stored in them. string bags. shoe boxes. canisters. cupboards.1. plastic bottles • displays a variety of items to be stored. eg lockers. eg plastic bags. continued 137 . wardrobes. Oral.

2 Students learn about Students learn to Integrated learning experiences.1.2.1.1. LS. eg cash and valuables in lockable cash box or safe – privacy. LS. Items in the folio may include: – photographs and/or other images of their participation at various steps in the process – descriptions of their activities at each step of the project – personal observations – data and information relevant to the project – personalised step-by-step plan for producing the project – evaluation of the project. These may include: – safety. security and privacy that influence the way people store items. knives in knife blocks.Life Skills Years 7–10: Advice on Planning. food in refrigerator or cool pack – security. eg chemicals and medication in childproof containers. Feedback • factors that influence design • consider the factors that influence design in the context of a design project the steps in a design process • communicating throughout the design process • a variety of communication techniques • • recognise the steps in a design process • use techniques to communicate ideas The recording and reflection on activities throughout the design process may indicate recognising that a process is used to develop design solutions and/or using a variety of techniques to present design solutions. Oral. Evidence of learning (words in italics refer to Life Skills outcomes) Exploration of the factors that lead to the way we store items may indicate considering factors that influence design. eg personal documents in a lockable drawer • establish and maintain a record of their involvement at each step of the design process in a folio. 138 .5. Programming and Assessment Focus: Function of storage devices (cont) Outcomes: LS. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • identification of the factors that lead to the way we store items • recording of their participation in the design process in an appropriate format. instruction and assessment Students • explore factors such as safety.

portability.3. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of a range of design features in modern storage devices. Oral. functions.Life Skills Years 7–10: Advice on Planning. Programming and Assessment Focus: Exploring features of storage devices Outcomes: LS. Activities may include: – indicating the purpose of storage devices – identifying materials used in the construction of each device from lists provided by the teacher – describing the advantages and disadvantages of the construction materials used – commenting on ease of use of storage devices. instruction and assessment Teacher • provides examples. Examples could include packaging for food products. durability and cost. a CD holder.2. Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • evaluating designs • factors that influence design evaluate a variety of products in terms of cost and benefits • consider the factors that influence design in the context of a design project • Identification of design features of a variety of storage devices may involve considering factors that influence design. Students • explore features of storage devices such as placement. LS. dimensions. 139 .1. images and diagrams of a range of storage devices. school bag.1 Students learn about Students learn to Integrated learning experiences. aesthetics. handbag/wallet.

eg CD holders made from timber or acrylics.1. commercially produced kits and gift bags • provides access to research materials for the development of a storage design project. CD-ROMs – selecting an appropriate construction kit or prefabricated storage solution. changing the surface newspapers. and/or internet.1 Students learn about Students learn to Integrated learning experiences. adding form a variety of information including material to stabilise an object such as Velcro. adding handles. Programming and Assessment Focus: Selecting a storage design project Outcomes: LS. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of the steps to produce their storage design project. Selection of a preferred project may indicate gathering and using information to generate design solutions and/or selecting and using appropriate techniques in the context of producing design projects. libraries. prefabricated projects such as magazine holders. stencils. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ selection of an appropriate project.1.5. instruction and assessment Evidence of learning (words in italics refer to Life Skills outcomes) Feedback Teacher • provides examples of storage design projects.1 Teacher • provides a personalised step-by-step plan of the steps in the production process. attaching a lock onto a container. bags made from textiles. Students • the steps in a design • recognise the steps in a • recognise the steps in the personalised step-by-step plan. process design process This may involve: – including the personalised step-by-step plan in their folio – following through each step of the plan recognising the activities at each step. LS. eg using • obtaining information • access sources of colour. Students • producing a design • participate in producing a • select a storage design project.6. sources electronic media.Life Skills Years 7–10: Advice on Planning. Oral. the texture of a container. This may include: project design project – personalising an existing storage solution. and/or – producing a storage design project from personal research. Oral. decoupage. 140 . Identification of the steps for producing the project may indicate recognising that a process is used to develop design solutions. Focus: Planning steps for producing the storage design project Outcome: LS.

This may include: – recognising rules for the safe use of materials. Students • use safe work practices when using materials. Programming and Assessment Focus: Safe use of tools. tools and equipment • identify properties of materials. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • demonstration of safe practices when using materials. materials and equipment. tools and equipment safely and appropriately under supervision Evidence of learning (words in italics refer to Life Skills outcomes) Feedback the application of Occupational Health and Safety practices in relation to – handling and using a variety of materials – handling and using hand tools. equipment and tools that make them dangerous • use materials.Life Skills Years 7–10: Advice on Planning.6. LS. tools and equipment may indicate caring for materials. tools and equipment – using materials. tools and equipment store materials. equipment and materials in producing the storage design project Outcomes: LS. instruction and assessment Teacher • explicitly teaches and models safe work practices when using materials.6. tools and equipment appropriately • keep workplaces clean and tidy • • follow routines to care for and store materials.4 Students learn about Students learn to Integrated learning experiences. power tools and appliances – handling and using machine and computer equipment – safe lifting practices • routines for care of materials. tools and equipment. tools and equipment to their storage space after use – tidying the work area. tools and equipment. tools and equipment during the production process. tools and equipment and provides opportunities for supervised practice • explicitly teaches and demonstrates routines to care for and store tools. tools and equipment in the context of the project. Oral. Following routines to care for and store materials. tools and equipment.3. 141 . This may include: – returning materials. tools and equipment safely in the context of projects • Use of safe practices may involve demonstrating safe practices in the use of equipment and the implementation of techniques and/or caring for materials. • demonstration of the skills to care for materials.

instruction and assessment Teacher • reviews the step-by-step plan and models each step in the plan as required • provides pre-cut pieces and kits for the project where required • demonstrates the specific skills and techniques appropriate to individual projects. Students • engage in the process for producing a storage device by following the personalised step-by-step plan. Oral. Evidence of learning (words in italics refer to Life Skills outcomes) Feedback producing a design project • techniques used to develop projects across a range of technologies • follow the steps to complete a design project • uses techniques to produce design projects across a variety of technologies • Engagement in the production of the storage design project may indicate selecting and using appropriate processes and techniques in the context of producing design projects and/or participating in producing design projects.1.6. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ production of the storage design project by following the personalised step-by-step plan. and/or – assembling a construction kit or prefabricated storage device.Life Skills Years 7–10: Advice on Planning.2 Students learn about Students learn to Integrated learning experiences. This may include selecting and using appropriate processes and techniques in: – constructing a storage device. 142 . and/or – personalising an existing storage device.6. Programming and Assessment Focus: Producing a storage design project Outcomes: LS. LS.

143 .1.Life Skills Years 7–10: Advice on Planning. portability and durability. Programming and Assessment Focus: Evaluating the storage design project Outcomes: LS 5. This may involve: – displaying the folio and storage design project in a prominent place in the school – describing aspects of the process to others – developing a multimedia presentation. Sharing the information in the folio with others may involve using a variety of techniques to communicate ideas in the context of producing design projects.2 Students learn about Students learn to Integrated learning experiences. Oral. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ evaluation of the storage design project and its appropriateness for its intended use.6. Oral. Students • evaluate their storage design project in terms of dimensions.2.6. Activities may include: – using the device for its designated purpose – commenting on the usefulness of the device – suggesting ways that the design could be improved – obtaining feedback from others Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • producing a design project • follow the steps to complete a design project – evaluate design project Evaluation of the projects may involve selecting and using appropriate processes and techniques in the context of producing design projects and/or participating in producing design projects. instruction and assessment Teacher • assists students to evaluate their project’s suitability for intended use. Feedback from others on the folio. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ sharing their experiences of the production process with others in an appropriate format. LS. Peer and self-feedback on the storage device. aesthetics. LS. • a variety of communication techniques • use techniques to communicate ideas • share the information in their folio with others.

Health and Physical Education LS.3 recognises the contribution of different cultures to Australian society.13 demonstrates appropriate behaviours associated with eating and drinking Visual Arts LS.5. Life Skills Outcomes Resources A student: Examples of foods served at special occasions and celebrations LS.1 recognises language that is descriptive of number LS. techniques and processes LS.1 experiences cultural diversity MLS.2 explores their own and other cultures MLS. Links A student: A student: English Mathematics LS.2 recognises the significant role of food in society.3 demonstrates safe practices in the making of food items LS.1.5.1 gathers and uses information from a variety of sources Recipes and images of celebration foods LS.1 demonstrates hygienic and safe practices in the selection.2 demonstrates safe practices in the use of materials.5 responds to the language of measurement in everyday contexts Languages MLS. Programming and Assessment 9.10 estimates and measures mass MBC.4 Food Technology Years 7–10 Life Skills unit: Celebrations Unit title: Celebrations Description: This unit involves students participating in a range of practical activities that highlight the importance and role of food in celebrations.2 uses a variety of communication techniques Access to electronic and print media for research LS.6 uses fractions in everyday contexts LS1.6 makes a variety of artworks that reflect experiences.2 listens for a variety of purposes in a range of contexts NLS. Personal Development.6 uses the language of measurement in everyday contexts MBC.2 explores a variety of materials. For students working towards Life Skills outcomes in regular classes. Students demonstrate safe handling.12 makes healthy nutritional choices LS.4.4.1 participates in making food items Access to computers and appropriate software to present information LS. material. tools and techniques by students is essential in the Food Technology course and teachers should consider this when delivering this unit. Learning activities address selected ‘learn about’ and ‘learn to’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students. equipment and appliances necessary for the preparation and serving storage of food of celebration foods LS.2 uses appropriate equipment and techniques in making a variety of food items LS. preparation and storage of food items in the context of small-scale catering projects.4 cares for equipment LS. Students plan and prepare a range of food items in the context of small-scale catering activities for celebrations within the school. The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests.9 estimates and measures capacity MBC. teachers may wish to link the activities in this unit with the Stage 5 unit ‘Celebrations’ in Food Technology Years 7–10: Advice on Programming and Assessment (pp 23–35).Life Skills Years 7–10: Advice on Planning.5 recognises fractions in everyday contexts Industrial Technology NLS. Safe and responsible use of materials. 144 .5. responses or a point of view. handling and Ingredients.6.5. tools and equipment MLS.8 responds to increasingly complex written texts NLS.

celebrations • recognise food associated with celebrations and special occasions. continued 145 . This may include: – indicating special occasions they have experienced – identifying foods eaten on these special occasions – acknowledging that food eaten on special occasions may be different from everyday foods Recognition of meals that are shared with others may indicate recognising the significant role of food in society. • recognise meals that are shared with others in the home. eg breakfast at home. Students • recognise food eaten on a daily basis.2. Identification of foods eaten on special occasions may indicate recognising the significant role of food in society. instruction and assessment Teacher • assists students to recognise the role of food in their lives • facilitates discussion of food served on special occasions • assists students in recording their involvement throughout the unit in a folio. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • identification of a variety of physiological reasons for eating food • identification of a variety of social reasons for eating food • identification of special foods that may be eaten at celebrations and special occasions.4.6. BBQ with friends. LS.4.1. school and community. Oral. LS.2 Students learn about Students learn to Integrated learning experiences. This may include: – expressing preferences for particular foods – keeping a diary of food consumed over a period of time – giving reasons why food is important – recognising foods that are safe for them to eat – indicating food intolerances Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • the role of food in society recognise food as a basic physical need • recognise the social aspects of food • Recognising why we eat food may indicate recognising the significant role of food in society. Programming and Assessment Focus: The significance of food in celebrations Outcomes: LS. lunch at school.Life Skills Years 7–10: Advice on Planning.

supermarket catalogues that are relevant to particular celebrations across cultures – creating a collage of foods associated with particular celebrations – collecting traditional recipes associated with particular celebrations • share their information with others. 146 . • communication of their information on the role of food in society to others in an appropriate format. Items in the folio may include: – photographs and/or other images of their participation at various steps of the process – descriptions of their activities at each step – personal observations – data and information relevant to the project – personalised step-by-step plan to produce food items – evaluation of the project • investigate one or more celebrations.1.4. menus. • • using a variety of communication techniques • use techniques to communicate ideas Evidence of learning (words in italics refer to Life Skills outcomes) Establishing and maintaining a folio may indicate gathering and using information from a variety of sources and/or using a variety of communication techniques.2. research and demonstrated selection of relevant information • the role of food in society • using a variety of communication techniques recognise the social aspects of food • explore cultural influences on food • use techniques to communicate ideas • Sharing their information to others may indicate recognising the significant role of food in society and/or using a variety of communication techniques.4. Feedback Oral.6. LS. instruction and assessment establish and maintain a folio recording their involvement throughout the unit in a folio. Programming and Assessment Focus: The significance of food in celebrations (cont) Outcomes: LS. This may include: – bringing photographs from home of family celebrations – sharing information about family celebrations with others – locating and selecting information from a variety of sources such as photographs. recipes. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • recording of their participation in the design process in an appropriate format • obtaining information from a variety of sources • using a variety of communication techniques • access sources of information in the context of a food project • use techniques to communicate ideas • Investigating celebrations and the foods associated with them may involve gathering and using information from a variety of sources. religious or social. and the foods traditionally served. eg cultural. LS.2 Students learn about Students learn to Integrated learning experiences.Life Skills Years 7–10: Advice on Planning. internet.

1. returning dairy products to the fridge immediately after use. and the safe selection. keeping chilled foods cool. This may include: – washing hands – wearing personal protective equipment – covering cuts and abrasions – covering and/or securing hair – using separate chopping boards for different foods to avoid cross-contamination • use hygienic and safe practices in storing food items – storing food appropriately. Programming and Assessment Focus: Hygienic and safe practices Outcomes: LS. eg ice cream in the freezer. This may include: – checking for observable contamination. Evidence of learning (words in italics refer to Life Skills outcomes) Feedback hygiene and safe practices in the selection. • demonstration of safe practice in the handling and preparing food • use hygienic and safe practices in storing food recognise risk areas • possible health risks • Correct storage of food may indicate demonstrating hygienic and safe practices in the selection. Oral. handling and storage of food. handling and storage of food. handling and storage of food.1 Students learn about Students learn to Integrated learning experiences. rotten apple (appearance) – recognising and/or checking packaging for damage or tampering – recognising and/or checking use by dates – communicating an awareness of personal food intolerances/allergies • use hygienic and safe practices in handling and preparing food. handling and storage of food. 147 . sour milk (smell). eg mouldy bread (appearance). handling and storage of food • possible health risks • • use hygienic and safe practices in selecting food recognise risk areas • Recognition and identification of safe and unsafe food may indicate demonstrating hygienic and safe practices in the selection. Students • recognise and identify safe and unsafe food in the context of making food items.Life Skills Years 7–10: Advice on Planning. instruction and assessment Teacher • explicitly instructs and demonstrates the use of personal protective equipment. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • identification of safe and unsafe foods • hygiene and safe practices in the selection. • demonstration of the correct procedures for storage of food. eg refrigerate/cover food – retain hot and cold food at correct temperature. handling and storage of food • use hygienic and safe practices in handling and preparing food Use of hygienic and safe practices may indicate demonstrating hygienic and safe practices in the selection.

utensils and appliances.6. Oral.4. Students • identify a variety of food items suitable for a special occasion such as a birthday celebration for a class member.1. magazines Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • obtaining information from a variety of sources • access sources of information in the context of a food project including electronic media.4. internet.4.5.Life Skills Years 7–10: Advice on Planning. Programming and Assessment Focus: Special occasion catering Outcomes: LS.2 Students learn about Students learn to Integrated learning experiences. LS. LS. LS.1. print media.2. LS. LS. ingredients. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of a range of appropriate food options for special occasions. continued 148 . eg recipe books.3. CD-ROM Identification of a range of food options may involve gathering and using information from a variety of sources. library. LS.1. tasting and selecting food items from a variety provided by the teacher – locating recipes appropriate to the occasion from a variety of sources.2.5.5. instruction and assessment Teacher • organises opportunities for students to work in groups to prepare a variety of food items for special occasions • assists students to access information about foods that may be prepared • provides a variety of food items for students to examine and taste • assists students to develop a personalised step-by-step plan to prepare the food items • explicitly instructs and demonstrates the safe handling of materials. LS. This may include: – indicating the special occasion and/or invited guests being catered for – examining.1.5. a thank you morning tea or a multicultural day. the internet.

Life Skills Years 7–10: Advice on Planning, Programming and Assessment

Focus: Special occasion catering (cont) Outcomes: LS.1.1, LS.4.1, LS.4.2, LS 5.1, LS.5.2, LS.5.3, LS.5.4, LS.6.2 Students learn about Students learn to Integrated learning experiences, instruction and assessment Students • follow a personalised step-by-step plan to prepare the selected food items. This may include: – putting on and wearing personal protective equipment – selecting techniques and requirements – preparing food items using appropriate appliances, equipment and hygienic practices – presenting food items in an appealing manner

Evidence of learning (words in italics refer to Life Skills outcomes) Preparation of the food items may indicate demonstrating hygienic and safe practices in the selection, handling and storage of food and participating in making food items.

Feedback

hygienic and safe practices in the selection, handling and storage of food • using a process in the context of making a food item • techniques used in making food items • equipment used in making food items
• •

use hygienic and safe practices in handling and preparing food • follow the steps in a process to make a variety of food items

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • demonstration of hygienic and safe practices in the preparation of food items

the application of OHS practices in relation to safe handling of a variety of materials/ ingredients, utensils and appliances

recognise properties of materials, ingredients, utensils and appliances that make them dangerous • carry and transfer materials, utensils and appliances safely

demonstrate appropriate care when handling utensils/materials that are hot, heavy, sharp or flammable in the context of making food items. This may include responding to teacher modelling and demonstration in: – transferring hot food from microwave to bench using oven mitts – bending knees to pick up box of vegetables – picking up knife by handle, rather than blade – keeping flammable items away from stovetop follow instructions when using electrical appliances such as microwaves, kettles, toasters

Appropriate care when handling materials may indicate demonstrating safe practices in making a variety of food items.

demonstration of care in handling a range of materials

use materials, utensils and appliances safely in the context of making food items

Careful use of electrical appliances may indicate demonstrating safe practices in making a variety of food items.

demonstration of safe work practices when using electrical appliances. continued

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Focus: Special occasion catering (cont) Outcomes: LS.1.1, LS.4.1, LS.4.2, LS.5.1, LS.5.2, LS.5.3, LS.5.4, LS.6.2 Students learn about Students learn to Integrated learning experiences, instruction and assessment Students • clean up workspaces, utensils and equipment after use. This may involve: – washing up and putting away utensils – wiping down surfaces – cleaning and storing equipment

Evidence of learning (words in italics refer to Life Skills outcomes) Following routines to clean workplaces, utensils and appliances may indicate caring for equipment.

Feedback

routines for care of equipment including utensils and appliances

regularly clean equipment after use

the role of food in society

using a variety of communication techniques • participates in making food items
• •

enjoy a variety of food recognise the social aspects of food • use techniques to communicate ideas
• •

the role of food in society

follow the steps in a process to make a variety of food items • enjoy a variety of food • recognise the social aspects of food

share food with others in the context of the celebration. This may involve: – responding to others during the celebration – offering food to others using hygienic practices – naming and/or describing food items – experiencing food items with others • evaluate the food item/s prepared for the celebration in terms of visual appeal, variety, taste, colour and texture.

Sharing food items may involve recognising the significant role of food in society.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • demonstration of skills in maintaining a clean workplace • participation in the social aspects of eating

Evaluation of the food items produced may indicate participating in making food items and/or recognising the significant role of food in society.

evaluation of the prepared food items and identification of ways in which the items could be improved.

Responses by others to the food items can provide feedback.

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9.5

Graphics Technology Years 7–10 Life Skills unit: Stand-out logos

Unit title: Stand-out logos Description: This unit involves students in the development of a personal or group logo to personalise a variety of items. Students explore the function of logos and design their own personal or group logo. Safe and responsible use of materials, tools and techniques by students is essential in the Graphics Technology course. Teachers should consider this when delivering this unit of work. The logo design is produced using a variety of media, techniques and/or computer technology. Learning activities address selected ‘learn about’ and ‘learn to’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students. The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests. Life Skills Outcomes Resources A student: Drawing equipment such as drawing boards, coloured pencils and markers LS.1.1 participates in the development of graphics projects CAD program 3D capability LS.1.2 undertakes graphical presentations to communicate ideas Contemporary Technical Graphics (DET publication, 1984) LS.2.1 recognises appropriate techniques for a variety of projects Kemnitzer, R.B. Rendering with Markers LS.2.2 evaluates the effectiveness of graphical presentations Examples of graphic representations and logos LS.4.1 uses computer based presentation techniques LS.5.1 demonstrates safe practices in the use of tools, materials and techniques in undertaking a project LS.6.1 recognises the use of graphics technology in a variety of contexts. Links A student: A student: Design and Technology Information and Software Technology LS.1.1 recognises that a process is used to develop design solutions LS.1.2 uses a range of hardware LS.1.2 considers factors that influence design LS.1.3 uses a range of software programs LS.5.1 gathers and uses information to generate design solutions LS.2.1 uses information and software technology in solving a range of problems LS.5.2 uses a variety of techniques to present design solutions Languages LS.6.1 selects and uses appropriate processes and techniques in the context of LS.MLC.1 recognises internationally shared signs, symbols and words producing design projects Mathematics LS.6.2 participates in producing design projects SGLS.3 identifies the features of three-dimensional objects and two-dimensional shapes LS.6.4 cares for materials, tools and equipment Visual Arts English LS.1 experiences a variety of artmaking activities LS.3 uses technology and aids to communicate with a range of audiences LS.2 explores a variety of materials, techniques and processes. LS.6 uses visual texts in a range of contexts Industrial Technology LS.2.1 recognises that a process is used to design and make projects LS.4.1 uses a variety of communication techniques in the context of undertaking projects. For students working towards Life Skills outcomes in regular classes, teachers may wish to link the activities in this unit with the Stage 5 unit ‘Children’s Toys’ in Graphics Technology Years 7–10: Advice on Programming and Assessment (pp 24–31).

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Life Skills Years 7–10: Advice on Planning, Programming and Assessment

Focus: Exploring the purpose of graphic representations Outcomes: LS.1.1, LS.1.2, LS.2.2, LS.6.1 Students learn about Students learn to Integrated learning experiences, instruction and assessment Teacher • assists students to recognise and explore commonly used symbols and graphic representations • focuses students’ attention on the features of a variety of graphic representations including logos • assists students to identify advantages of having a logo • assists students to record their involvement at each step of the graphic design project in a folio. Students • explore the use of symbols and graphic representations. This may include: – identifying and collecting symbols/product logos from magazines, the internet, packaging, school, community – matching logos with the symbols/logos of products which they represent – making a collage of collected material – suggesting reasons why symbols/logos are used – identifying universally recognised graphics for signage, instruction, marketing • explore design features of various graphic representations such as colour, shape, size, symbols, and materials. This may include: – collecting and sorting logos by colour, shape, size – responding to images of logos in brochures and magazines – discussing how the features attract attention and give information – recording particular design features of logos selected from print and electronic media – comparing design features of a variety of logos

Evidence of learning (words in italics refer to Life Skills outcomes)

Feedback

the role of graphics in society

recognise the use of graphics in society

Examination of symbols and graphic representations may indicate recognising the use of graphics technology in a variety of contexts.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • identification of logos, their purposes and the meanings they convey

the role of graphics in society • features of graphical presentation

recognise the use of graphics in society • recognise the features of graphical presentation

Exploring design features of various graphic representations may involve recognising the use of graphics technology in a variety of contexts and/or evaluating the effectiveness of graphical presentations.

identification of the design features in a variety of graphic representations and/or logos.

continued

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Focus: Exploring the purpose of graphic representations (cont) Outcomes: LS.1.1, LS.1.2, LS.2.2, LS.6.1 Students learn about Students learn to Integrated learning experiences, instruction and assessment Students • recognise the advantages of having a logo for personal or group identification. This may include: – bringing samples of logos associated with particular groups to which students belong and/or support, eg scouts, church group, football teams – discussing the advantages of having a logo for personal or group identification – recognising that all logos are unique and belong to one company and/or community group and cannot be used without their permission • establish and maintain a record of their involvement throughout the graphic design project in a folio. Items in the folio may include: – photographs and/or other images of their participation at various steps of the process – descriptions of their activities at each step – personal observations – data and information relevant to the project – personalised step-by-step plan to produce the project – evaluation of the project.

Evidence of learning (words in italics refer to Life Skills outcomes) Exploring the advantages of having a logo may indicate recognising the use of graphics technology in a variety of contexts and/or evaluating the effectiveness of graphical presentations.

Feedback

the role of graphics in society

recognise the use of graphics in society

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • identification of the advantages of having a group or personal logo

a design process for graphics projects

using a design process in the context of a project

use a variety of communication techniques to present ideas • participate in a specific graphics project

The recording and reflection on activities throughout the design process may indicate undertaking graphical presentation to communicate ideas and/or participating in the development of graphics projects.

recording of their participation in the design process in an appropriate format.

153

Students • identify a preferred logo design. This may include: – selecting from a range presented by the teacher – personalising an existing design – researching ideas for a logo – sketching a preferred design freehand – sketching a logo using computer technology Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • a design process for graphics projects use freehand sketches to express ideas • use simple conventions for drawing • make drawings • Selection of a logo design may involve undertaking graphical presentations to communicate ideas. simple conventions for making drawings and techniques for refining ideas. • using a design process in the context of a project • refine ideas using a variety of techniques • refine ideas about preferred logo design. team T-shirt. letterhead • explicitly teaches the use of freehand sketches to express ideas. Oral.1. 154 .1.2 Students learn about Students learn to Integrated learning experiences. LS. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • selection of an appropriate logo design • reflection on their logo design and decision that it will be suitable for its intended purpose.Life Skills Years 7–10: Advice on Planning. eg badge. instruction and assessment Teacher • assists students to develop a logo design for personal or group identification. This may include asking and responding to questions such as: – Are the symbols readily understood by others? – What features of the logo do you like best? – What colours would make the logo stand out more? – How could you change the size of the logo to fit onto a T-shirt? Refining ideas about the logo design may involve undertaking graphical presentations to communicate ideas.1. Programming and Assessment Focus: Developing a logo design Outcomes: LS.

1 Students learn about Students learn to Integrated learning experiences.1. instruction and assessment Teacher • assists students to develop a step-by-plan for producing the logo.Life Skills Years 7–10: Advice on Planning. Students • recognise the steps in the personalised step-by-step plan. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ identification of the steps involved in producing their project. 155 . Oral. Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • using a design process in the context of a project • participate in a specific graphics project Identification of steps in the production process may indicate participating in the development of graphics projects. Programming and Assessment Focus: Planning steps to produce the logo Outcome: LS. This may involve: – including the personalised step-by-step plan in their folio – following through each step of the plan recognising the activities at each step.

using simple geometric constructions. instruction and assessment Teacher • explicitly teaches the skills to use. materials and techniques in undertaking a project. compass • explicitly teaches and demonstrates skills for using paint/draw programs and making computer-aided drawings. LS. Safe and appropriate use and storage of equipment may indicate demonstrating safe practices in the use of tools. resizing objects. Programming and Assessment Focus: Producing the graphics project using appropriate equipment and techniques Outcomes: LS. eg using tool bars to create shapes. care for and store drawing equipment and drawing media safely and appropriately • explicitly teaches and demonstrates appropriate drawing techniques. continued 156 . eg sketching straight lines and curves • explicitly teaches and demonstrate the skills for manual drawing techniques. shade. Students’ demonstration of skills and techniques in the context of producing a logo. Students • apply skills and techniques safely in the context of producing a logo Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • safe work practices • use safe work practices in practical areas safe handling and storage of drawing equipment and drawing media • safe work practices • use drawing equipment and drawing media safely • care for and store drawing equipment • use safe practices in practical areas • • use and store markers and related graphics equipment appropriately. Students’ demonstration of the safe use and storage of tools and materials. use of colour. LS.1. eg using set squares.4. eg drawing regular geometric shapes.Life Skills Years 7–10: Advice on Planning. LS. grouping objects.2. materials and techniques in undertaking a project.1 Students learn about Students learn to Integrated learning experiences. Teacher demonstration of skills and techniques. tone • explicitly teaches and demonstrates the skills for freehand drawing.1. This may include: – gripping equipment appropriately – returning equipment to correct storage containers – using all equipment appropriately and according to safety regulations as specified by the teacher Applying skills and techniques safely in the context of producing a logo may indicate demonstrating safe practices in the use of tools.1.5.1.

1. • completion of final drawings.4.1 Students learn about Students learn to Integrated learning experiences.2. Programming and Assessment Focus: Producing the graphics project using equipment and techniques (cont) Outcomes: LS. continued 157 . LS.Life Skills Years 7–10: Advice on Planning.1.5. Feedback • different drawing media a design process for graphics projects • recognise appropriate drawing media for specific purposes • make drawings • • different drawing techniques a design process for graphics projects computer-aided drawing programs • • • • • • • recognise appropriate drawing techniques for a specific purpose refine ideas using a variety of techniques make drawings paint/draw programs in the context of design projects make computer-aided drawings • using a design process in the context of a project • participate in a specific graphics project recognise and experiment with drawing techniques and/or computer software in the context of producing a logo design. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • demonstration of the use of appropriate drawing media in the context of making drawings for producing a logo design • demonstration of the use of appropriate drawing techniques in the context of making drawings for producing a logo design Completing final drawings may indicate participating in the development of graphics projects. This may include responding to teacher instruction by: – selecting appropriate media for final drawings – placing the finished product on selected medium • Using a variety of drawing techniques may involve recognising appropriate techniques for a variety of projects. This may include responding to teacher demonstration by: – recognising media for specific purposes – using media appropriately – creating different effects using a combination of media Evidence of learning (words in italics refer to Life Skills outcomes) Using appropriate drawing media may indicate recognising appropriate techniques for a variety of projects.1. manipulating and aligning shapes – scanning logo onto computer hard drive – saving work to a floppy disk and printing using a printer • complete final drawings for the folio.1. LS. instruction and assessment Students • recognise and experiment with drawing media in the context of producing a logo design. This may include responding to teacher instruction and demonstration by: – drawing lines of various thickness and orientation – matching and selecting various colours for parts of the logo – applying shade and shadow to the logo – creating a design by importing images – drawing two and three dimensional shapes – resizing. LS. Oral.

1. Students • evaluate the success of the logo design in terms of aesthetics and function.5. Oral.1. LS.1 Teacher • assists students to evaluate their logo design • assists students to share their logo design with others.1 Students learn about Students learn to Integrated learning experiences. Others provide feedback on the success of the logo. LS.4.2. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ production and application of the logo design to personal or group items. LS. LS. LS. This may include incorporating the logo onto personal and/or group items such as: – badges – team T-shirts – letterhead. 158 . This may include: – obtaining feedback from others – answering questions such as. a design process for graphics projects • using a design process in the context of a project • • evaluate process and product • participate in a specific graphics project • Evaluating the logo design may indicate participating in the development of graphics projects.1.1.1. Evidence of learning (words in italics refer to Life Skills outcomes) Producing and applying the logo design may indicate participating in the development of graphics projects Feedback • using a design process in the context of a project • participate in a specific graphics project Oral.4. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • evaluation of their logo design • sharing of their logo design with others in an appropriate format. a design process for graphics projects • using a design process in the context of a project use a variety of communication techniques to present ideas • participate in a specific graphics project • Sharing their final logo design with others may indicate participating in the development of graphics projects and/or undertaking of graphical presentations to communicate ideas. instruction and assessment Students • produce and apply logo design to items for personal or group identification.1. ‘What do you like best about the way it looks?’ ‘What would you change?’ – using the logo for the identified purpose • share their final logo design with others. It may involve using computerbased presentation techniques.Life Skills Years 7–10: Advice on Planning. Focus: Evaluating the logo design Outcomes: LS.1. Programming and Assessment Focus: Producing the graphics project using equipment and techniques (cont) Outcomes: LS. This may include: – developing a multimedia presentation of the steps in the production process – displaying the logo and folio in a prominent place in the school – including completed logos in school newsletter – emailing logos to local businesses for comment.2.

2 demonstrates safe practices in the use of materials. tools and techniques by students is essential in the Industrial Technology course.2 participates in producing design projects of view LS.1 recognises safe and unsafe conditions in the context of undertaking a project Hand and power tools LS.1 develops innovative design solutions Visual Arts LS.5.1 recognises that a process is used to design and make projects Images and designs of projects and completed projects LS. For students working towards Life Skills outcomes in regular classes. Safe and responsible use of materials.1 uses skills and processes in a variety of contexts and projects Images of items that would be stored in various timber boxes LS.4. Information and Software Technology LS. teachers may wish to link the activities in this unit with the Stage 5 General Wood Core Module 2 unit ‘Trinket box’ in Industrial Technology Years 7–10: Advice on Programming and Assessment (pp 30–36). responses or a point LS. The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests.6.1.Life Skills Years 7–10: Advice on Planning.5. Teachers should consider this when delivering this unit. Students design their own timber utility box.2. and decorative finishes LS.6.1 uses a variety of communication techniques in the context of undertaking Digital camera projects Research materials including access to the internet and library LS.2 considers factors that influence design MLS. Links A student: A student: Design and Technology Mathematics LS.4. personalise a design or embellish an existing timber box with appropriate decorations.1 recognises that a process is used to develop design solutions MLS.3 uses a variety of techniques to present information and software technology solutions.1 selects and uses appropriate processes and techniques in the context of LS. tools and equipment Pre-cut pieces and/or kits for construction LS.6 Industrial Technology Years 7–10 Life Skills unit: Timber utility box Unit title: Timber utility box Description: This unit involves students in the design. techniques and processes producing design projects LS.1. materials.3 demonstrates safe practices in the use of equipment and the implementation Work Education of techniques LS. Life Skills Outcomes Resources A student: Examples of timber boxes. development and production of a timber utility box. Programming and Assessment 9. 159 .6 uses the language of measurement in everyday contexts LS.6. Learning activities address selected ‘learn about’ and ‘learn to’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students.9 demonstrates skills for effective participation in the workplace.5 responds to the language of measurement in everyday contexts LS.2 explores a variety of materials.1.6 makes a variety of artworks that reflect experiences.1.6 evaluates the success of projects.

2. 160 . equipment and materials – make project – evaluate project Exploration of the function and features of a range of timber boxes may indicate recognising that a process is used to design and make projects. Oral. strength and type of handles. closing devices. number of compartments. Students • explore the function and features of a range of timber boxes. Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • a design process that includes: – analysis of a problem – idea creation – synthesis of ideas and information – making – evaluating • recognise the steps in a design process including: – identify a need – explore ideas – choose preferred ideas – plan steps for making the project – select tools. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of the design features and functions of a range of timber boxes. eg lids.Life Skills Years 7–10: Advice on Planning. instruction and assessment Teacher • displays a variety of timber boxes • assists students to consider the features and purpose of a range of timber boxes. This may include: – collecting pictures of timber boxes from catalogues or bringing examples from home – recognising and sorting boxes for different purposes. Programming and Assessment Focus: Exploring the function of a variety of timber boxes Outcome: LS. eg Would I store my tools in a trinket box? – recognise the features that enhance the function of a variety of timber boxes.1 Students learn about Students learn to Integrated learning experiences.

instruction and assessment Teacher • provides examples of completed timber box projects that could be produced.1. Students • select a project from the range of options provided according to their personal preference. Programming and Assessment Focus: Choosing a timber box project Outcomes: LS. This may involve: – following through each step of the plan recognising the activities at each step. LS. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ selection of an appropriate style of timber box for their needs and abilities. Students • recognise the steps in the personalised step-by-step plan to complete the project. Oral. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of the steps needed to produce the timber design project. eg trinket box for jewellery.2.2.1 • Selection of a project may involve recognising that a process is used to design and make projects and/or using a variety of communication techniques in the context of undertaking projects. Recognising the planning steps to complete the project may indicate recognising that a process is used to design and make projects. Oral. 161 . • a design process that includes: – analysis of a problem – idea creation – synthesis of ideas and information – making – evaluating • recognise the steps in a design process – plan steps for making the project Teacher • assists students to develop a personalised step-by-step plan for the production process. box for tools/sports equipment/games/CDs.Life Skills Years 7–10: Advice on Planning. Evidence of learning (words in italics refer to Life Skills outcomes) Feedback a design process that • recognise steps in the includes: design process – analysis of a – choose preferred idea problem – idea creation – synthesis of ideas and information – making – evaluating • using a variety of • use techniques to communication communicate ideas techniques Focus: Planning steps for producing a timber box Outcome: LS.4.1 Students learn about Students learn to Integrated learning experiences. This may include: – selecting a project after investigating the features of sample boxes – indicating a preference for a timber box project – determining a design that takes into account the function and purpose of the project.

LS.Life Skills Years 7–10: Advice on Planning.1. instruction and assessment Teacher • reviews factors that influence safety in a specialist area • explains the properties of materials. continued 162 . equipment and tools which make them dangerous • explicitly teaches and demonstrates the use of a range of hand tools. chisels • provides opportunities for supervised practice in the use of materials. tools and equipment. tools and equipment Outcomes: LS. Oral. screwdrivers.1. goggles Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • factors that influence safety – in specialist rooms handling and using a variety of equipment including machine tools and computer equipment • recognise factors that influence safety in specialist areas follow safety labelling • • Demonstrating safe practice in specialist rooms may indicate recognising safe and unsafe conditions in the context of undertaking a project and/or demonstrating safe practices in the use of materials. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ demonstration of safe practice in specialist rooms.1. eg hammers.3 Students learn about Students learn to Integrated learning experiences. This may include: – following safety labelling – identifying location of safety protection equipment and first aid kit – recognising potentially dangerous equipment and situations – putting on personal protective equipment. Programming and Assessment Focus: Safe use of materials. Students • demonstrate safe practice in specialist rooms. LS.1.2. tools and equipment. eg mask.

2. tools and equipment safely – use materials. tools and equipment. tools and equipment safely • undertake regular checks of hand tools. materials. eg – flammability – toxicity – sharpness – weight – temperature – moving parts – electrical operation Oral. tools and equipment during the production process may indicate caring for hand tools. tools and equipment handling and using a variety of equipment including machine tools and computer equipment • caring for hand tools. Caring for and storing materials.1. LS. tools and equipment (cont) Outcomes: LS. safe carrying techniques for a length of timber. equipment and tools that make them dangerous. tools and equipment. tools and equipment appropriately and safely under supervision. eg safe handling of a hammer. modelling and prompting in: – recognising the rules for the safe use of materials. instruction and assessment Students • use materials. tools and equipment safely may indicate recognising safe and unsafe conditions in the context of undertaking a project and/or demonstrating safe practices in the use of materials. Feedback • the application of OHS practices in relation to: – handling and using a variety of materials – handling and using a variety of hand tools and power tools • recognise properties of materials.Life Skills Years 7–10: Advice on Planning. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • demonstration of safe and appropriate use of materials. safe passing techniques for chisels.1. This may involve responding to teacher instruction. measure.3 Students learn about Students learn to Integrated learning experiences. applying paint/varnish in a well-ventilated area – using materials. LS. hazardous substances • • care for and store materials. join and finish materials Evidence of learning (words in italics refer to Life Skills outcomes) Using materials. cut shape. power tools and machines • factors that influence safety • carry and transfer materials. safe use of adhesives. Programming and Assessment Focus: Safe use of materials. power tools and machines.1. tools and equipment during the production process. 163 . This may include: – returning materials. • demonstration of the safe storage of materials. power tools and machines • recognise factors that influence safety in specialist rooms – storage: tools. tools and equipment to their storage space after use – tidying the work area – reporting unsafe equipment and or dangerous situations. tools and equipment. tools and equipment safely and appropriately under supervision to mark.1. equipment.

joints – constructing their timber box using techniques such as turning of handles. surface decoration – preparing/sanding surface in readiness for applying selected finish using appropriate hand or power tools – applying appropriate finishes. eg paint. screws. Programming and Assessment Focus: Producing a timber box Outcomes: LS. instruction and assessment Teacher • reviews the personalised step-by-step plan for the production of the timber box.5. varnish.1. stencils – fitting hardware such as handles and locks Evidence of learning (words in italics refer to Life Skills outcomes) Feedback continued 164 . while incorporating relevant OHS practices at every point: – measuring and marking out the project – cutting out timber using templates and appropriate hand or power tools and equipment – shaping timber using appropriate hand or power tools and equipment – joining timber using methods such as adhesives. oil in a well-ventilated area – applying appropriate decorations such as decoupage.2.Life Skills Years 7–10: Advice on Planning. nails. modelling each step as required • focuses on the development and application of specific skills related to producing a timber box • explicitly teaches each of the skills and techniques and their application in the context of the production of a timber box. LS.1 Students learn about Students learn to Integrated learning experiences.

165 . Teacher guides and reinforces students’ skill development in the context of producing the project. Feedback using skills to make a project in a variety of technologies • applying the design process • the application of OHS practices in relation to: – handling and using a variety of materials – handling and using a variety of hand tools and power tools • participate in making a project in a variety of technologies • follow steps to complete a project • recognise properties of materials. Programming and Assessment Focus: Producing a timber box (cont) Outcomes: LS. Evidence of learning (words in italics refer to Life Skills outcomes) Using skills and techniques to engage in the production process for completing a timber box may indicate demonstrating safe practices in the use of materials tools and equipment and/or using skills and processes in a variety of contexts and projects. LS. eg – flammability – toxicity – sharpness – weight – temperature – moving parts – electrical operation • Teacher demonstration of skills and techniques. instruction and assessment Students • use skills and techniques to engage in the production process for completing a timber box project according to the personalised step-by-step plan and in accordance with relevant OHS practices. equipment and tools that make them dangerous.2.Life Skills Years 7–10: Advice on Planning.5.1. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of the steps needed to produce the project. Oral.1 Students learn about Students learn to Integrated learning experiences.

Programming and Assessment Focus: Evaluating the timber design project Outcomes: LS. drawings and/or text to demonstrate the stepby-step plan used to produce the project. if any. if any. eg – present a completed practical project to a class or school assembly Evaluation of the timber box may indicate evaluating the success of projects and/or using a variety of communication techniques in the context of undertaking project.6. instruction and assessment Teacher • assists students to evaluate their timber box in a project report • facilitates students communicating their experiences of the production process with others. The project report could also include information about what changes. This may include: – responding to questioning. LS. • sharing of their completed project with others in an appropriate format. Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • evaluating a project in terms of – function – aesthetics – available resources – environmental impact – marketability • evaluate a completed project eg – does the finished product require modification? – what changes. This may include: – developing a multimedia presentation of the steps undertaken to complete the project – displaying the project in a prominent place in the school – presenting their completed project to the class or at a school assembly. Oral. Students • evaluate their timber box in terms of function and aesthetics. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • evaluation of their timber box in terms of aesthetics and function • using a variety of communication techniques which may include – oral presentations – discussions • Sharing their completed project with others may indicate using a variety of communication techniques in the context of undertaking project. ‘What do you like best about the way it looks?’. eg ‘Could you demonstrate how the timber box will be used?’.Life Skills Years 7–10: Advice on Planning. 166 . if any. need to be made?’ – preparing a project report in which information about the materials. This could be done through photographs. need to be made? – will it be used? – does the project look well made? – does the project meet the identified need? use techniques to communicate ideas.4. ‘What changes. need to be made • share their completed project with others. tools and processes used in the project is outlined.1.1 Students learn about Students learn to Integrated learning experiences. video.

tools and techniques by students is essential in the Information and Software Technology course. scanner.1 uses information and software technology in solving a range of problems LS.2.1.1 demonstrates communication skills in the development of information and software technology solutions LS.1 uses information and software technology to participate in and manage their Hardware: personal computer. graphics.1 explores the impact of past.2 uses a range of hardware LS. Safe and responsible use of materials.1.2 evaluates information and software technology solutions LS.5. environment data projector. 167 . digital camera. Programming and Assessment 9.2 uses collaborative skills in the development of information and software technology solutions LS.5.1. The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests. Life Skills Outcomes Resources A student: Software: word-processing. current and emerging information technologies LS.3 uses a range of software programs LS. internet access LS. voice output device.Life Skills Years 7–10: Advice on Planning.7 Information and Software Technology Years 7–10 Life Skills unit: School events in digital Unit title: School events in digital Description: This unit introduces students to a variety of digital media.2.3 uses a variety of techniques to present information and software technology solutions. Students learn to operate a variety of computer hardware and software in the creation of a multimedia presentation to record a significant school event.4. adaptive technology LS. Learning activities address selected ‘learn about’ and ‘learn to’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students. printer.5. Teachers should consider this when delivering this unit of work.

3 explores ways in which meaning is conveyed by spoken language LS. 168 .4.12 communicates for a variety of purposes LS.4.1 recognises the use of graphics technology in a variety of contexts Industrial Technology LS.6. Programming and Assessment Links A student: Design and Technology LS.6.4.4.6. For students working towards Life Skills outcomes in regular classes.4 explores ways in which meaning is conveyed by written language Mathematics SGLS.2 uses a variety of communication techniques.1 uses computer-based presentation techniques LS.1 selects and uses appropriate processes and techniques in the context of producing design projects LS.2 uses a variety of techniques to present design solutions LS.1.5 uses the language of position in a variety of situations.14 communicates with a range of audiences Food Technology LS.1 uses a variety of communication techniques in the context of undertaking projects LS. Digital Media Project’ in Information and Software Technology Years 7–10: Advice on Programming and Assessment (pp 41–48).6.1 gathers and uses information from a variety of sources LS.5.5 recognises visual texts in a range of contexts LS.3 uses technology and aids to communicate with a range of audiences LS.1 recognises appropriate techniques for a variety of projects LS.MLC.6 uses visual texts in a range of contexts LS.2.4 responds to the language of position SGLS.Life Skills Years 7–10: Advice on Planning.MLC. A student: Graphics Technology LS.1 evaluates the success of projects Languages LS. teachers may wish to link the activities in this unit with the Stage 5 unit ‘Option 4.2 participates in producing design projects English LS.5.10 composes increasingly complex written texts LS.2 undertakes graphical presentations to communicate ideas LS.1 uses skills and processes in a variety of contexts and projects LS.

5.1. LS. Students • recognise their own personal technology devices.1. continued 169 .1. These may include: – switch activated equipment – voice output communication aids – computer – mobile phone – pocket organiser • Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • the ways in which information and software technology can be used to enhance daily life • recognise personal technology devices Recognition of personal technology devices may indicate using information and software technology to participate in and manage their environment. LS.5.4. Programming and Assessment Focus: Exploring current and emerging technologies Outcomes: LS. instruction and assessment Teacher • assists students to recognise and use their own personal technology devices to communicate and manage their environment • assists students to recognise the impact of new and emerging technologies • assists students to select information and software technology options to communicate about school events • assists students in recording their involvement at each step of the design process in a folio. LS. This may include: – requesting and rejecting – protesting – expressing emotions – expressing needs – giving information – participating in conversations Using personal technology devices to communicate for a range of purposes may indicate using information and software technology to participate in and manage their environment.Life Skills Years 7–10: Advice on Planning.3 Students learn about Students learn to Integrated learning experiences. • demonstration of use of personal technology devices in the context of managing their environment.1. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • identification of personal technology devices • the ways in which information and software technology can be used to enhance daily life recognise that technology can be used to make choices and express preferences • use personal technology devices for a variety of purposes • use own personal technology devices to communicate for a range of purposes. Oral.

Walkman.1. Items in the folio may include: – photographs and/or other images of their participation at various steps – descriptions of their activities at each step – personal observations – data and information relevant to the project – personalised step-by-step plan to produce the project – evaluation of the project. • recording of their participation in the design process in an appropriate format. digital cameras – including examples of identified items in their folio • establish and maintain a record of their involvement throughout the design project in a folio. Feedback • the impact of changing technology in school and community contexts • explore the changes that technology has made to daily life Oral.1. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • identification of the ways in which technology impacts on daily life communicating effectively across a range of contexts in relation to developing solutions • using technology to present solutions • • experience group discussions to find solutions • use a word processor/digital camera/video/ multimedia software to present information to a group Establishing and maintaining a folio may indicate demonstrating communication skills in the development of information and software technology solutions and/or using a variety of techniques to present information and software technology solutions. in both the home and school. videos. 170 . instruction and assessment Students • identify ways in which technology impacts on daily life. Programming and Assessment Focus: Exploring current and emerging technologies (cont) Outcomes: LS. email – identifying technology items that have impacted on personal and group recreation and leisure activities such as television.4.Life Skills Years 7–10: Advice on Planning.3 Students learn about Students learn to Integrated learning experiences. eg mobile phones. game boys. LS.1. LS. This may include: – identifying technology items that have improved communication between people. current and emerging information technologies. Evidence of learning (words in italics refer to Life Skills outcomes) Identifying the ways in which technology impacts on daily life may indicate exploring the impact of past. LS.5.5.1.

1 Students learn about Students learn to Integrated learning experiences. audio recording of a school assembly. video of dance performance.Life Skills Years 7–10: Advice on Planning. instruction and assessment Teacher • assists students to select a significant school event to record using information and software technology • assists student to select appropriate information and software technology to record the school event. Programming and Assessment Focus: Selecting a design project Outcome: LS. This may involve: – indicating events which are of particular interest – making suggestions about the best ways to communicate about school events. eg digital photographs to show students enjoying lunch time. 171 . Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • matching appropriate technology strategies to a specific problem • select an appropriate strategy for a given problem Exploration of appropriate information and software technology options to communicate about school events may indicate using information and software technology in solving a range of problems. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ consideration of a wide range of technology solutions and guide identification of appropriate technologies for the particular purpose of recording a significant school event. multimedia presentation of school camp – suggesting items of computer hardware and software to undertake the project. Students • explore appropriate information and software technology options for communicating about school events. Oral.2.

instruction and assessment Teacher • demonstrates and explicitly teaches students to operate a range of hardware and software. multimedia software and word-processing. Oral.1. publicity.2. LS.1. This may include: – taking photographs – recording video footage – scanning photographs/images into computer – downloading digital images to computer – adding graphics/text to images – recording music – recording voice/environmental sounds – recording a commentary using a voice output/communication device – word-processing title.2. continued 172 . audio recorder. Students • follow a step-by-step plan to record the identified significant school event Evidence of learning (words in italics refer to Life Skills outcomes) Feedback how a variety of hardware and software can be used for a range of purposes in a variety of school and community contexts • the range and type of hardware which can be accesses in school and community contexts • operate a range of hardware/software • use a range of hardware/software for a variety of purposes in a range of contexts • recognise a range of hardware • use a range of hardware/ software for a variety of purposes in a range of context • • use a range of hardware and software to develop a multimedia presentation of a specific school event in response to teacher demonstration and instruction.5. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • following a plan to record the significant school event • demonstration of the use a range of hardware and software to develop a multimedia presentation that could include a digital camera. eg digital and video camera.Life Skills Years 7–10: Advice on Planning.3. acknowledgments Following the step-by-step plan to record the significant school event may indicate using a range of hardware and/or using a range of software programs.3 Students learn about Students learn to Integrated learning experiences. LS.2. computer peripherals such as scanner • assists students to develop a step-by-step plan to produce the multimedia presentation of the significant school event. LS. Programming and Assessment Focus: Following the plan to produce the project Outcomes: LS. authors. Using a range of hardware and software to develop a multimedia presentation of the school event may involve using a range of hardware and/or using a range of software.

pace make a permanent record of the presentation to share with others Presentation of the slideshow may involve using a variety of techniques to present information and software technology solutions.3 Students learn about Students learn to Integrated learning experiences.1. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • compilation of the final presentation • • use multimedia software to present information to a group present the slideshow to an audience using a data projector.2. continued 173 .5. demonstration of appropriate skills in the presentation of the slideshow • how a variety of hardware and software can be used for a range of purposes in a variety of contexts • use a range of hardware/software for a variety of purposes in a range of contexts • Audience reaction provides feedback. LS. instruction and assessment Students • compile the final multimedia presentation. Oral. Making a permanent record of the presentation to share with others may indicate using a range of hardware and/or using a range of software. This may include: – selecting preferred images – sequencing – editing – adding text • Evidence of learning (words in italics refer to Life Skills outcomes) Compiling the final multimedia presentation may involve using a range of hardware and/or use of a range of software Feedback how a variety of hardware and software can be used for a range of purposes in a variety of school and community contexts • using technology to present solutions • • use a range of hardware/software for a variety of purposes in a range of contexts Oral.1. Programming and Assessment Focus: Following the plan to produce the project (cont) Outcomes: LS. LS.3.Life Skills Years 7–10: Advice on Planning. LS.2.2. eg volume. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of appropriate technologies for making a permanent record of a significant school event. Students may: – activate the application – monitor the presentation and cue slides – make adjustments to the presentation.

2. instruction and assessment Students • evaluate their project in terms of its effectiveness.3. ‘How could the presentation be improved?’ – recording in the folio the reaction of others to their presentation – making suggestions in their folio about how the presentation could be improved. cost.1.2. time. LS. 174 . LS. effectiveness • • evaluate strategies makes suggestions for improvement Oral.1. Programming and Assessment Focus: Following the plan to produce the project (cont) Outcomes: LS. Feedback • evaluating a project in terms of available resources. This may include: – responding to feedback from others on the presentation – responding to questions such as ‘Were the processes you used for editing the presentation effective?’. LS.2. ‘What did other people like about the presentation?’.5.Life Skills Years 7–10: Advice on Planning. Evidence of learning (words in italics refer to Life Skills outcomes) Evaluating their project may indicate evaluating information and software technology solutions. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ evaluation of their project in terms of its effectiveness.3 Students learn about Students learn to Integrated learning experiences.

4.5.2 demonstrates safe practices in the use of materials.6 uses the language of measurement in everyday contexts undertaking a project SGLS. tools and equipment Visual Arts LS. glue.1 applies appropriate evaluation techniques to a textiles project. LS.3 uses a variety of techniques to present information and software technology LS. Safe and responsible use of materials.4 responds to the language of position Industrial Technology SGLS.5.1 evaluates the design of clothing and household items in terms of function and Digital camera.8 Textiles Technology Years 7–10 Life Skills unit: Creating with fabrics Unit title: Creating with fabrics Description: This unit involves students creating with fabrics to produce decorated fabric items.3 undertakes textiles projects LS. computer and appropriate software aesthetics Wall chart or handout illustrating a flow chart or step-by-step instructions for producing LS. teachers may wish to link the activities in this unit with the Stage 5 unit ‘The World is a Stage’ in Textiles Technology Years 7–10: Advice on Programming and Assessment (pp 35–47).2 demonstrates safe practices in the use of equipment and the implementation of techniques LS. Life Skills Outcomes Resources A student: Stimulus materials such as fabrics.1 selects fabrics.6.1.5. lace.1 demonstrates safe practices in the use of tools. 175 . eg dyes. materials and techniques in MLS.1 evaluates the success of projects. techniques and processes. stencils LS. tools and techniques by students is essential in the Textiles Technology course. Students may design a decorated fabric item. fabric paints.5.1 gathers and uses information for design purposes the project LS.2 explores a variety of materials.5 uses the language of position in a variety of situations LS. Links A student: A student: English Information and Software Technology LS. embellishments.12 communicates for a variety of purposes LS. The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests. yarns and fibres appropriate to intended use Equipment and materials for decoration. Learning activities address selected ‘learn about’ and ‘learn to’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students.1 selects and uses appropriate materials to undertake projects LS. Programming and Assessment 9.5.3. completed projects LS.4.1. personalise a design or embellish an existing fabric item with appropriate decorations.14 communicates with a range of audiences solutions Graphics Technology Mathematics LS. Teachers should consider this when delivering this unit of work.1 demonstrates skills and techniques in the context of a textiles project LS.2.Life Skills Years 7–10: Advice on Planning.2 uses a variety of techniques to present design ideas and solutions LS.6. For students working towards Life Skills outcomes in regular classes.

quilt covers. glued trimmings.4. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • identification of a range of fabrics. LS. techniques and embellishments in the context of a fabric design project • using a variety of communication techniques • use techniques to communicate ideas The recording and reflection on activities throughout the design process may indicate using a variety of techniques to present design ideas and solutions. • recording of their participation in the design process in an appropriate format. eg T-shirts.1. permanent markers. batik. This may involve: – visiting specialist fabric and/or retail outlets – collecting. LS.1. patterns. eg fabric painting using hand prints. 2. iron on transfers.Life Skills Years 7–10: Advice on Planning. transfer crayons. yarns and fibres appropriate to intended use and/or gathering and documenting information for design purposes. theatrical costumes • arranges a visit to fabric outlets to explore the texture.1. fabric products. Programming and Assessment Focus: Exploring fabric design projects Outcomes: LS. finished fabric items. accessories that can be stitched in place • establish and maintain a record of their involvement throughout the development of the fabric design item in a folio. finished fabric items. colour and weight of fabrics and the variety of decorating techniques and embellishments • assists students in recording their involvement at each step of the design process in a folio. cushion covers. Oral. decorative techniques and embellishments may indicate selecting fabrics.4. instruction and assessment Teacher • presents a variety of completed fabric design items. LS. Items in the folio may include: – photographs and/or other images of their participation at various steps – descriptions of their activities at each step – personal observations – data and information relevant to the project – personalised step-by-step plan to produce the project – evaluation of the project. patterns. matching and sorting samples of fabrics and embellishments – comparing the texture. Students • explore a range of fabrics.2 Students learn about Students learn to Integrated learning experiences. Evidence of learning (words in italics refer to Life Skills outcomes) Feedback fibres. tie dye. 176 . yarns and fabrics • obtaining and using information from a variety of sources for design purposes • select fabrics for particular purpose and use • gather information from a variety of sources • use information for design purposes • Exploration of a range of fabrics. decorative techniques and embellishments. colour and weight of fabrics – exploring examples of decorative techniques and embellishments.1.

Life Skills Years 7–10: Advice on Planning. eg iron-ons. appliqué and embroidery. Students • determine their preferred fabric design item. eg a T-shirt or quilt cover.5. Programming and Assessment Focus: Selecting a fabric design project Outcomes: LS. LS. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • selection of an appropriate fabric design item • • skills and techniques that are necessary to undertake a specific textiles project • demonstrate skills and techniques in the context of a textiles project selection and demonstration of appropriate techniques to make their fabric item • skills and techniques that are necessary to undertake a specific textiles project • demonstrate skills and techniques in the context of a textiles project • select designs and techniques for decoration and embellishment. LS. eg cushion cover for their bedroom. tie dying/batik printing. or – making and decorating an item.3 Students learn about Students learn to Integrated learning experiences. hand or machine stitching Evidence of learning (words in italics refer to Life Skills outcomes) Feedback undertaking a textiles design project • using a variety of communication techniques • undertake a specific textile project • use techniques to communicate ideas • Determining a preferred fabric design item may indicate undertaking textiles projects and/or using a variety of techniques to present design ideas and solutions. instruction and assessment Teacher • assists students to select a fabric design item.5.4. beads. eg glueing. or – making and/or decorating an item. Selecting appropriate designs and techniques for decoration may indicate demonstrating skills and techniques in the context of a textiles project.2. sequins. Selecting appropriate techniques for making fabric items may indicate demonstrating skills and techniques in the context of a textiles project. eg a bandanna for a school dance party • select techniques for producing the item. 177 . fabric paint. Oral. This may include indicating a preference for: – decorating an existing item.1. • selection and demonstration of appropriate designs and techniques for decorating their fabric item. iron-on tape.

5. 178 . This may include: – passing and using scissors – handling pins and needles – following instructions to thread a needle for hand sewing – following instructions for fabric glue – using gloves and protective clothing for tiedying/batik – using electrical items such as iron/sewing machine – selecting appropriate setting on iron for pressing fabrics or fabric items and/or applying transfers/stencils – carrying a sewing machine – following instructions to thread a sewing machine – sewing fabrics Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • handling and using a variety of equipment safely using safe techniques in the context of a textiles design project • identify characteristics of textile equipment that could make them dangerous • carry and transfer equipment safely • Use of appropriate techniques and skills in the context of making and/or decorating fabric items may indicate demonstrating safe practices in the use of equipment and the implementation of techniques. Students • use materials. equipment and appropriate techniques safely under supervision in the context of making and/or decorating fabric items. instruction and assessment Teacher • explicitly teaches and models techniques and safe use of equipment in the context of making and/or decorating fabric items. Oral. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ demonstration of safe use of materials. tools and equipment. Programming and Assessment Focus: Safe use of tools and equipment Outcome: LS.2 Students learn about Students learn to Integrated learning experiences.Life Skills Years 7–10: Advice on Planning.

5. LS.5.3 Students learn about Students learn to Integrated learning experiences. Oral. 179 . using scissors to cut material • reviews the personalised step-by-step plan for the production of the fabric item. This may include: – using fabric glue – threading a sewing machine – attaching fasteners – threading a needle – using scissors to cut material • engage in the production process for completing the fabric item according to the personalised step-by-step plan. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • demonstration of the skills and techniques to complete the fabric item • following of the step-by step plan to produce the fabric item. attaching fasteners. instruction and assessment Teacher • provides materials and equipment for making and/or decorating the fabric item • explicitly teaches skills and techniques in the context of making and/or decorating fabric items. This may involve: – including the step-by-step plan in their folio – following through each step of the plan. recognising the activities at each step to make and/or decorate the fabric item. threading a sewing machine. Programming and Assessment Focus: Producing a fabrics design project Outcomes: LS.Life Skills Years 7–10: Advice on Planning. Engagement in making and/or decorating of a fabric item may indicate undertaking textiles projects. eg using fabric glue. Students • demonstrate the skills and techniques required for the completion of the fabric item. threading a needle. Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • skills and techniques that are necessary to undertake a specific textiles project • demonstrate skills and techniques in the context of a textiles project how skills and processes may be combined to complete a project • undertaking a textiles design project • demonstrate a combination of skills and processes in the context of a textiles project • undertake a specific textiles project • Demonstrating the skills and techniques to complete the fabric item may involve demonstrating skills and techniques in the context of a textiles project. modelling each step as required.1.

eg – Do you like it? – Would you change anything? – Is it strong enough? – Will it last? Evaluation of the textiles project may indicate applying appropriate evaluation techniques to a textiles project. functionality. • sharing of their information and fabric item with others in an appropriate format.1 Students learn about Students learn to Integrated learning experiences. Students • evaluate their textiles project. instruction and assessment Teacher • assists students to evaluate their fabric design item and folio • provides an opportunity for students to share their folio with others. LS. Oral. Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • evaluating a project in response to aesthetic appeal. Programming and Assessment Focus: Evaluating the fabrics design project Outcomes: LS. durability and costeffectiveness • respond to questions. 180 . This may involve: – responding to questioning such as ‘What are the features of your fabric item that make it look good?’ – trialling the fabric item and completing a teacher designed questionnaire regarding performance to be included in the folio – including photographs in their folio of the fabric item being produced and used – recording in their folio the reactions of others to the fabric item – making suggestions in their folio about how the design and/or construction could be improved or replicated • share the information in their folio with others.Life Skills Years 7–10: Advice on Planning. 4. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • evaluation of their textile project in terms of intended use • using a variety of communication techniques • use techniques to communicate ideas Sharing the information in their folio to others may involve using a variety of techniques to present design ideas and solutions.6. This may involve: – displaying the folio and fabric item in a prominent place in the school – describing aspects of their folio to others – participating in discussion and answering questions about the folio and activities represented in it.2.

1 Syllabus Music Unit title Australian music Unit description In this unit students explore a wide variety of traditional and contemporary Australian music through experiences in listening and performing that may involve individual.au). Students investigate 2D and 3D forms such as painting and collage techniques and stencil-making. their personality and interests to an audience. roles. characters. prints. magazine covers and posters. In this unit students explore the design of magazines. group and whole class activities.nsw.4 Drama Roles.6 Photographic and Digital Media Shapes and Shadows 181 . experiment with body movements and create and perform movement/dance sequences. Using the concept of ‘I am’. The sample units should be read in conjunction with the relevant Years 7–10 syllabus and support documents already distributed to schools and available on the Board of Studies website (www. Students experiment with light sources to produce and manipulate shadows. A variety of wet and digital photographic activities are suggested as ways of extending this structural exploration of light. Programming and Assessment 10 Creative Arts Sample units of work have been prepared to assist teachers in programming Life Skills outcomes and content from the Creative Arts key learning area. shadow and shape. They participate in identifying different audiences for different magazines and they use basic typography and simple digital imaging processes and/or collage techniques to make a magazine cover for a specific audience.edu. They develop their individual skills and participate as part of a group to develop and perform a narrative and explore dramatic forms and theatre conventions. students develop self-portraits that may include photographs. colours and textures to represent themselves. and the work of graphic designers and artists.5 Visual Design My Magazine 10.boardofstudies.3 Dance Let’s dance! 10. 10. action! 10. stencils. explore the relative opacity/translucency of objects and record the shapes caused by shadows. In this unit students are introduced to light and shadow as phenomena in the world around them. Students participate in scenarios where role-taking is used to expand and enhance students’ participation in real-life experiences. They explore the work of artists and participate in the development of their own artworks over time. In this unit students explore characters. In this unit students appreciate and respond to dance performances. casts and/or masks. in pairs and as part of a group.Life Skills Years 7–10: Advice on Planning.2 Visual Arts ‘I am’ 10. Unit number 10. Students also experiment with musical sounds. and explore ways in which environmental sounds may be incorporated into musical works. Students use safe dance practices to engage in activities individually. situations and actions through a range of activities. In this unit students learn about portraits and self-portraits.

Links A student: Dance LS.1 uses movement. eg Yothu Yindi.MBC. Christine Anu. LS.2. group and whole class activities.9 recognises the contribution of Aboriginal peoples and other cultures to Australian society Languages LS.4 experiments in making musical sounds LS.10 engages in performing. composing and listening experiences for enjoyment. Programming and Assessment 10.MBC.9 appreciates a variety of music LS.1 recognises language that is descriptive of number NLS. Life Skills Outcomes Resources A student: Examples of the following types of music – Aboriginal & Torres Strait Islander.10 composes increasingly complex written texts Geography LS. sings or plays an instrument as part of a group Dreamtime stories LS. Students also experiment with musical sounds. A student: History LS.1 demonstrates a range of movement skills LS.2 explores. The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests. sings or plays an instrument eg Waltzing Matilda.7 experiences music from a variety of social.7 explores the diversity of Australian communities. LS.6 experiments in representing and recording musical sounds LS. teachers may wish to link the activities in this unit with the Stage 4 unit ‘Australian Music’ in Music Years 7–10: Advice on Programming and Assessment (pp 24–30). Learning activities address selected ‘learn about’ and ‘learn to’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students. Botany Bay. LS.1 responds to auditory cues in a range of contexts LS. selects and sequences movement to express feelings and ideas English LS.1 experiences cultural diversity LS.8 communicates responses to a variety of music LS.1 recognises repeating patterns.1.5 experiments in organising musical sounds LS.2 vocalises. Click Go the Shears. vocalisation or instruments to respond to a range of music Contemporary Aboriginal music.3 recognises and responds to ordinal terms PALS.3 vocalises. 182 .2 explores own and other cultures Mathematics NLS. For students working towards Life Skills outcomes in regular classes. cultural and historical contexts LS.1 Music Years 7–10 Life Skills unit: Australian music Unit title: Australian music Description: In this unit students explore a wide variety of traditional and contemporary Australian music through experiences in listening and performing that may involve individual. and explore ways in which environmental sounds may be incorporated into musical works. Australian folk music.Life Skills Years 7–10: Advice on Planning.

5 • • making a variety of musical sounds organising musical sounds LS. Programming and Assessment Life Skills Outcomes Life Skills content Students learn to: Performing • move all or part of body in response to music vocalise hum and/or whistle along with the music use non-melodic percussion instruments to keep the beat of the music vocalise and/or sing to a variety of known music sing new songs vocalise on cue in the context of a group song play and cease playing an instrument on cue play an individual part within a musical piece Composing • experiment with voice to produce musical sounds • produce a sound on cue • reproduce a sound at determined intervals on cue • reproduce a sound at determined intervals when playing in a group • compose a simple repeated rhythm (ostinato) for performance individually and/or in a group • use graphic notation for representing musical sounds • • • • • • • • • Students learn about musical concepts through: responding to a range of music through the use of the body and body percussion • vocalising to a range of music • responding to a range of music through the use of percussion • performing individually in informal and formal situations • • LS.4 LS.1 LS.Life Skills Years 7–10: Advice on Planning.3 performing as part of a group in informal and formal situations LS.2 LS.6 use equipment to record musical sounds organise musical experiments into a composition experimenting in representing and recording musical sounds through graphic forms • experimenting with recording technologies • structuring simple musical ideas continued • 183 .

7 experiencing a variety of music understanding that different instruments and instrument groups produce different sounds understand ways in which sound can be changed in different instruments understanding the concept of high and low and that smaller instruments produce smaller sounds understanding that changes in dynamics can be sudden or gradual and these changes can be sudden or gradual and these changes can be used for different effects understanding that music works within various structures and sections understanding how people value and appreciate music in a variety of settings recognise the manipulation of sound recognise high and low sound recognise louds and softs LS.Life Skills Years 7–10: Advice on Planning. Programming and Assessment Life Skills Outcomes Life Skills content (cont) Students learn to: Listening • experience music of various styles • experience music of different cultures • recognise sound sources • • • Students learn about musical concepts through: • • • • • LS.8 recognise sections/patterns respond appropriately to music in a range of social contexts demonstrate appropriate audience behaviour when listening to music in different performance situations • use nonverbal communication to indicate like or dislike for particular music • use verbal communication to indicate like or dislike for particular music • give reasons for their response to particular music • • • • • • • • non-verbally communicating responses to a variety of music verbally communicating responses to a variety of music discussing their responses to a variety of music 184 .

Feedback Oral.10 Integrated learning experiences. tapping legs. drums and rain sticks ✓ • ✓ ✓ Evidence of learning (words in italics refer to Life Skills outcomes) Listening and responding to traditional music may involve experiencing music from a variety of social. triangle.9 LS. waving arms – body percussion such as clapping hands. composing and listening experiences for enjoyment. to communicate between groups. customs and traditions Students listen to examples of traditional music and respond using: – body movements such as nodding head. P – Performing C – Composing L – Listening 185 . Simulating the sounds of traditional instruments may involve engaging in performing. Programming and Assessment Life Skills Outcomes LS. Listening to and describing the role of instruments may involve experiencing music from a variety of social. and to pass on stories. composing and listening experiences for enjoyment.7 LS. social and sacred occasions.Life Skills Years 7–10: Advice on Planning. instruction and assessment P C L • Teacher plays examples of traditional music of Aboriginal and Torres Strait Islander Peoples and explains how this music was used for a variety of purposes. visual and tangible feedback prompting by the teacher to guide and affirm students’: • responses to a variety of traditional music • Students listen to and describe the role of particular instruments. eg for ceremonial. stamping feet – vocalisation and humming – non-melodic percussion instruments such as tambourine. eg – didgeridoo – provides a long sustained note (drone) – clap sticks – provide rhythm – vocals – provide melodic line Students simulate the sounds of the above instruments using available classroom instruments ✓ • description of the roles of particular instruments • ✓ • simulation of the sounds of individual instruments using available resources. vocalisation or instruments to respond to a range of music and/or engaging in performing.8 LS.1 LS. cultural and historical contexts and/or using movement. cultural and historical contexts and/or communicating responses to a variety of music and/or appreciating a variety of music.

Students may identify the elements of the work that are traditional and those that are contemporary. Oral. body percussion and instruments to portray a story may involve using movement. eg Yothu Yindi.10 Teacher plays examples of contemporary indigenous music. 6 LS. composing and listening experiences for enjoyment. sway and/or play appropriate instruments to the beat of contemporary music • ✓ ✓ ✓ Evidence of learning (words in italics refer to Life Skills outcomes) Experimenting with vocal sounds. Listening to and responding to contemporary Aboriginal music may involve using movement. Programming and Assessment Life Skills Outcomes LS. eg traditional may involve the use of didgeridoo and Aboriginal language. Notating their composition may involve experimenting in representing and recording musical sounds. composing and listening experiences for enjoyment. instruction and assessment P C L Teacher presents a traditional Dreamtime story and assists students to experiment with vocal sounds.1 LS. vocalisation or instruments to respond to a range of music and/or engaging in performing. vocalisation or instruments to respond to a range of music and/or engaging in performing. Feedback Oral. and perform their composition as part of a group while the Dreamtime story is being read • ✓ ✓ ✓ ✓ LS. visual and tangible feedback prompting by the teacher to guide and affirm effective listening and responses to music.Life Skills Years 7–10: Advice on Planning. contemporary may involve the use of rock instruments and English language • Students listen to the music and clap. body percussion and available classroom instruments to portray the story • Students may notate their composition using traditional graphic notation.10 Integrated learning experiences. Christine Anu • Students listen to the music and indicate the similarities and differences between traditional and contemporary Aboriginal and Torres Strait Islander music. visual and tangible feedback prompting by the teacher to guide and affirm students’: • experimentation with vocal sounds. P – Performing C – Composing L – Listening 186 .1 LS. body percussion and classroom instruments to portray a story • notation of their composition in an appropriate format.

chorus – dramatise a song. Feedback Oral.2 LS. singing or playing an instrument and/or engaging in performing. singing or playing an instrument and/or vocalising. singing songs with accompaniment and related activities may involve vocalising. P – Performing 187 . ‘billabong’.10 • Teacher plays examples of traditional Australian folk music. ‘Click go the Shears’. eg ‘Botany Bay’ through: – sequencing images – substituting individual words – retelling the narrative in their own words and/or – rewriting the whole verse using contemporary language and themes • LS.2 LS. visual and tangible feedback prompting by the teacher to guide and affirm students’: • indication of preferences to traditional Australian folk music • experimentation and responses • writing of new lyrics. using instruments/vocals to add meaning C – Composing L – Listening ✓ ✓ ✓ Evidence of learning (words in italics refer to Life Skills outcomes) Listening to traditional Australian folk/country music and indicating preferences may involve vocalising. eg ‘Waltzing Matilda’.3 LS.Life Skills Years 7–10: Advice on Planning. visual and tangible feedback prompting by the teacher to encourage and affirm students’ active participation. ‘ringer’ – experiment with sound sources to find suitable rhythmic accompaniment to songs. ‘Botany Bay’ • Students listen to the examples. singing or playing an instrument and/or engaging in performing. Rewriting the lyrics of a song may involve vocalising. Programming and Assessment Outcomes Integrated learning experiences. Oral. composing and listening experiences for enjoyment and/or communicating responses to a variety of music.10 • Teacher assists students to play chordal accompaniment or bass line to selected songs. eg ‘Click go the shears’ (A D E) or ‘Botany Bay’(C F G). It may also indicate engaging in performing. instruction and assessment P C L LS. ‘swagman’. indicate their preferences and give reasons for these ✓ ✓ ✓ Teacher assists students to: – vocalise and/or sing a chosen traditional song – perform the lyrics of a particular song individually or as part of a group – accompany the lyrics with body percussion and non-melodic percussion • Students may rewrite the lyrics of a verse of a song.8 LS. eg ‘Click Go the Shears’ (rulers on desk. composing and listening experiences for enjoyment. eg verse. singing or playing an instrument as part of a group. composing and listening experiences for enjoyment. tapping pencils for the ‘click’) – add percussion part to the melody and accompaniment – discuss the structure of the songs. Playing chordal accompaniments. eg ‘jumbuck’. Students may: – sing song with accompaniment – discuss the words of the songs – find meanings for slang terms/Australian words.

Feedback Oral. visual and tangible feedback prompting by the teacher to guide and affirm students’: • indication of preferences and responses to words. Kasey Chambers. Oral. Experimentation may involve: – producing a sound when prompted – producing a sound at intervals when prompted – repeating a sequence of sounds – repeating a rhythm consisting of sounds of different duration and pitch P – Performing C – Composing L – Listening Listening to. Vince Jones. singing or playing an instrument as part of a group. vocalisation or instruments to respond to a range of music and/or vocalising.7 LS. washboard – clap/sway/move to the beat of the music – use percussion instruments or preset functions on keyboards to create and perform a suitable rhythmic accompaniment to the music individually or as part of a group – create and perform a simple bass line to the song following the chordal structure • Teacher plays examples of music by Australian Jazz artists. ✓ ✓ ✓ ✓ Students listen to and: – indicate a preference for a particular piece of music – clap/sway/play appropriate instrument to the beat of the music – compose a short rhythmic pattern to be repeated to the music – notate the rhythm using traditional and/or graphic notation – vocalise/sing/play along with recorded examples as part of a group – play/sing versions of the examples without the recording in a simplified form if appropriate LS. and assists students to focus on the words.9 LS.10 Teacher plays a variety of contemporary music from Australian country music artists. Experimenting with structuring musical sounds may involve experimenting in organising musical sounds. instruction and assessment P C L LS. visual and tangible feedback prompting by the teacher to guide and affirm students’: • active participation and response to examples of Australian Jazz ✓ • experimentation with structuring musical sounds. 188 . A variety of melodic and non-melodic instruments as well as body percussion and vocalisation can be used.10 LS. the melody and the instruments being used in the songs • Students may: – listen to selected songs and indicate/give reasons for their preferences – indicate the instruments being used and identify those that are typically Australian.3 LS. Programming and Assessment Outcomes Integrated learning experiences. indicating preferences for.5 • Students experiment with organising musical sounds.Life Skills Years 7–10: Advice on Planning.6 LS. composing and listening experiences for enjoyment. cultural and historical contexts and/or appreciating a variety of music. eg Slim Dusty. melody and instruments used in contemporary Australian music. eg James Morrison. and responding to examples of music by Australian jazz artists may involve using movement.1 LS. Monica and the Moochers. John Williamson. It may also indicate engaging in performing. Don Burrows and focuses students attention on melodies and instruments • • ✓ ✓ ✓ Evidence of learning (words in italics refer to Life Skills outcomes) Listening to and giving preferences for Australian folk/country/bush music may involve experiencing music from a variety of social. eg lagerphone.

waterfalls • Students listen to the music and indicate recognition of particular features such as source of the sounds.2 LS.6 LS. LS. sound of the weather.6 LS. singing or playing an instrument and/or engaging in performing. Participation in creating a soundscape may involve experimenting in making musical sounds and/or organising. Identification of sounds heard outside the classroom may involve engaging in performing. Responses to sounds may include: – using facial expression and/or gesture – exploring the source of sounds through senses such as touch and sight – imitating sounds – describing sounds in terms of the musical concepts such as tone. musical sounds. visual and tangible feedback prompting by the teacher to affirm or encourage students’ active listening and responses to sounds of Australia. Student participation may include: – recording and playing sounds – reproducing one sound vocally or instrumentally – producing sequences of sounds either as individuals or in groups ✓ Oral.10 • ✓ ✓ Oral. Programming and Assessment Outcomes Integrated learning experiences. visual and tangible feedback prompting by the teacher to guide and affirm students’ active listening and identification of sounds. LS. eg sounds of living things. pitch and volume Students create a soundscape of individual sounds identified in the environment in response to teacher cues/prompts. eg bird calls.5 LS.10 • Students observe sounds in the environment outside the classroom. instruction and assessment P C L LS. visual and tangible feedback prompting by the teacher to guide and affirm students’ experimentation with methods of reproducing sounds and demonstration of the use of these sounds in a soundscape performance. composing and listening experiences for enjoyment.Life Skills Years 7–10: Advice on Planning. sound of water.4 LS. P – Performing C – Composing L – Listening 189 .10 Teacher plays a variety of music featuring the sounds of Australia. composing and listening experiences for enjoyment. Feedback Oral. city noises • ✓ Evidence of learning (words in italics refer to Life Skills outcomes) Listening to music featuring the sounds of Australia may involve vocalising.

2 Visual Arts Years 7–10 Life Skills unit: ‘I am’ Unit title: ‘I am’ Description: In this unit students learn about portraits and self-portraits.1 experiences a variety of artmaking activities • Historical examples from Western Art.4 investigates how people lived in various societies over time. Using the concept of ‘I am’. teachers may wish to link the activities in this unit with the Stage 4 unit ‘Portrait in Words’ in Visual Arts Years 7–10: Advice on Programming and Assessment (pp 25–31).Life Skills Years 7–10: Advice on Planning. techniques and processes Picasso’s Weeping Woman. casts and/or masks. Life Skills Outcomes Resources A student: LS.5 responds to the language of measurement in everyday contexts SGLS.MBC.6 uses visual texts in a range of contexts History LS. 190 .5 recognises that various interpretations of artworks are possible • Gordon Bennett’s I am LS. prints.4 explores the ways in which experiences of the world can be communicated in • Portraits and sculptural figures from ancient cultures. Students investigate 2D and 3D forms such as painting and collage techniques and stencil-making. students develop self-portraits that may include photographs. stencils. techniques and processes to make artworks. their personality and interests to an audience. Pablo LS. eg Frida Khalo’s self portraits LS.3 explores the function of a variety of artists and audiences • Australian artists and Archibald Prize entries from past and current exhibitions LS. colours and textures to represent themselves. They explore the work of artists and participate in the development of their own artworks over time. Learning activities address selected ‘learn about’ and ‘learn to’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students. Egyptian. responses or points of • Masks from different cultures.6 makes a variety of artworks that reflect experiences. The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests.1 experiences cultural diversity LS.4 responds to the language of position SGLS. This may include examples from the following view cultures or types: LS.1 recognises language that is descriptive of number MLS. – African – Warrior masks – Masks for protection and camouflage – Masks for use in cultural celebrations • Materials for creating collages.5 recognises visual texts in a range of contexts LS.5 uses the language of position in a variety of situations.8 explores ways to develop ideas in artworks – North American LS.2 explores a variety of materials.2 explores own and other cultures Mathematics NLS.1 explores the concepts of time and chronology LS. Programming and Assessment 10. stencils and portraits • Materials for creating surface effects Links A student: English LS.7 explores how ideas and interests in the world can be represented in their – Egyptian artmaking – Mexican LS. African artworks • portraits from other cultures.9 uses a range of materials.MBC. eg Leonardo Da Vinci’s Mona Lisa. Vincent Van Gogh’s Self-portraits LS. For students working towards Life Skills outcomes in regular classes. A student: Languages LS.

8 the process of developing and making artworks the different technical processes for making 2D artworks ideas and interests in the world that can be represented in a range of artworks • the development of artworks over time • exploring ideas and interests in the world and a range of forms to make a variety of artworks Conceptual Framework • the work of a variety of artists • the role of artists • the role of audiences in relation to artworks • how experiences of the world can be represented in artworks Frames • responding to and interpreting artworks • communicating experiences. eg painting.Life Skills Years 7–10: Advice on Planning. collage. paint on paper and other surfaces experiment with a range of materials and techniques. pencil. eg 2D forms: wet and dry media.4 LS. impasto. ink.6 LS. palette knives follow a procedure to make an artwork use technical processes for making artworks represent ideas and interests in the world in a range of artworks and forms participate in the development of artworks over time represent ideas and interests in the world • • • • • • • • explore the work of a variety of artists recognise that artists create artworks for different purposes participate appropriately as an audience identify artworks which communicate experiences of the world respond to an artwork identify particular visual qualities of artworks make artworks that reflect experiences.2 LS.9 the qualities of a variety of materials in 2D forms a range of materials used in making artworks LS. eg wet and dry media.7 LS. responses and points of view • communicating using images from a variety of sources • • • • • • • • participate in a variety of artmaking activities including 2D forms. revise and reinterpret an image from an existing artwork to produce a new artwork 191 . stencil making explore the qualities of 2D materials. charcoal. use of sponges. splattering. crayon.3 LS. shading. Programming and Assessment Life Skills Outcomes Life Skills content Students learn about: Practice • a variety of artmaking activities • • Students learn to: • • • LS. responses or a point of view adapt. rollers. finger painting. rubbing.1 LS. glazing. spraying/dripping.5 LS. airbrushing.

Life Skills Years 7–10: Advice on Planning, Programming and Assessment

Teaching, learning and assessment activities Artmaking Critical and Historical Studies Students Students 1. LS. 7 2. LS. 7 • bring to school pictures of themselves, with their family and pets • respond to teacher questions about why photographs are taken of themselves and • examine photographs of themselves. This may include examining photographs of family members, eg photographs for display and identification; acknowledge that we themselves: value representations of ourselves and others – as younger children • explore photographs and the concept of portraits/self portraits. This may involve: – with immediate and/or extended family – distinguishing between photographs of people and photographs of objects – with pets – determining what a portrait is and why portraits are created, eg as a historical – with favourite things record, as a personal tribute to another person or self – at favourite places – identifying differences between a variety styles of portraits provided by the • respond to teacher questions about aspects of the images such as: teacher – their age and size when specific photographs were taken – the colours in the photographs – the feelings evident in the photographs – the clothes they are wearing – who/what are other people, objects and/or pets in the image and their significance • recall information about the occasion such as: – when and/or where the photograph was taken – whether the photograph was taken inside or outside – why was the photograph taken – what was happening – the time of day and the time of year the photograph was taken – who took the photograph – what they like most about the photograph Evidence of learning (words in italics refer to Life Skills outcomes) 1 and 2 Examining photographs of themselves and responding to questions may involve exploring how ideas and interests in the world can be represented in their artmaking. Feedback 1 and 2 Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of aspects of photographs, portraits and self-portraits. Numbers in the teaching, learning and assessment activities indicate the suggested sequence of activities in artmaking and critical and historical studies.

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Life Skills Years 7–10: Advice on Planning, Programming and Assessment

Teaching, learning and assessment activities Artmaking Students 4. LS.8 • create an ‘I am’ focus in a personalised Visual Arts diary. The diary can be used to record students’ artmaking and other experiences throughout the unit. The diary may initially include: – photocopied and/or scanned preferred images of themselves – identified features of themselves such as their name, interests, family, friends, likes and physical characteristics represented in a range of formats – items of personal interest such as magazine cuttings, freehand sketches, personal reflections • decide on an appropriate arrangement of images in the Visual Arts diary. The images may be arranged chronologically or reflect a home, school, community sequence. Alternately, a collage of images may be developed with a central photocopied or scanned image of the student, surrounded by other images that show aspects of the student’s life.

Critical and Historical Studies Students 3. LS.3, LS.4 • view a range of historical and contemporary images of portraits from a range of sources. This may include: – historical examples from Western Art, eg Leonardo Da Vinci’s Mona Lisa, Pablo Picasso’s Weeping Woman; Vincent Van Gogh’s Self-portraits – Australian artists and Archibald Prize entries from past and current exhibitions – portraits and sculptural figures from ancient cultures; Egyptian, African – portraits from other cultures, eg Frida Kahlo’s self-portraits • look at differences between portraits • recognise that the artworks all feature people • identify and/or describe the subjects of the artworks • select one portrait to explore in detail and examine the following features: – what colours are used – what materials did the artist use – how does it make you feel – distinguish between portraits and self-portraits

Evidence of learning (words in italics refer to Life Skills outcomes) 3 • Viewing a range of historical and contemporary images of portraits may involve exploring the function of a variety of artists and audiences. • Selecting and exploring one portrait in detail may involve exploring the function of a variety of artists and audience and/or exploring the ways in which experiences of the world can be communicated through artworks. 4 • Creating an ‘I am’ focus and deciding on a preferred arrangement of images in a personalised Visual Arts diary may involve exploring ways to develop ideas in artwork. Feedback 3 • Oral, visual and/or tangible feedback and prompting by the teacher to focus students’ attention on aspects of photographs, portraits and self-portraits 4 • Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ entries in an ‘I am’ focus in a personalised Visual Arts diary to reflect what is important to the students. Numbers in the teaching, learning and assessment activities indicate the suggested sequence of activities in artmaking and critical and historical studies.

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Life Skills Years 7–10: Advice on Planning, Programming and Assessment

Teaching, learning and assessment activities Artmaking Critical and Historical Studies Students 5. LS.1, LS.2, LS.9 • make personal prints (stamp or trace) using hands, fingers and/or feet with accompanying descriptions. This may include: – arranging images or as part of a class display with other images that show other aspects of student’s life surrounding it – recording images or representations of images in their personal Visual Arts diary • create an upper torso outline tracing of themselves, using expressive and visually interesting poses undertaking a variety of activities. This may include: – using an overhead projector to trace outline – taking paper outside in sun and tracing around the shadow cast on the paper – taping plastic onto a window, the student sits on one side and another person traces around profile onto plastic • create surface effects on upper torso outlines using a range of selected materials, colours and techniques that reflect their personal preferences and feeling about themselves. This may include experimenting with different ways of making marks and creating surface effects, eg finger painting, spraying/dripping, splattering, airbrushing, rubbing, shading, dotting, use of flat colour, scumbling, glazing, washes, stipling, sgraffito, broken colour, impasto, and use of sponges, palette knives and rollers, use of textured materials such as string, feathers and leaves, glitter, ribbon, dental floss, bubble paint/pens Evidence of learning (words in italics refer to Life Skills outcomes) 5 • Making personal prints, creating outlines and experimenting with surface effects may involve experiencing a variety of artmaking activities and/or exploring a variety of materials, techniques and processes and/or using a range of materials, techniques and processes to make artworks. Feedback 5 Demonstration of different ways of making marks and creating surface effects by the teacher. Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ personal prints and upper torso outlines and experimentation with making surface effects. Numbers in the teaching, learning and assessment activities indicate the suggested sequence of activities in artmaking and critical and historical studies.

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Life Skills Years 7–10: Advice on Planning, Programming and Assessment

Teaching, learning and assessment activities Artmaking Students 7. LS.1, LS.2, LS.9 • make an ‘identikit’ sculpture of one part of their body using plaster bandages, then decorate with favourite colours or patterns. This may include: – face - phantom mask – hands – feet • make a mask that could be used in the context of a school/community cultural celebration. This may include: – plaster bandage mask – papier mache mask on balloon surface

Critical and Historical Studies Students 6. LS.3, LS.4, LS.5, LS.8 • view images of masks from different cultures. This may include examples from the following cultures or types: – Egyptian – Mexican – North American – African – warrior masks – masks for protection and camouflage – masks for use in cultural celebrations • respond to questions about the selected examples relating to the purpose/function of masks; cultural traditions. This may include: – sorting and matching masks to cultures – responding to features of masks such as eyes, mouths – identifying materials used in the masks – identifying purposes of masks

Evidence of learning (words in italics refer to Life Skills outcomes) 6 • viewing images of masks from different cultures may involve exploring the function of a variety of artists and audiences and/or exploring the ways in which experiences of the world can be communicated in artworks and/or recognising that different interpretations of artworks are possible and/or exploring ways to develop ideas in artworks. 7 • making an ‘identikit’ sculpture of one part of their body may involve experiencing a variety of artmaking activities and/or making a variety of artworks that reflect experiences, responses or a point of view and/or using a range of materials, techniques and processes to make artworks. • making a mask that could be used in the context of a school/community cultural celebration may involve experiencing a variety of artmaking activities and/or making a variety of artworks that reflect experiences, responses or a point of view and/or using a range of materials, techniques and processes to make artworks. Feedback 6 and 7 Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of features of masks from different cultures and creation of an identikit sculpture/mask. Numbers in the teaching, learning and assessment activities indicate the suggested sequence of activities in artmaking and critical and historical studies.

195

Life Skills Years 7–10: Advice on Planning, Programming and Assessment

Teaching, learning and assessment activities Artmaking Critical and Historical Studies Students Students 9. LS. 6, LS.7, LS.8, LS.9 8. LS. 3, LS.4, LS.8 • recognise their name in print • identify features of Gordon Bennett’s I am. Students may: • prepare templates based on their names. This may involve: – indicate letters or words in the painting – writing and/or typing their name – trace around these words and/or write them on another sheet – cutting out names and letters to create stencils – describe what the little boy in the painting is wearing • identify portraits to be used as a template. This may involve tracing around – list the images that the artist has included in his ‘I am’ artwork photocopies of portrait photographs of themselves and cutting out stencils • make a number of prints using their portrait/name stencils by painting surfaces within and outside of the outlines • create their own ‘I am’ self-portrait by using a variety of images and techniques. Activities may include: – indicating images that may be incorporated – printing and/or measuring the words ‘I am’ or their name on a large sheet of paper or card – trimming images, photocopies and prints and arranging these within the borders of the letters – painting background space using preferred colours and surface effects – creating an arrangement of images of themselves within the letters including images, colours, and drawings/paintings related to their interest outside of the 10. LS. 3, LS.4, LS.8 letters • identify the kinds of things included in their own ‘I am’ self-portrait. – incorporation of personal prints (stamp or tracing) of hands, feet, fingers and/or • compare the images used by Bennett with those included in their own ‘I am’ selftorso into portrait portrait. Evidence of learning (words in italics refer to Life Skills outcomes) 8 • Identifying features of Gordon Bennett’s I am and comparing images with their own ‘I am’ self-portrait may involve exploring the function of a variety of artists and audiences and/or exploring the ways in which experiences of the world can be communicated in artworks and/or exploring ways to develop ideas in artworks. 9 and 10 • Creating stencils and making prints using portrait/name stencils may involve making a variety of artworks that reflect experiences, responses or a point of view and/or exploring how ideas and interests in the world can be represented in their artmaking and/or exploring ways to develop ideas in artworks and/or using a range of materials, techniques and processes to make artworks. • Creating their own ‘I am’ self-portrait and comparing this to Gordon Bennett’s I am may involve exploring how ideas and interests in the world can be represented in their artmaking and/or exploring ways to develop ideas in artworks and/or using a range of techniques and processes to make artworks. Feedback 8, 9 and 10 Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of features of Gordon Bennett’s I am, their creation of stencils, prints and own ‘I am’ portrait. Numbers in the teaching, learning and assessment activities indicate the suggested sequence of activities in artmaking and critical and historical studies.

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vocalisation or instruments to respond to a range of music PDHPE LS. Students use safe dance practices to engage in activities individually.3 demonstrates an awareness of safe dance practices tempo and volume LS.3 recognises and responds to ordinal terms PALS.1.4 responds to the language of position SGLS. Learning activities address selected ‘learn to’ and ‘learn about’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students.1 responds to auditory cues in a range of contexts LS.1 experiences a variety of dance performances LS. The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests.2 uses dance technique to communicate • Music from a range of cultural backgrounds. Programming and Assessment 10. (Note: In the syllabus this outcome is incorrectly numbered as LS.1 demonstrates a range of movement skills Fever’ and/or Aboriginal Dreamtime stories conveyed through dance LS.1) Links A student: English LS.1.9 participates in a range of physical activities Visual Arts LS.2.MLC. ‘Saturday Night LS. For students working towards Life Skills outcomes in regular classes. media and multimedia LS.5 uses the language of position in a variety of situations Music LS.1 explores the elements of dance to create movement and communicate ideas LS.Life Skills Years 7–10: Advice on Planning.12 communicates for a variety of purposes LS. selects and sequences movement to express feelings and ideas LS.2 explores.3.8 demonstrates a range of movement skills across environments LS. ‘Strictly Ballroom’.6 makes a variety of artworks that reflect experiences. ‘Sleeping Beauty’.1 engages in dance activities.1 recognises repeating patterns SCLS. pitch. experiment with body movements and create and perform movement/dance sequences.3. interpretive or critical Geography LS.1 uses movement.7 explores the diversity of Australian communities Languages LS. responses or a point of view.1 recognises language that is descriptive of number NLS.2 listens for a variety of purposes in a range of contexts LS. teachers may wish to link the activities in this unit with the Stage 5 unit ‘Shapes in Space’ in Dance Years 7–10: Advice on Programming and Assessment (pp 16–31). Life Skills Outcomes Resources A student: • Videos of ‘Swan Lake’. LS.5.3 Dance Years 7–10 Life Skills unit: Let’s dance! Unit title: Let’s dance! Description: In this unit students appreciate and respond to dance performances.1. A student: Mathematics NLS. music with different rhythm.2 responds to the elements of dance in performance LS.15 draws on background and experiences to respond to texts in ways that are imaginative.2 explores ways in which meaning is conveyed in nonverbal communication.2.4.14 communicates with a range of audiences LS.11 views and responds to a range of visual texts. 197 . in pairs and as part of a group.

2 • • selecting and sequencing movements to express feelings and ideas structuring movement to express feelings or ideas LS. eg energy. patterns and relationships • move all or part of their body in the context of participating in various dance activities both as an individual and cooperatively as part of a group • express and communicate mood. movement quality • recognise the capabilities and limitation of their own body and safely extend these limits where possible • use safe practices during dance and movement Composition • experiment with elements of space. feelings and ideas through a structured dance • extend their dance performance skills. time and dynamics within the context of dance composition LS.1 • the elements of space.1 using movement in controlled ways to participate in dance LS.4. direction. Programming and Assessment Life Skills Outcomes Life Skills Content Students learn to: Performance • prepare their body for dance through movement • move all or part of their body to change their positioning in space • move all or part of their body in different ways.Life Skills Years 7–10: Advice on Planning.2 • • appreciating dance performances appreciating dance as an audience member LS.3.1. shared and interpreted by an audience • select specific movements to express a feeling or idea • sequence movement to express feelings or ideas structure movement in an ordered way to express feeling or ideas Appreciation • experience a range of live or recorded dance performances • display appropriate audience behaviour in different situations • respond appropriately to live or recorded dance performances • communicate responses to dance performances • recognise the elements of dance which make the performance engaging • recognise the main ideas conveyed through a dance performance • actively participate in dance performance when invited Study of dance as an artform • participate in dance activities • cooperate with others in dance activities Students learn about: • LS.3 • safe dance practices LS.1 • valuing and appreciating dance 198 .2.1 LS. taking account of body position.1.1.2 • using elements of dance to communicate through movement and dance LS. time and dynamics to create and communicate meaning • create and organise movement to convey meaning that can be perceived.2.3. interpretation. expression.

‘Sleeping Beauty’. using photographs of performers.3. Sharing their responses to the elements of the dance may indicate responding to the elements of dance in performance.1 LS.2 Teacher assists students to recognise the elements of the dance that make the dance performance engaging. drawings and/or written description to focus on the elements of dance and how they were used to make the performance exciting. ‘How does the movement in the dance tell the story?’ ‘What shapes are used and how do they communicate meaning?’.3. eg ‘What feelings or ideas are communicated through the dance?’. ‘Saturday Night Fever’ and/or Aboriginal Dreamtime stories conveyed through dance • Teacher focuses students’ attention on: – the sequence of the narrative/story conveyed through the dance – features of the dance that enhance the narrative.2 LS. ‘Strictly Ballroom’. joyful. visual and tangible feedback prompting by the teacher to guide and affirm students’: • responses to a variety of dance performances and identification of some of the features of dance performances ✓ LS. eg ‘Swan Lake’.Life Skills Years 7–10: Advice on Planning. ‘How do the tempo.3. sad • Students demonstrate their appreciation of the dance by applauding at appropriate times • ✓ Oral. sad • ✓ Expression of appreciation of dance performances may involve responding to the elements of dance in performance. P – Performance C – Composition A – Appreciation 199 .2 Students view one or more live narrative dance performances by visiting groups. rhythmic patterns and stillness contribute to the story?’ • Students record their responses to the dance performances in a journal.2 LS. by other students in the school and/or on video excerpts. • demonstration of appropriate responses to a variety of dance performances sharing of their responses to the elements of dance in the dance performances • ✓ • recording of their responses to the elements of dance in performance in an appropriate format. rhythmic patterns) and space (shapes) and aspects of relationships that make the performance exciting. Programming and Assessment Focus: Let’s look at dance Outcomes Integrated learning experiences and instruction P C A Evidence of learning (words in italics refer to Life Skills outcomes) Viewing dance performances may involve experiencing a variety of dance performances and/or responding to the elements of dance in performance. Recording responses to dance performances in a journal may involve responding to the elements of dance in performance.3. joyful. Feedback LS.3. eg the integration of movements. images. costumes and music that express feelings or ideas – individual movements that the dancers used to portray the characters in the dance – the elements of dance such as time (tempo. stillness.

curve.2. eg raising an arm – complete a sequence of familiar movements such as walking. Use of physical demonstration to support. eg fingers. This may be done through activities such as: – performing variations of movements already developed – performing movement in response to other stimuli. images of trees swaying in the wind. running incorporating movement variations • Students experiment to increase their repertoire of movements to communicate ideas.1. shapes – perform single familiar movements. P – Performance C – Composition A – Appreciation continued 200 . such as statue poses. such as bending. visual and tangible feedback prompting by the teacher to guide and affirm students’: • demonstration of a range of movement skills LS. stretch. recordings of didgeridoo music • ✓ ✓ ✓ ✓ Performing variations of movements may indicate demonstrating a range of movement skills and/or using dance technique to communicate. kick. arching. swaying. crouch and make shapes • Teacher assists students to: – experiment with and extend variations of a movement using safe dance practices – develop the vocabulary related to movements.3. marching. whole body can sway. curve. legs can bend.1.1 LS. crouching ✓ Oral.Life Skills Years 7–10: Advice on Planning. Exploring ways in which their bodies can move may involve demonstrating a range of movement skills. eg arch.2 Teacher assists students individually through instruction and modelling of safe dance practices to explore the parts of their body that can move in similar ways to those observed in the video excerpts.3 LS. assist and encourage students in a range of movement skills. curve and make shapes. Teacher focuses students’ attention on movements identified from video excerpts. hands and arms can wave.2 • Students view a number of short video excerpts showing a range of dance as a stimulus for exploring and experimenting with personal movement. visual and tangible feedback prompting by the teacher to guide and affirm students’ identification of movement skills in dance performances. stretch.1 LS. • performance of a combination of movements to communicate ideas. Engaging in personal movement may involve demonstrating a range of movement skills and/or demonstrating an awareness of safe dance practices.3. Programming and Assessment Focus: How can my body move? Outcomes Integrated learning experiences and instruction P C A Evidence of learning (words in italics refer to Life Skills outcomes) Viewing video excerpts showing a range of dance techniques may involve experiencing a variety of dance performances and/or responding to the elements of dance in performance.2. curving. Feedback LS.1 LS. arch. sway. Oral. stretching.

Programming and Assessment Focus: How can my body move? (cont) Outcomes Integrated learning experiences and instruction P C A Evidence of learning (words in italics refer to Life Skills outcomes) Increasing the repertoire of movements may involve exploring the elements of dance to create movement and communicate ideas and/or exploring. visual and tangible feedback prompting by the teacher to guide and affirm students working in pairs to combine movements and demonstration of safe dance practices. eg change from a walk to a run. volume.1 LS. pitch. pitch.1 LS. eg How would you respond in movement to the tempo (fast/slow). eg music from a range of cultural backgrounds. Focus: Let’s move together LS. tempo and volume. level. volume Teacher assists students to develop movement ideas from the quality of music Teacher assists students to explore the elements of dance to create dance movement derived from the qualities of the music such as tempo. pitch. as prompted by the teacher – performing individual movements in canon (consecutively) – performing movements which involve interaction between partners ✓ ✓ Oral.2 • • • • • LS. selecting and sequencing movement to express feelings and ideas. visual and tangible feedback prompting by the teacher to guide and affirm students’: • attention on qualities of music and matching these to appropriate body movements ✓ Creating and using different movements may involve exploring the elements of dance to create movement and communicate ideas and/or exploring.2 • Students listen to a range of music as a stimulus for movement and dance.2 movements/shapes using safe dance practices. auditory or kinaesthetic stimuli. plane in consultation with partners to explore other dimensions – performing individual movements in unison (concurrently).3 visual. size. It may involve activities such as: – changing spatial aspects of movement such as direction. Feedback LS. selecting and sequencing movement to express feelings and ideas and/or demonstrating an awareness of safe dance practices.1 • Students work in pairs to combine previously practised or new LS.1. Working in pairs to combine or create new movements/ shapes using safe dance practices may involve exploring the elements of dance to create movement and communicate ideas and/or exploring.2. such as tempo. P – Performance C – Composition A – Appreciation 201 .2. music with different rhythm.2. This may be in response to LS.2.2. • listening and response through movement to changes in selected music. change level of movement in response to pitch ✓ Oral. selecting and sequencing movement to express feelings and ideas.Life Skills Years 7–10: Advice on Planning.2. to the volume (various dynamics) Teacher assists students to explore and create movements that ‘match’ or respond to the features of the selected music Students develop changes to movement in response to changes in aspects of selected music such as rhythm. pitch. tempo and volume Teacher assists students to focus on qualities of the music that they hear. to the pitch (high/low movements or shapes).

2 LS. selecting and sequencing movements to express feelings and ideas.4. This may involve students working individually.Life Skills Years 7–10: Advice on Planning.3 LS.1 LS. sequence and structure movement to express the ideas in the narrative/story provided by the teacher ✓ • Oral.3 LS. Selecting appropriate dance movement to communicate a narrative/story may involve exploring. select.1 LS. This may involve students in: – selecting and combining movement to convey the ideas in the narrative/story – sequencing and structuring movement to create a dance – selecting music to accompany the dance – selecting costumes and props to complement the dance – selecting and/or arranging an appropriate performance space for the dance Students perform the dance to convey the story sequence with the accompaniment of appropriate background music.1. selection and sequence of movements LS. • performance of the story sequence.4. Programming and Assessment Focus: Performing dance together Outcomes Integrated learning experiences and instruction P C A Evidence of learning (words in italics refer to Life Skills outcomes) Creating appropriate dance movement to communicate a narrative/story may involve exploring the elements of dance to create movement and communicate ideas and/or exploring. in pairs or groups using safe dance practices Students explore.2 LS.2 • Teacher provides a narrative/story sequence and assists students to re-tell the story using a range of dance movements.1 • Students select a narrative/story sequence.1.2.1 • ✓ ✓ Using dance movements to perform the story sequence may involve exploring. or create their own.2. selecting and sequencing movement to express feelings and ideas and/or using dance technique to communicate and/or engaging in dance activities and/or demonstrating an awareness of safe dance practices. and tell the story through dance. Feedback LS. and using costumes or props if appropriate ✓ ✓ ✓ • exploration. P – Performance C – Composition A – Appreciation continued 202 . selecting and sequencing movements to express feelings and ideas.2.1. visual and tangible feedback prompting by the teacher to guide and affirm students’: • retelling of a narrative/story using safe dance practices LS.2.

Programming and Assessment Focus: Performing dance together (cont) Outcomes Integrated learning experiences and instruction P C A Evidence of learning (words in italics refer to Life Skills outcomes) Viewing and responding to dances performed by others may involve experiencing a variety of dance performances and/or responding to the elements of dance in performance.3. LS.1 LS. Entries may include: – photographs that the teacher takes of them during the activity – images from magazines and brochures etc related to the activity – free hand drawings – personal reflections on the activity – descriptions of the activity • Students use their journal to share their experiences of dance with others P – Performance C – Composition A – Appreciation • ✓ Oral. visual and tangible feedback prompting by the teacher to guide and affirm students’ journal entries.3.2 • Students view and respond appropriately to the dances performed by others ✓ Oral.2 Teacher assists students to maintain their journal to reflect their activities throughout their learning experiences. Feedback LS. 203 .3. visual and tangible feedback prompting by the teacher to guide and affirm students’ focus and positive response to dance performed by others.Life Skills Years 7–10: Advice on Planning. Maintenance of the journal may involve responding to the elements of dance in performance.

1.1 recognises repeating patterns LS. media and multimedia NLS. They develop their individual skills and participate as part of a group to develop and perform a narrative and explore dramatic forms and theatre conventions.2. teachers may wish to link the activities in this unit with the sample unit ‘Playbuilding’ in Drama Years 7– 10: Advice on Programming and Assessment (pp 21–38). roles. Links A student: A student: English Languages LS. action! Unit title: Roles.1. Learning activities address selected ‘learn about’ and ‘learn to’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students.1 responds to auditory cues in a range of contexts LS.16 explores social and cultural issues through texts.3.14 communicates with a range of audiences SCLS.1 experiences a variety of drama or theatre performances LS.1 explores characters.3 recognises and responds to ordinal terms LS.4 Drama Years 7–10 Life Skills unit: Roles. Programming and Assessment 10.12 communicates for a variety of purposes NLS.MLC. characters.3.15 draws on background and experiences to respond to texts in ways that are SGLS.1 recognises language that is descriptive of number LS. 204 .3 participates in drama experiences in which role-taking is used to enhance their understanding of ideas and feelings LS. Students participate in scenarios where role-taking is used to expand and enhance students’ participation in real-life experiences.2 explores a variety of playbuilding activities Video camera LS. For students working towards Life Skills outcomes in regular classes. characters.11 demonstrates safe practices that promote personal wellbeing.5 uses the language of position in a variety of situations imaginative.2 explores ways in which meaning is conveyed in nonverbal communication LS. roles.Life Skills Years 7–10: Advice on Planning. interpretive or critical PDHPE LS. LS.3.9 participates in a range of physical activities LS.2 identifies and responds to the elements of drama or theatre in performances LS. Life Skills Outcomes Resources A student: LS. situations and actions through a range of activities. action! Description: In this unit students explore characters.1.11 views and responds to a range of visual texts. videos and DVDs.2 participates in the preparation of drama works and theatrical productions LS.2. situations and actions through drama activities A range of taped segments from television shows. documentaries LS.3 recognises that drama and theatre performances can communicate meaning and ideas.4 responds to the language of position LS.13 communicates in a range of contexts PALS.1 explores dramatic forms and theatrical conventions LS.2 listens for a variety of purposes in a range of contexts Mathematics LS. The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests.

front of house. stance and gesture • the use of improvisation to explore roles/characters and relationships • playbuilding strategies such as improvisation. climax.1 Life Skills content Students learn about: • the characteristics of familiar roles/characters from live theatre. class discussion. expressing enjoyment in response to a comedy. lighting. end – to convey dramatic meaning • the fact that taking on a role is like ‘stepping into another person’s shoes’ • showing feelings such as happiness. theme characters and issues) • a dramatic sequence – beginning.2. literature.2.1 LS.2 playbuild using a variety of stimuli to communicate dramatic meaning sequence playbuilt scenes in an ordered way LS. helping with sets. or to live or recorded drama and theatre performances • • • • express their own ideas in a piece of drama recognise that drama and theatre are ways for individuals and groups to convey meaning and ideas 205 .2 • • • • LS. 1 • • • • • • LS. personal life • ways to create verbal and non-verbal communication such as voice. projection.3. agreeing with an idea or issue raised in a performance. sound.3. publicity.3. Programming and Assessment Life Skills Outcomes LS. film/video. applying makeup. or on computer different responses to drama. or describing how the interaction between characters affected the mood of a particular performance ways to turn their ideas into a monologue or a playbuilt scene the way and individual drama or theatre performance. excitement in different roles • the use of performance and expressive skills in dramatic presentations such as voice.Life Skills Years 7–10: Advice on Planning. timing and facial expressions • developing confidence.1. trust and collaboration with others • • Students learn to: • identify a range of familiar characters • explore the use of verbal and non-verbal communication appropriate to roles/characters • explore roles/characters through improvisation techniques • • LS. different stimuli (such as place. costumes. makeup.3 • • production elements such as acting. sets. anger.2 LS.1.3 LS. TV show or film has conveyed ideas participate in role-taking experiences display different ideas and feelings when in roles use performance skills to participate in the making and performing of a variety of drama and theatre performances develop confidence when moving and acting in a designated performance space identify some of the different activities associated with a dramatic or theatrical production participate in a range of activities involved in preparing for a dramatic or theatrical production experience a range of live or recorded drama or theatre performances identify and display appropriate audience behaviour in different situations • communicate responses to drama and theatre in different ways • communicate responses to their work or the work of others. such as in drawing or collage. movement. such as displaying empathy for a particular character in a drama.1. front of house or backstage work appreciating different performances appropriate ways of engaging in audience participation different ways to express ideas about drama. situation. finding or making costumes. middle. TV. stage management and publicity the operation of basic lighting and sound equipment.

1 Students view a range of selected television programs. visual and/or tangible feedback and prompting by the teacher to guide and affirm students: • identification of various characters from television and film etc LS. Feedback Oral.Life Skills Years 7–10: Advice on Planning. continued 206 . and explore featured characters. tennis player. and/or interact with others like the character Identification of the features of characters may involve exploring characters.3.2 LS. LS.1. roles. supports and affirms students’ involvement in exploring a character. eg hats or shoes to walk or move like the character.3. Exploring the role and features of selected characters may involve exploring characters. This may involve: – using gestures – using simple props – using simple costume items.1. LS. eg – how they look – how they move – how they communicate – verbally and nonverbally – how they dress – how they treat others • Evidence of Learning (words in italics refer to Life Skills outcomes) Identification of familiar characters may involve experiencing a variety of drama or theatre performances and/or identifying and responding to the elements of drama or theatre in performance. chef. roles. pilot.1 • Students explore the role and features of a selected character. LS.3.1. films/videos. physical and personal characteristics of particular characters – indicating their preference for particular characters and giving reasons for their choice • Students match and label photographs/pictures to identify features of the characters. situations and actions through drama activities and/or identifying and responding to the elements of drama or theatre in performance. Programming and Assessment Focus: Characters in real life Outcomes: LS.3.2 Outcomes Integrated learning experiences and assessment LS. doctor by responding to pictures/photographs – matching characters/roles with costumes using pictures or photographs – indicating their preferences for particular characters by responding to pictures/photographs – identifying the age.1. historical documentaries and/or live theatre presentations. • identification of features of characters Teacher encourages. This may involve: – identifying characters/roles such as policeman.1 LS3.1.1. situations and actions through drama activities.

modelling or advice to support and affirm students’ exploration of verbal and nonverbal communication appropriate to a range of characters. Feedback Teacher encourages. Exploring verbal and nonverbal communication appropriate to a range of characters may involve exploring characters.1. The role of the character may be taken by the teacher. pain Students set up and participate in a mock interview (hot seating) with one or more characters in role. film and/or live productions may involve exploring characters. situations and activities through drama activities and/or identifying and responding to the elements of drama or theatre in performances. roles.3.1. eg – walk like an important person – jump or leap like someone who has just scored a winning goal – adopt a pose of someone who is scared – gesture like a bully LS.1.3. eg what makes them happy. happiness.Life Skills Years 7–10: Advice on Planning. roles.1 • Students explore verbal and nonverbal communication appropriate to a range of characters.1.3.1. who do they love – how the character treats others LS.1. LS. assists and affirms students’ involvement in exploring movement appropriate to a range of characters. where they live – the feelings of the character. Teacher provides demonstration.1. Setting up and participating in a mock interview with one or more characters in role may involve participating in drama experiences in which role-taking is used to enhance understanding of ideas and feelings. another adult (an outsider) or the student. excitement. Students prepare and ask questions to assist in exploring: – the background of the character.1 • Students explore movement appropriate to a range of characters. eg their family. Programming and Assessment Focus: Characters in real life (cont) Outcomes: LS. LS.3 • Evidence of Learning (words in italics refer to Life Skills outcomes) Exploring movement appropriate to a range of characters from television. gesture to communicate feelings such as pride.2 Outcomes Integrated learning experiences and assessment LS. fear – use an appropriate tone and volume of voice to communicate feelings such as anger. LS. eg – use facial expression. situations and actions through drama activities. Teacher provides encouragement and affirms students’ participation in mock interview activities. continued 207 .

3. Oral.1.1. and/or teacher in role (as narrator).1. making another choice if the preferred item is not available for purchase – giving an explanation for personal actions. This may include: – using the telephone to place an order and/or return faulty goods to a store and/or relate to helpful or unhelpful staff – engaging in contingency planning for unexpected events such as locking themselves out of the house. LS.3 (outsiders). guide and affirm students’ participation in role taking experiences. missing a bus.3.1.1 • Students explore real-life situations through scenarios with students in role. LS.1. what’s your role? Outcomes: LS.3 LS. others in role LS.1. situations and actions through drama activities and/or participating in drama experiences in which role-taking is used to enhance understanding of ideas and feelings. roles. LS. Feedback Teacher affirms student involvement in mock interview activities by highlighting the character’s response in selected video excerpts. eg losing a friend’s wallet.3.1. at the bus stop. 208 .1. Focus: What’s my role.1. visual and/or tangible feedback and prompting to encourage.Life Skills Years 7–10: Advice on Planning. LS. arriving late at school – asking for assistance from known/unknown people using personal communication strategies (perhaps using a support network card) – dealing with a bully in the playground. Programming and Assessment Focus: Characters in real life (cont) Outcomes: LS.3 • Students video the mock interview and discuss the character’s responses to the questions Evidence of Learning (words in italics refer to Life Skills outcomes) Videoing and discussing the mock interview may involve participating in drama experiences in which role-taking is used to enhance understanding of ideas and feelings.1. on the sports field Participating in scenarios to explore real-life situations may involve exploring characters.2 Outcomes Integrated learning experiences and assessment LS.

eg walking. landing on the moon.2.2. Feedback Teacher encouragement and affirmation of students’ participation in the creation of a narrative that includes a series of scenes. LS.1. Teacher offers positive and constructive advice and encouragement on student involvement in exploring characters/roles within the framework of a narrative. descriptions of personality and appearance which match the character – creating a character profile.2 LS. what happened after. Further activities may include: – identifying items of costume that the character may wear – selecting.1 LS. – developing a sequenced narrative to recreate an event or incident from a selected television show/video – re-creating an event from history or recent past and developing a narrative to relate the sequence events. Students’ exploration of characters and/or roles within the framework of the narrative may involve exploring dramatic forms and theatrical conventions. These scenes may later be used as the basis for a group/class performance.3. moving in the manner of the character LS. an image of what the character may look like – selecting. accepting a prize after a sports carnival and developing a series of scenes to explore the sequence of events relating to the photograph. from a range. climax and end. LS. LS.1 • Evidence of Learning (words in italics refer to Life Skills outcomes) Creating a series of scenes around an identified theme.2.3. developing and performing a narrative Outcomes: LS. occupation – undertaking activities. what happened next. eg determining age. Students may do this by identifying. It may also involve participating in the preparation of drama works and theatrical productions and/or recognising that drama and theatre performances can communicate meaning and ideas. A student then develops a narrative to indicate what happened before. from a range. one character in the narrative that they would like to focus on.Life Skills Years 7–10: Advice on Planning.3.2. talking.1 LS. continued 209 . Programming and Assessment Focus: Exploring.2.1. story or event with an identified beginning.3 Outcomes Integrated learning experiences and assessment LS. middle.2.2 LS.2. with teacher assistance. eg the capture of Ned Kelly. an accident to a star sportsperson on the field or in the pool Students explore characters and/or roles in depth within the framework of the narrative they have developed. story or event may involve exploring a variety of playbuilding activities and/or exploring dramatic forms and theatrical conventions.3. LS.2.1.3 • Students create a series of scenes around an identified theme. These scenes may include: – using images or photographs of students participating in a celebration or school event.

developing and performing a narrative (cont) Outcomes: LS. preparation of programs. LS. seating.3.2 LS.2 Students research theatrical techniques such as the use of: – lighting techniques that enhance dramatic impact. visual and/or tangible feedback by the teacher to guide and affirm students’ research of the elements of drama. how lighting can be dimmed to create mood – sound effects that can be produced using technology and/or real objects – music that creates and enhances the atmosphere – costumes. encouragement and oral. continued 210 . Participation in final rehearsals may involve participating in the preparation of drama works and theatrical productions. props and scenery to enhance the drama – make-up to enhance the qualities of the characters • Students use pace/timing during the scenes to heighten the dramatic tension • Evidence of Learning (words in italics refer to Life Skills outcomes) Researching theatrical techniques may involve participating in the preparation of drama works and theatrical productions. props and scenery that enhance the drama – make up techniques that enhance the qualities of the characters • Students use theatrical techniques in the context of preparation for performance. LS.2.3.2. Programming and Assessment Focus: Exploring. Exploring and engaging in activities associated with theatre productions may involve participating in the preparation of drama works and theatrical productions. Oral.2.2 LS. Teacher gives support. LS. LS.1. Teacher provides affirmation of the effectiveness of pace and timing.2.2 • students participate in final rehearsals – refine scene linkages – present sections to the class – respond and/or reflect on the performances of others Using pace/timing during scenes may involve exploring dramatic forms and theatrical conventions. visual and/or tangible feedback throughout the rehearsal process.2. Using theatrical techniques may involve participating in the preparation of drama works and theatrical productions.2.2. eg choice/selection of performance space/venue.1.3 Outcomes Integrated learning experiences and assessment LS.2. This may involve the use of: – appropriate lighting techniques to enhance dramatic impact – sound effects appropriate to the action – music to create and enhance the atmosphere – costumes. Feedback Oral.2.Life Skills Years 7–10: Advice on Planning. role of ushers LS.2 • Students explore and engage in activities associated with theatre productions.2. Teacher provides advice and assistance to students to clarify choices and issues. visual and/or tangible feedback by the teacher to guide and affirm students’ identification of the elements of drama in the context of preparation for a performance. eg how spotlights work. LS. sale of tickets.

2 • Students evaluate their performance in terms of feedback from the audience and/or video recordings Evidence of Learning (words in italics refer to Life Skills outcomes) Performing for others may involve participating in the preparation of drama works and theatrical productions. developing and performing a narrative (cont) Outcomes: LS.3. Teacher coordinates discussion to affirm student evaluation.2.2. 211 .Life Skills Years 7–10: Advice on Planning. LS.2.2.1. Feedback Teacher discussion with students to affirm the successful elements of the performance. LS.2. Programming and Assessment Focus: Exploring.2. incident or scenario for others in the class. Evaluating their own performance may involve identifying and responding to the elements of drama or theatre in performance. LS.3.2 • Students perform the event. and/or in the school/community LS.2.3 Outcomes Integrated learning experiences and assessment LS. LS.1.

responses • Scanner or a point of view • Photocopying LS. Programming and Assessment 10. They participate in identifying different audiences for different magazines and they use basic typography and simple digital imaging processes and/or collage techniques to make a magazine cover for a specific audience. magazine covers and posters.4 explores ways in which experiences of the world can be communicated in • Paints and drawing materials visual design artworks • Digital imaging program LS. techniques and processes For students working towards Life Skills outcomes in regular classes.4 uses spoken language to interact with a range of audiences LS. and the work of graphic designers and artists.5 Visual Design Years 7–10 Life Skills unit: ‘My Magazine’ Unit title: My Magazine Description: In this unit students explore the design of magazines.6 makes a variety of visual design artworks that reflect experiences. advertising and a range of design and layout solutions LS.9 writes short texts for everyday purposes LS.2 uses a range of hardware LS1. techniques and processes to make visual design McMahon artworks. teachers may wish to link the activities in this unit with the Stage 5 unit ‘Power.1 experiences a variety of visual design procedures to make visual design • Magazines artworks • Comics LS.5 uses the language of position in a variety of situations Visual Arts LS5.14 views and responds to a range of visual texts.2 explores own and other cultures Mathematics SGLS.3 uses a range of software programs A student: Languages LSMBC.3 explores the function of a variety of visual designers and audiences • Scissors and glue LS. techniques and processes • Images of posters.Life Skills Years 7–10: Advice on Planning. media and multimedia Information and Software Technology LS1. Publicity and Propaganda’ in Visual Design Years 7–10: Advice on Programming and Assessment.6 uses visual texts in a range of contexts LS.4 responds to the language of position SGLS.7 explores a variety of subject matter that can be represented in visual design • Photographs of students artworks • Overhead transparencies LS.5 recognises that various interpretations of visual design artworks are possible • Digital camera LS. Links A student: English LS.2 explores a variety of materials. Martin Sharp (Luna Park posters) and Marie LS.8 explores ways to develop ideas in visual design artworks • Examples of works by Redback Graphix.3 uses a variety of materials. Life Skills Outcomes Resources A student: LS.9 uses a range of materials. 212 .

logo. symbols. Programming and Assessment Life Skills Outcomes Life Skills content Students learn about: Practice LS.1 LS.Life Skills Years 7–10: Advice on Planning. text colour. comic book design • • • different aspects of visual design activities • the process for developing and making visual design artworks follow a procedure to make visual design artworks – analyse the visual design concept – brainstorm ideas related to the visual design concept – research visual designers and their works – collect images and materials related to the visual design concept – develop ideas using small sketches in Visual Design journal – experiment with materials and processes to make visual design artworks and prototypes – present finished visual design artworks for exhibition or audience response – respond verbally or in writing about visual design artworks • the development of visual design artworks over time • participate in the development of the visual design artworks over time. eg a unit of work • OHS practices and a safe working environment. • identify. assess and adopt strategies to create and maintain a safe working environment and practices in making visual design artworks.2 LS. 213 . font size.9 • Students learn to: participate in different aspects of visual design practices which may include: Print – publications and information – illustrations and cartooning – interactive and multimedia – advertising and communication eg explore the use of a range of text types and formats to communicate ideas and interests – layout.

8 • the role of audiences in relation to visual design artworks Students learn to: • participate appropriately as an audience.3 LS. 214 . describe or discuss responses • how experiences of the world can be communicated in the making of • identify visual designers and how they communicate their experiences of the visual design artworks world Frames LS. offer opinion in a verbal or written form • communicating personal experiences and responses • make visual design artworks that reflect personal experiences and responses. eg view and respond to visual design artworks in a variety of contexts • recognise some of the effects that visual design artworks have on an audience. eg design a cover for a personal diary • communicating issues and ideas of personal significance.4 LS.6 LS.7 • responding to and interpreting visual design artworks • respond to visual design artworks.Life Skills Years 7–10: Advice on Planning.5 LS. • make visual design artworks that reflect issues and ideas of personal significance. gesture. nod. eg communicate like or dislike for visual design artwork – smile. eg communicate. vocalise. Programming and Assessment Life Skills Outcomes Life Skills content Students learn about: Conceptual Framework LS.

pictures. eg interest. LS. focusing on the arrangement of text and images – images – collage. colours. cover. Identifying why different people like different magazines may indicate an exploration of a variety of visual designers and audiences. cars. LS. foods.1. The collage may include: – the name of the magazine or comic – images and/or text to show what the student likes about the magazine – images and/or text to show the purpose of the magazine – a layout in the form of a magazine cover.5. techniques and processes. visual and/or tangible feedback. Critical and historical interpretations Students 1. (These will also be used in activity 2. They can also: . 2 Creating a collage may involve experience of a variety of visual design procedures to make visual design artworks and exploration of a variety of materials. content. comics. cartoons.record their name (or place their photograph) next to other magazines they like that are included on the chart • discuss and view the chart/s and recognise that different people like different magazines and that these people can be identified as an audience • identify the reasons why some people like magazines of the same subject matter.) • identify their favourite magazine or comic and provide reasons why they like them. sport.Life Skills Years 7–10: Advice on Planning. Programming and Assessment Teaching. Feedback 1. paste and arrange images. 215 . surfing. sports. drawing. eg music.7 • participate in a discussion about different types of magazines. prompting and assistance from teacher as students identify their interests. favourite publications and different audiences. LS. music. information • record this information in their Visual Design journal • with teacher assistance prepare a chart/s with the names of all the magazines members of the class have nominated as their favourites and record their name next to their favourite magazine.2 • make a collage titled ‘My Favourite Magazine’ using a copy or photocopied pages of their favourite magazine or comic. television shows. photographs of other class members who also like to read this magazine.3. fashion. LS. age. Evidence of learning (words in italics refer to Life Skills outcomes) 1 Choosing a favourite publication may involve recognition that various interpretations of visual design artworks are possible. interests – films. Students are asked to bring in a copy of a magazine or the teacher may provide a range of magazines of interest to the students.attach a photograph of themselves to the chart . painting. learning and assessment activities – ‘My Magazine’ Making Students 2. 2 Oral. LS. and cut. These reasons could include gender.

screens and colour correction – using and placing text fields. Activities may include: – opening and saving documents – scanning or importing images including digital photographs – creating layers – cutting.2 • explore text and layout using their names as titles in preparation for activity (6).5 • view a range of magazine covers. visual and/or tangible feedback. 5. visual and/or tangible feedback and prompting by the teacher to guide and affirm students to identify the features that make up a magazine cover. photographs and drawings. and to use the basic operations of a digital imaging software program. middle and bottom placement. placement. 4 Oral.2. eg matt. left or right aligned. textures. prompting and assistance by the teacher as students discuss and identify features of a range of posters.5. styles and sizes using a computer and simple menu or Word Art. 5 Oral. magazine covers and advertisements and record their ideas in their Visual Design journal. straight or angled placement • should photocopy and record experiments in the Visual Design journal. Programming and Assessment Teaching. 6. LS. LS. Martin Sharp. advertising posters. This may involve consideration of: – top. prompting. Evidence of learning (words in italics refer to Life Skills outcomes) 3. pasting and feathering – resizing and rotating images – manipulating images using a variety of special effects tools such as solarisation. learning and assessment activities – ‘My Magazine’ Making Students 4. LS. bill posters for a range of audiences. techniques and processes and an exploration of a variety of subject matter that can be represented in visual design artworks. size and font – date – logo – print finishes. LS. the effects of scale. These may include: – background colour and design – subject matter and images including photos and cartoons – title and subheadings colour. Critical and historical interpretations Students 3. LS. 6 Viewing and discussing images of magazines and posters may involve exploration of the ways in which experiences of the world can be communicated in visual design artworks and recognition that various interpretations of visual design artworks are possible. 6 Oral. • explore placement of text and styles by superimposing the sheet of transparencies of their name styles against images. LS.1 • experiment with the basic operations of Photoshop Elements or a simple public domain digital imaging program as appropriate to the resources available and teacher expertise.8. questioning and suggesting alternatives as students manipulate different layouts and styles of typography against different backgrounds. LS.7 • view examples of typography and magazine cover layout • identify and discuss different features of a magazine cover. 216 . These may include works by Redback Graphix. visual and/or tangible feedback. 5 Choices made in typography and placement activities may indicate exploration of ways to develop ideas in visual design artworks. satin.Life Skills Years 7–10: Advice on Planning. Marie McMahon and band advertisements • identify and describe: – the subject matter of the magazines/posters – the colours used – the images and graphics used and their effects – layout and arrangement of text and images – the different audiences targeted • record ideas about works in their Visual Design journal. 4 Discussing and identifying different features of a magazine cover and participating in the use of a digital imaging program may indicate an exploration of a variety of materials. Feedback 3. metallics. cartoons.4. gloss. This may involve: – hand lettering their names or typesetting their names in a variety of fonts. A sheet of transparencies of their name styles is created. centre. filters. LS.

Opportunities for peer/audience feedback may be provided if magazine covers/pages are displayed. teachers – for their magazine cover or comic • describe the audience and their interests • plan their magazine layout. LS. LS. LS. 9. Covers and/or magazine are photocopied in colour if possible. techniques and processes to make visual design artworks. Feedback 7 Oral. learning and assessment activities – ‘My Magazine’ Making Students 8. digital photography – collage – drawing – cartooning • choose a name for their magazine which may be. images.8 • may extend their investigations of magazine design and layout by designing: a page/s for the school magazine. or may include. Evidence of learning (words in italics refer to Life Skills outcomes) 7. 8. LS. explores ways to develop ideas in visual design artworks and use of a range of materials. Programming and Assessment Teaching. Critical and historical interpretations Students 7. 9. students groups and reports on school activities and events. 8 Participation in production of magazine cover may indicate the making of a variety of visual design artworks that reflect experiences. or magazine cover. allowing for classroom display. This may involve combinations of: – digital imaging. visual and/or tangible feedback and prompting by the teacher as students plan and work towards resolving their magazine cover/pages.2. 8. text and subheadings in their Visual Design journal. 217 . 9. a series of questions and photographs for an interview with a staff member. 10 Oral. LS. LS. responses or a point of view.4.6 • identify a particular audience – themselves. including layout for a page/s of artworks. their own name. software programs. friends.6 • design a cover for a magazine/comic that reflects or celebrates their own interests.7. members of their class. LS.9 • make a finished artwork for copying. including subject matter. inclusion in the Visual Design journal and swapping between students. visual and/or tangible feedback and prompting by the teacher as students identify a target audience for their magazine.Life Skills Years 7–10: Advice on Planning. LS. family. 10. This might involve: – a cover design – internal pages and feature articles – comic strips – photocopies of work from the Visual Design journal. 10 Participation in the production of a magazine.

Life Skills Outcomes Resources A student: LS. pencils. techniques and processes to make photographic and digital works.2 explores a variety of materials. techniques and processes.2 explores own and other cultures LS. This may include. teachers may wish to link the activities in this unit with the Stage 5 unit ‘Shapes and Shadows’ in Photographic and Digital Media Years 7–10: Advice on Programming and Assessment.5 recognises visual texts in a range of contexts SGLS.4 explores ways in which experiences of the world can be communicated in drawing. Students experiment with light sources to produce and manipulate shadows. markers. Programming and Assessment 10. Man Ray. Links A student: A student: English Languages LS.3 uses a variety of materials.5 recognises that various interpretations of photographic and digital works are • Materials such as chalk for drawing shadows outside possible • Darkroom with enlarger and developing facilities and materials LS. shadows.9 uses a range of materials. Olive Cotton and digital works LS. explore the relative opacity/translucency of objects and record the shapes caused by shadows. shadow and shape. responses or points of view • Digital imaging program LS.4 uses spoken language to interact with a range of audiences Science LS.6 uses visual texts in a range of contexts Visual Arts Information and Software Technology LS5. LS.Life Skills Years 7–10: Advice on Planning.6 Photographic and Digital Media Years 7–10 Life Skills unit: ‘Shapes and Shadows’ Unit title: ‘Shapes and Shadows’ Description: In this unit students are introduced to light and shadow as phenomena in the world around them.6 makes a variety of photographic and digital works that reflect personal • Digital cameras experiences. For students working towards Life Skills outcomes in regular classes.3 uses a range of software programs.3 uses technology and aids to communicate with a range of audiences LSMBC. Photographic lamps LS. LS. LS1.2 uses a range of hardware LS1.4 recognises some forms and sources of energy LS. cast shadows as appropriate to students photographic and digital works • Materials for drawing. A variety of wet and digital photographic activities are suggested as ways of extending this structural exploration of light.1 experiences a variety of photographic and digital procedures to make • Lamps to cast shadows in the classroom. These should be ordinary table lamps photographic and digital works that have a flexible arm to direct light in a specific direction. 218 . chosen for the interest or ease of LS. techniques and processes are too hot for shadow drawing exercises.3 explores the function of photographic and digital artists and how they work • Objects from around the room or brought in.8 explores ways to develop ideas in photographic and digital works LS. black paint.7 explores a variety of subject matter that can be represented in photographic • Examples of photographic works by Kara Walker.

eg taking photographs using various cameras. image transfers. • the development of photographic and digital media works over time • • OHS practices and a safe working environment. using darkroom techniques and processes • experiment with methods of importing images into a computer. Programming and Assessment Life Skills Outcomes Life Skills content Students learn about: Students learn to: • Practice LS.2 LS. pasting and painting to layer and overlay images to create different effects in digitally generated images • • • the process for developing and making photographic and digital media works follow a procedure to make a photographic and digital media work: – select an idea or interest/theme – explore qualities and technical applications of media and record these in photographic and digital media journal record these in photographic and digital media journal – develop idea or plan for the photographic and digital media work – consider technical processes to make photographic and digital media form participate in the development of photographic and digital media works over time. recognise the purpose and use of various accessories including different lenses. collage. computer-generated images. eg a unit of work identify. viewfinder. cropping. assess and adopt strategies to create and maintain a safe working environment and practices in making photographic and digital works. eg locate lens. shutter.Life Skills Years 7–10: Advice on Planning.9 • different photographic and digital media practices in still. • 219 . cutting. compact. montage. digital media explore the operational handling and features of a variety of photographic equipment including pinhole. flashlights. interactive and moving forms participate in different aspects of photographic and digital media practices which may include: – still forms: camera and noncamera-based works. eg techniques of scanning images from various sources using a digital camera and drawing on the desktop using a mouse or stylus pen • investigate and experiment with basic digital tools and techniques of selecting. 35mm SLR and/or Polaroid Instamatic cameras and digital cameras.1 LS. tripods and supports • the operation of photographic and digital media technologies available to them • • techniques and processes for developing and making photographic and digital media works experiment with techniques and processes involved in wet photography. load and remove film.

8 • photographic and digital artists and how they work recognise that photographic and digital artists create works for different purposes including personal.4 LS. eg view and respond to photographic and digital works in a variety of contexts respond to photographic and digital works. Programming and Assessment Life Skills Outcomes Life Skills content Students learn about: Students learn to: • Conceptual Framework LS. invite a photographer to the school • • • the role of audiences in relation to photographic and digital works participate appropriately as an audience. lighting. make photographic and digital works that reflect personal experiences and responses • make photographic and digital works which explore how visual qualities are used to communicate ideas and meanings. recognise different colours. vocalise. gesture.7 • responding to and interpreting photographic and digital works • • communicating personal experiences and responses • • communicating issues and ideas of personal significance. political identify techniques and processes that photographic and digital artists use in relation to: – still forms – interactive forms – moving forms • the work of a variety of photographic and digital artists • • the role of photographic and digital artists recognise that photographic and digital artists include men and women from a wide range of social and cultural backgrounds and that they may work individually or in groups • explore the work of a variety of photographic and digital artists including multimedia artists/designers. digital works. social.6 LS. video and digital filmmakers. • 220 . functional.Life Skills Years 7–10: Advice on Planning. offer opinion in a verbal or written form identify particular qualities of a photographic and digital work. eg point to work and identify areas of interest. symbolic. eg communicate like or dislike for photographic and digital works – smile.5 LS.3 LS. shading Frames LS. photographers. eg visit a gallery to view photographs. cultural. view a film or video. nod.

Life Skills Years 7–10: Advice on Planning. Drawing around shadows or indicating outlines may demonstrate evidence of student understanding of shadow and outline and an exploration of a variety of materials. 3 Recognising the use of shadow and outline in photographic and other works may involve the exploration of the function of photographic and digital artists and how they work. flowers. their own shadows. 2. crockery on a table in front of a light source – tracing shadows using permanent markers or other drawing materials – selecting an outline and filling it in using black paint – draw. chairs. Critical and historical interpretations Students 3. LS. or have drawn. and shadows from other objects outside using chalk – labelling the outline with features of the shape such as geometric. This may involve: – using photographic lights or ordinary lamps to cast shadows – experimenting with selected objects to cast shadows – using their own bodies to cast shadows. Evidence of learning (words in italics refer to Life Skills outcomes) 1. Feedback 1.3 • view and discuss images that employ shadows. learning and assessment activities – ‘Shapes and Shadows’ Making Students 1. 221 . object and cast shadow. Programming and Assessment Teaching. techniques and processes. 3 Oral. LS. LS. outline and edge. • record examples of silhouettes and outlines and their effects in their Photographic and Digital Media journal. The Photographic and Digital Media journal can be used to record the making experiences throughout the unit. visual and/or tangible feedback and prompting by the teacher to direct and guide student identification of relationships between light sources.4 • create an outline of cast shadows from a range of objects in the classroom and/or outdoors using and identifying natural and artificial light sources. These may include: – Indonesian shadow puppets – silhouette portraits – works of the contemporary American artist Kara Walker – Olive Cotton’s Tea Cup Ballet. LS. light sources and shadows is an important step to exploring ways in which experiences of the world can be communicated in photographic and digital works.2. • explore the features of shadows using the outlines created in (2) eg how the shadow has edge and outline but no internal detail.4 • explore the relationships between light source. 2 Understanding the relationship between object. organic. plastic cutlery. This may involve: – arranging objects such as bottles. shadow. 2.

LS. This may involve: – reinforcing safe working practices in the darkroom. 6.7 • view a selection of the ‘rayograms’ – the photograms of Man Ray • identify which objects Man Ray used and how much light they let in • place the objects they used to make their photograms next to the resulting prints • respond to teacher questions about objects that let no. visual and/or tangible feedback and prompting to assist students to use a digital camera to record photographs of shadows and participate in photographic processes such as downloading and printing images. techniques and processes and the ways in which experiences of the world can be communicated in photographic and digital works. LS.1.1. some or lots of light through for photograms. interrupting object and cast shadow by making photograms in a photographic darkroom if available. light conditions and the visual effects they create.2 • explore relationships between light source. 7 Using a digital camera.3. grey in between areas and white areas. LS. LS. and sorting photographs may indicate recognition that various interpretations of photographic and digital works are possible. learning and assessment activities – ‘Shapes and Shadows’ Making Students 4.Life Skills Years 7–10: Advice on Planning. aprons and protective glasses – placing a variety of opaque and translucent objects on sheets of photographic paper and exposing them using enlargers set to a standard illumination and time – developing prints – arranging prints in Photographic and Digital Media journal. This may involve: – tracing photocopies of the photograph using acetate sheets and marker pens – sequencing photographs light to dark – sequencing photographs from least shadow to most shadow • compare images with a lot of dark shadow. Programming and Assessment Teaching.2 • experiment with the basic operations of a digital camera to take photographs. taking and downloading of photographs may indicate experience of photographic and digital procedures as well as materials. 7. LS. 8 Oral. 8. This may include: – using the viewfinder to select and frame a view – using the zoom function to refine their selection – using the autofocus button. LS. LS. Feedback 4. 8 Making judgements about. Critical and historical interpretations Students 5.5 • view a selected black-and-white photograph • identify the darkest areas. in particular the use of gloves. 6. 222 .2. This may involve: – shadows identified in activity (2) – using class members to create shadows • download photographs onto computer and print a proof sheet for student review and evaluation. 5 Oral. 7 Oral. LS. visual and/or tangible feedback and prompting by teacher can affirm students’ observations about the structure and effects of photographs. 5 Study of rayograms may involve exploration of the function of photographic and digital artists and how they work. and evidence student understanding of safe working practices. Speculation about the objects used in rayograms may involve exploration of a variety of subject matter that can be represented in photographic and digital works.4 • identify and photograph the shadows cast by objects outside. LS. LS. images with a lot of mid-tone greys and images with a lot of white • discuss and identify the most and least interesting and dramatic images. Evidence of learning (words in italics refer to Life Skills outcomes) 4 Production of photograms and work in the darkroom may involve experience of a variety of photographic and digital procedures.1. visual and/or tangible feedback and prompting by the teacher to guide and develop students’ understanding of the relationships between objects. 6.

visual and/or tangible feedback and prompting by the teacher as students participate in the process of a photographic exhibition and/or publication. 11. 223 . Feedback 9.6 • evaluate their proof sheets and respond to teacher questions about the identification of: – darkest/lightest images and objects – most liked/least liked – strongest shapes – most dramatic compositions.9 • name their favourite black-and-white photograph and include a description of the subject matter and where it was taken • produce a catalogue for the exhibition entitled ‘Shapes and Shadows’. Critical and historical interpretations Students 9. Evidence of learning (words in italics refer to Life Skills outcomes) 9. • experiment with manipulating and enhancing the image using Photoshop or a simple public domain paint program. LS. 12. LS. 12 Oral.Life Skills Years 7–10: Advice on Planning.6 • use their experience of sorting and classifying in activity (8) and select a photograph with strong dark tones and whites and minimal greys for printing. 10 Participation in selecting. 10 Oral. LS. 11.9 The resolved image is printed for a class exhibition. LS. This may involve: – cutting and cropping images – transforming the mode of the image from RGB to black-and-white or sepia – changing the contrast in their black-and-white image – solarising the image. Programming and Assessment Teaching.8. responses or a point of view. LS. 11. visual and/or tangible feedback and prompting by the teacher as students extend and develop ideas about the world in digital or photographic works.8. manipulating and printing images may indicate exploration of ways to develop ideas in photographic and digital works and exploration of a variety of photographic and digital works that reflect personal experiences. 12 Participation in the production of a photographic exhibition and publication may indicate the use of a range of techniques and processes to make photographic and digital works. learning and assessment activities – ‘Shapes and Shadows’ Making Students 10. LS. A photocopy of the catalogue is produced for each student.

Programming and Assessment 11 Personal Development.) The support network card should be made in a format that is appropriate to the needs of individual students. Health and Physical Education key learning area.nsw.Life Skills Years 7–10: Advice on Planning.edu. and the type of support they can provide. students demonstrate behaviours. In the context of physical activities. if required. positive and friendly social interactions between students are promoted. 224 . This card includes information on support people in the school and/or community. including their location in the school and/or the community. skills and strategies in a range of scenarios. Health and Physical Education The following sample units are provided as examples to clarify the process of programming for students undertaking Life Skills outcomes and content from the Personal Development. (This activity is similar to that outlined in the Stage 4 unit ‘Meeting new people – facing new challenges’ in the PDHPE Years 7–10: Advice on Programming and Assessment pp 30–32. and use a personal support network card to seek assistance from others.au). Students examine ways in which they can access help and support and how they can support their peers.2 Personal safety net Students in these units develop a support network card.boardofstudies. Unit number Unit title Unit description 11.1 Facing new challenges In this unit students develop strategies to manage some of the challenges associated with adolescence and transitions to new and unfamiliar situations. The sample units should be read in conjunction with the PDHPE Years 7–10 Syllabus and the support document PDHPE Years 7–10: Advice on Programming and Assessment already distributed to schools and available on the Board of Studies website (www. In this unit students learn to develop and use strategies that promote their personal safety and wellbeing in a wide range of situations. Through structured opportunities. 11.

A student: Languages LS.8 demonstrates a range of movement skills across environments LS. Programming and Assessment 11.1 Facing new challenges Unit title: Facing new challenges Description: In this unit students develop strategies to manage some of the challenges associated with adolescence. Resources Photographs of students and school staff members Charts to record student characteristics such as size.4 uses strategies to manage feelings and emotions LS. teachers may wish to link the activities in this unit with the Stage 4 unit ‘Meeting new people – facing new challenges’ in PDHPE Years 7–10: Advice on Programming and Assessment (pp 30–32). positive and friendly social interactions between students are promoted.MBC. Learning activities address selected ‘learn about’ and ‘learn to’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students.17 uses individual and collaborative skills in the learning process. Links A student: Dance LS.2. 225 .5 uses appropriate behaviours in social situations LS. This card includes information on support people in the school and/or community. Life Skills Outcomes A student: LS.6 makes a variety of artworks that reflect experiences.1.5 uses the language of position in a variety of situations SGLS.1 experiences cultural diversity Mathematics SGLS. Students examine ways in which they can access help and support and how they can support their peers.4 uses spoken language to interact with a range of audiences LS.3 uses technology and aids to communicate with a range of audiences LS. responses or a point of view. weight Equipment and materials to develop a support network card such as computer and appropriate software SUPPORT NETWORK CARD: Students in this unit develop a support network card.14 recognises and assists with routine health care procedures LS.9 participates in a range of physical activities LS. These challenges and the people and resources available to students if they need help and advice are identified. (This activity is similar to that outlined in the Stage 4 unit ‘Meeting new people – facing new challenges’ in the PDHPE Years 7–10: Advice on Programming and Assessment pp 30–32.13 communicates in a range of contexts LS.3 participates in drama experiences in which role-taking is used to enhance their understanding of ideas and feelings English LS.Life Skills Years 7–10: Advice on Planning.) The support network card should be made in a format that is appropriate to the needs of individual students.17 identifies the appropriate and inappropriate use of substances.3 recognises the feelings and emotions associated with adolescence LS. The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests. and the type of support they can provide. including their location in the school and/or the community. new environments and/or meeting new people.1 explores the elements of dance to create movement and communicate ideas Drama LS. For students working towards Life Skills outcomes in regular classes. By participating in enjoyable physical activities.6 uses simple maps and plans Visual Arts LS.1 recognises the personal characteristics and needs that make them similar to others yet unique LS.11 demonstrates safe practices that promote personal wellbeing LS.

9 Students learn about Students learn to Integrated learning experiences. LS. • identification and recording of the characteristics they have in common with other students and those that are different. abilities and characteristics that make students within the group unique • Recording the similarities and differences between themselves and others may indicate recognising the personal characteristics and needs that make them similar to others yet unique. Oral.4.Life Skills Years 7–10: Advice on Planning. games. each other • facilitates opportunities for students to share feelings and concerns about new situations with others. eg their favourite food. Students • participate in a range of icebreaker and other group activities. LS.1. instruction and assessment Teacher • organises a range of icebreaker/group activities that provide opportunities for students to interact positively with each other and foster teamwork • assists students to recognise ways in which they are both similar to. 226 . clothes and indicating the interests or preferences they have in common – taking turns to lead a game or activity – assisting others to participate in a game or activity • identify and record characteristics and feelings that they have in common and those that are different from other students using class photographs. songs.3. LS. and different from. This may include: – passing an object around a circle – shaking hands around a circle – responding to questions from other students about themselves. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: • participation in practical group activities how people are similar to each other • how people are different from each other • what makes people unique • recognise similar characteristics of students within the class group • recognise some differences between students within the class group • identify the strengths. This may include recording the following: – hair/eye colour – height – interests/abilities – likes/dislikes – goals – feelings – preferences for music/food/people Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • participating in physical activities participate in physical activities as part of a group • recognise and demonstrate behaviour which is appropriate for participation in a preferred physical activity at school • Participation in icebreaker and other group activities may indicate participating in a range of physical activities. video segments and/or discussion. Programming and Assessment Focus: Getting to know you Outcomes: LS.

LS. LS. LS.17 Students learn about Students learn to Integrated learning experiences. situations in which assistance from others may be required.11.8.5. This may include: – finding a particular person.3.4. their support network card to seek advice and support. bullying or inappropriate touching by others Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • the management of feelings and emotions during adolescence • respond to the feelings and emotions of others Recognising situations in which assistance may be required may be evidence of recognising the feelings and emotions associated with adolescence. Oral. Programming and Assessment Focus: Support networks Outcomes: LS. class or specialist room – communicating concern about losing an item of clothing.14. LS.Life Skills Years 7–10: Advice on Planning. continued 227 . visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ recognition of situations in which they may need assistance from others. LS. LS. instruction and assessment Teacher • facilitates the development of a support network card of trusted adults • provides opportunities through structured role-plays for students to use their support network card in meaningful situations within the school context • provides opportunities for students to move efficiently around the school environment using. medication or equipment – communicating concerns and managing feelings about school rules. Students • recognise. where necessary. collaboratively.

8. continued 228 . LS.4. bullying or harassment Oral. The card could be developed using a range of formats such as: – photographs of trusted staff and other adults in the school – photographs of trusted adults in community situations – photographs of other students in the school – names and contact details of staff and/or other students Developing and using a support network card may indicate using strategies to manage feelings and emotions and/or demonstrating safe practices that promote personal wellbeing. Feedback the management of feelings and emotions during adolescence • personal health care • strategies to communicate dissatisfaction and distress in relation to unwanted touching.14.5. threats. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: • identification of trusted adults and/or other students who may be approached in various situations • develop a support network card that can be used appropriately and discreetly to identify. bullying or harassment • identify known people within a network of trusted adults with whom it is appropriate to express and discuss personal feelings communicate health care needs to appropriate others use appropriate strategies to manage feelings and emotions demonstrate refusal skills when offered medication by another student demonstrates refusal skills when offered illegal drugs or substances for inappropriate purposes recognise known people within a network of trusted adults with whom it is appropriate to communicate dissatisfaction and distress in relation to unwanted touch. Programming and Assessment Focus: Support networks (cont) Outcomes: LS.3. contact and communicate with trusted adults or students who can provide assistance in school and/or community contexts.Life Skills Years 7–10: Advice on Planning. LS. bribes. LS. through photographs or by naming.11. unwanted touch or harassment at school and/or in community contexts – dealing with situations when medication. • development and use of a support network card of trusted adults. bribes. instruction and assessment Students • identify trusted adults or other students in the school and/or community contexts. bullying or harassment • the appropriate and inappropriate use of substances • • • • • • • strategies to communicate dissatisfaction and distress in relation to unwanted touching.17 Students learn about Students learn to Integrated learning experiences. locate. threats. illegal drugs or substances are offered by others at school and/or in community contexts Evidence of learning (words in italics refer to Life Skills outcomes) Identifying trusted adults or other students may indicate using strategies to manage feelings and emotions. LS. LS. bribes. who can provide help in the following situations: – losing personal items – locating a particular classroom – finding out about changes to lesson times – personal health care needs – managing feelings of anger or frustration – dealing with bullying. LS. threats.

continued 229 .3. Programming and Assessment Focus: Support networks (cont) Outcomes: LS. life guards at a pool/beach. locate and communicate with specific and appropriate people to seek help or advice in the school context.14. LS. store managers or staff at an information desk in a shopping centre Identification of appropriate/trusted adults in the community may indicate managing feelings and emotions and/or using strategies to manage feelings and emotions.17 Students learn about Students learn to Integrated learning experiences. LS. • identification of appropriate/trusted adults in the community who can provide help in various situations. rail or bus staff. harassment or inappropriate touch by others – reporting bullying. eg police. LS.8. LS. threats.4.5. Feedback • the management of feelings and emotions during adolescence strategies to communicate dissatisfaction and distress in relation to unwanted touching. LS.11.Life Skills Years 7–10: Advice on Planning. LS. instruction and assessment Students • participate in structured role-plays that involve using their support network card to identify. harassment or inappropriate touching by others – reporting offers of medication or illegal drugs/substances by others Evidence of learning (words in italics refer to Life Skills outcomes) Participation in structured role-plays where students practise using their support network card in the school community may indicate managing feelings and emotions and/or using strategies to manage feelings and emotions and/or demonstrating safe practices that promote personal wellbeing. lunch or medication at home – needing help with menstruation – needing help in moving from one area of the school to another – clarifying school rules – dealing with bullying. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: • demonstration of skills using their support network card in meaningful situations around the school • the management of feelings and emotions during adolescence demonstrate refusal skills when offered medication by another student • demonstrate refusal skills when offered illegal drugs or substances for inappropriate purposes • identify known people within a network of trusted adults with whom it is appropriate to express and discuss personal feelings • • identify appropriate/trusted adults who can provide help in the community. Possible scenarios include: – dealing with leaving a bag. bribes. bullying or harassment • the appropriate and inappropriate use of substances • identify known people within a network of trusted adults with whom it is appropriate to express and discuss personal feelings • develop and use individualised strategies to communicate with trusted adults • Oral.

bus and kerb – moving safely and in an orderly way in crowded environments such as shopping centres. ramp. LS. swimming pool – locating a lift. LS. Evidence of learning (words in italics refer to Life Skills outcomes) Participation in structured role-plays where students practise using their support network card in the community may indicate managing feelings and emotions and/or using strategies to manage feelings and emotions. bullying or harassment • Oral.4. instruction and assessment Students • participate in structured role-plays that involve using their support network card to identify. railway stations – negotiating stairs of different gradients – negotiating different surfaces – waiting appropriately in a queue for service – waiting for others to leave trains. lifts before entering. This may include: – negotiating escalators. LS. information staff or life guards for help in locating a toilet at a shopping centre.17 Students learn about Students learn to Integrated learning experiences. buses. threats. bullying or harassment • demonstrate movement skills in the context of everyday environments • develop and use individualised strategies to communicate with trusted adults in relation to inappropriate touching. Feedback • moving around in the environment strategies to communicate dissatisfaction and distress in relation to unwanted touching. 230 . threats or harassment on the way to or from school – reporting inappropriate touching by others – reporting the offer of medication or illegal drugs/substances by others • move efficiently and cooperatively around the school/community environment. LS.8. bribes. locate and communicate with specific and appropriate people to seek help or advice in the community. bribes. threats.3. Possible scenarios for role-plays may include: – asking a store manager.14. handling. LS. lifts.Life Skills Years 7–10: Advice on Planning. LS.11. Programming and Assessment Focus: Support networks (cont) Outcomes: LS. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: • demonstration of skills in using their support network card in community contexts moving around in the environment • behaviour that is appropriate in a range of situations • demonstrate movement skills in the context of everyday environments • demonstrate behaviours that are socially appropriate in a range of situations • Moving efficiently around the school and/or community environment may indicate demonstrating a range of movement skills across environments. escalator at a station or shopping centre – asking a bus driver for the bus stop closest to destination – locating a pedestrian crossing to cross the road safely – finding alternatives after missing a train or bus – reporting bullying. moving walkways – judging the gap between train and platform. • demonstration of moving efficiently around the school and community environment.5.

volleyball. pictures. safe practices and the appropriate use of protective equipment for particular physical activities. identify. leaping. trapping and propelling balls of different sizes. instruction and assessment Teacher • arranges visits by sporting identities to discuss and demonstrate safe participation in particular sports. • organises a range of physical activities to promote interaction and teamwork • explicitly teaches the rules and skills. eg football. This may include: – throwing. team games and sports use movement skills to participate in physical activities.9 Students learn about Students learn to Integrated learning experiences. cricket. Oral.’ • identify. catching. label or draw pictures to indicate appropriate and safe behaviours for a given scenario – respond to questions such as ‘What is safe behaviour as a member of a …… (sports) team’. shapes and weight – using bats and/or racquets of various sizes and shapes to strike a ball. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: • recognition of safe ways of participating in sport • participating in physical activities. kicking. trapping. games and sports • demonstrate skills in striking. develop. twisting and turning Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • participating in physical activities • demonstrate safe practice when participating in physical activities Viewing and/or listening to demonstrations about aspects of safety in sport may indicate recognising and responding to safe and unsafe situations. netball.. fielding. Programming and Assessment Focus: Getting active Outcomes: LS. sliding. catching. tennis racquet – demonstrating skills such as running.8.Life Skills Years 7–10: Advice on Planning. images of scenarios into ‘safe’ and ‘unsafe’ and indicate reasons for their choice – sort. As a result of these presentations students may: – sort photographs. jumping. netball. practice and demonstrate the skills for participation in games or sports. match. baseball bat. throwing. Students • view and listen to presentations and demonstrations about specific aspects of safety in sport from sporting identities such as members of local football. continued 231 . fielding and propelling balls • Developing the skills for participation in specific sports may indicate participating in a range of physical activities and/or demonstrating movement skills across environments. table tennis bat. • demonstration of the specific skills necessary to participate in a range of physical activities. volleyball. kicking. LS. and cricket teams. games and sports • explicitly teaches appropriate behaviour for participation in a preferred physical activity at school or in the community. ‘What protective equipment do you need to wear for participation in …. eg cricket bat.

visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ participation in a range of activities.9 Students learn about Students learn to Integrated learning experiences. Feedback participating in physical activities • participating in physical activities. following instructions from team captain – wearing appropriate protective equipment when participating in specific physical activities such as bike riding – behaving appropriately when participating in preferred physical activities. LS. instruction and assessment Students • participate in a variety of games and/or sports.Life Skills Years 7–10: Advice on Planning. look after equipment and return it to storage area. 232 . use facilities/equipment appropriately. eg take turns. Evidence of learning (words in italics refer to Life Skills outcomes) Participation in a variety of sports may indicate participating in a range of physical activities. Programming and Assessment Focus: Getting active (cont) Outcomes: LS. team games and sports • participate in physical activities as part of a group • demonstrate safe practice when participating in physical activities • recognise and demonstrate behaviour which is appropriate for participation in a preferred physical activity at school or in the community • Oral. eg accepting the umpire’s decision. This may include: – following the rules when participating in physical activities.8.

It involves the skills required to say no in threatening situations. LS.13 communicates in a range of contexts LS. The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests.17 uses individual and collaborative skills in the learning process. For students working towards Life Skills outcomes in regular classes.9 demonstrates skills for effective participation in the workplace.) LS.10 recognises and responds to safe and unsafe situations threatening situations.4 identifies appropriate support personnel and agencies in the community LS.17 identifies the appropriate and inappropriate use of substances. 2002.Life Skills Years 7–10: Advice on Planning. Child Protection Education: Support materials to assist teachers of students with high support needs Videos. photographs. if required. Life Skills Outcomes Resources A student: Social skills program resources LS. 233 . Child Protection guidelines material NSW Department of Education and Training. teachers may wish to link the activities in this unit with the Stage 5 unit ‘Risky Business’ in PDHPE Years 7–10: Advice on Programming and Assessment (pp 43–48). responses or a point LS.3 uses technology and aids to communicate with a range of audiences of view LS.3 participates in drama experiences in which role-taking is used to enhance their SGLS. Through structured opportunities students demonstrate behaviours. access to computer hardware such as digital cameras. advice and support. Learning activities address selected ‘learn about’ and ‘learn to’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students. scanners and software such as word-processing Links A student: A student: Drama Mathematics LS. Programming and Assessment 11. skills and strategies in a range of scenarios.6 makes a variety of artworks that reflect experiences.2 Personal safety net Unit title: Personal safety net Description: In this unit students learn to develop and use strategies that promote their personal safety and wellbeing in a wide range of situations.4 responds to the language of position understanding of ideas and feelings Visual Arts English LS. LS.5 uses appropriate behaviour in social situations No-Go-Tell (A series of safety steps or strategies that can be used in unsafe or LS.4 uses spoken language to interact with a range of audiences Work Education LS.11 demonstrates safe practices that promote personal wellbeing to get away from the unsafe situation and to seek help. and use a personal support network card to seek assistance from others.1.

visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ recognition of safe and unsafe situations. instruction and assessment Teacher • uses videos. As a result of this students may: – respond to direct teacher questioning regarding ways to avoid potential dangers in a variety of specific situations – demonstrate safe and appropriate behaviours in response to specific situations within the context of structured role-plays Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • behaviour that is appropriate in a range of situations safe and unsafe situations • demonstrate behaviours that are socially appropriate in a range of situations • recognise that safety depends on the behaviour of themselves and others • Focusing on specific scenarios on safe and appropriate behaviour in a range of situations may assist students to indicate recognising and responding to safe and unsafe situations.Life Skills Years 7–10: Advice on Planning.5. continued 234 . pictures and/or stories to focus students’ attention on specific aspects of safety in the environment • organises community members to provide information about aspects of safety • assists students to develop an appropriate set of guidelines for safety in a range of school/community situations.11 Students learn about: Students learn to: Integrated learning experiences. Oral. Students • view pictures/videos of specific scenarios that focus on safe and appropriate behaviour for both individuals and groups in a range of situations. LS. LS.10. Programming and Assessment Focus: Safety in the environment Outcomes: LS.

Feedback • safe and unsafe situations • recognise factors that contribute to safety in the environment Oral.11 Students learn about: Students learn to: Integrated learning experiences. local swimming pool life guards. as a bicycle rider. images of scenarios into ‘safe’ and ‘unsafe’ and indicate reasons for their choice – identify. train safe officers or station master. pictures. fire personnel. in or near water • indicate appropriate ways to respond to potential hazards in the environment. road/bike safety consultants. LS.10. as a passenger waiting for a train. continued 235 . match and sort photographs. surf life savers. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: • recognition of safe and unsafe situations • safe and unsafe situations • recognise potential hazards in their environment and respond appropriately Responding appropriately to changed conditions that affect safety in the environment may indicate recognising and responding to safe and unsafe situations. as a pedestrian. match. This may include identifying and using appropriate strategies for: – riding bikes in wet or windy conditions – crossing roads in wet weather – ceasing actions and moving quickly inside when a storm is approaching Evidence of learning (words in italics refer to Life Skills outcomes) Focusing on safety in the environment may indicate recognising and responding to safe and unsafe situations. national parks rangers.5. sort. As a result of these presentations students may: – identify. as a passenger in a vehicle. using recreation areas in the community.Life Skills Years 7–10: Advice on Planning. LS. • appropriate response to potentially dangerous situations. Programming and Assessment Focus: Safety in the environment (cont) Outcomes: LS. playing indoor or outdoor games/sport. label or draw pictures to indicate appropriate and safe behaviours for a given scenario – respond to teacher questions such as ‘What is safe behaviour…?’ in specialist areas within the school. instruction and assessment Students • view and listen to presentations about specific aspects of safety from appropriate personnel such as road safety consultants/local police.

11 Students learn about: Students learn to: Integrated learning experiences.5. instruction and assessment Students • develop a practical set of guidelines for general safety in the environment using pictures. avoiding and reporting hazards such as we floors. Feedback • safe and unsafe situations • respond to indicators of unsafe situations • safe and unsafe situations • recognise that safety depends on the behaviour of themselves and others Oral. 236 . Such guidelines may include ways to identify indicators of unsafe situations. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: • development of guidelines for general safety in the environment • demonstration of safe and appropriate behaviour in a range of situations. Evidence of learning (words in italics refer to Life Skills outcomes) Development of a practical set of guidelines for general safety in the environment may indicate recognising and responding to safe and unsafe situations. Possible scenarios for role-plays may include: – recognising and using safe places to cross roads – locating and wearing seat belts appropriately – recognising.Life Skills Years 7–10: Advice on Planning. Programming and Assessment Focus: Safety in the environment (cont) Outcomes: LS. LS. LS. photographs and/or written formats. broken glass.10. alerting trusted adults to indicators of unsafe situations and seeking support from appropriate individuals when confronted with unsafe situations • within structured role-plays demonstrate the application of developed guidelines. Students’ responses may indicate recognising and responding to safe and unsafe situations in the environment.

pictures. instruction and assessment Teacher • uses videos. Oral. LS. Sorting images of scenarios into safe and unsafe may indicate recognising and responding to safe and unsafe situations. Programming and Assessment Focus: Personal safety and wellbeing Outcomes: LS. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ recognition of safe and unsafe situations.17 Students learn about: Students learn to: Integrated learning experiences.Life Skills Years 7–10: Advice on Planning. stories and appropriate child protection resources to focus student attention on specific aspects of personal safety • supports the development and use of appropriate strategies that promote personal safety and wellbeing • provides opportunities for students to demonstrate appropriate and safe personal behaviour within the context of both role plays and actual situations.5. LS.11. Students • view pictures/videos of specific scenarios that focus on personal safety and wellbeing in a range of situations Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • safe and unsafe personal situations • recognise aspects of safe and unsafe personal situations Students’ participation and responses may indicate recognising and responding to safe and unsafe situations. • safe and unsafe personal situations • recognise aspects of safe and unsafe personal situations • sort images of scenarios into those that are ‘safe’ and those that are potentially ‘unsafe’ in relation to their personal safety and wellbeing and indicate reasons for their choice continued 237 .

eg using change rooms at the local swimming pool • sort or match pictures to indicate behaviour which is appropriate for particular situations. eg sport. parties Evidence of learning (words in italics refer to Life Skills outcomes) Students’ participation and responses may indicate recognising and responding to safe and unsafe situations and/or demonstrating safe practices that promote personal wellbeing. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ recognition of safe practice in a range of situations. Feedback Oral. rock concerts. safety and to be treated with dignity and sensitivity • participating in physical activities • recognise appropriate touching and handling involved in carrying out personal procedures • recognise and demonstrate behaviour which is appropriate for participation in a preferred physical activity at school or in the community. Programming and Assessment Focus: Personal safety and wellbeing (cont) Outcomes: LS. LS.5. instruction and assessment • their right to privacy. LS.17 Students learn about: Students learn to: Integrated learning experiences.11.Life Skills Years 7–10: Advice on Planning. continued 238 . These may include: – participating in or undertaking personal/health care procedures – using change rooms in both school and community contexts – relating to strangers – travelling safely alone or with others – participating with peers in recreational activities in the community.

This may include: – identifying photographs of trusted adults – naming school and community personnel who could assist in specific situations – making and carrying a support network card using photographs or names of trusted adults and/or other students who can provide personal support – establishing a routine to identify. threats. instruction and assessment Students • respond to teacher questions and participate in structured role-plays to clarify and indicate appropriate responses in a range of scenarios.Life Skills Years 7–10: Advice on Planning. locate. continued 239 . LS.17 Students learn about: Students learn to: Integrated learning experiences. threats. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: • appropriate responses to potentially dangerous situations • strategies to communicate dissatisfaction and distress in relation to unwanted touching. harassment. bribes.5. for example: – what is ‘appropriate/inappropriate touching’ by a trusted adult in the context of personal/health care procedures – appropriate behaviour for using change rooms at a swimming pool – personal strategies to reject inappropriate touching when playing games or engaging in recreational activities with others – personal strategies to locate and tell appropriate adults about inappropriate touching. bullying or harassment Students’ participation in the development of a personal list of trusted adults may assist students in demonstrating safe practices that promote personal wellbeing. bullying or harassment • recognise known people within a network of trusted adults with whom it is appropriate to communicate dissatisfaction and distress in relation to unwanted touch. contact and communicate with trusted adults and/or other students in relation to personal safety and wellbeing issues Evidence of learning (words in italics refer to Life Skills outcomes) Responding to teacher questioning and participating in structured role-plays may assist students in recognising and responding to safe and unsafe situations and/or demonstrating safe practices that promote personal wellbeing. bribes. bribes. LS. threats or bullying behaviour (No-Go-Tell routine) – personal strategies to reject medication or illegal drugs or substances • develop a personal list of trusted adults and/or other students who can be approached for support in relation to personal safety and wellbeing issues. Feedback • safe and unsafe personal situations • recognise specific aspects of safe and unsafe personal situations • the appropriate and inappropriate use of substances demonstrate refusal skills when offered medication by another student • demonstrate refusal skills when offered illegal drugs or substances for inappropriate purposes • Oral.11. Programming and Assessment Focus: Personal safety and wellbeing (cont) Outcomes: LS. • development of a list of trusted adults who can provide support in relation to personal safety and wellbeing issues.

instruction and assessment Students • develop a set of practical guidelines for personal safety and wellbeing in a range of situations using pictures. advice and support Evidence of learning (words in italics refer to Life Skills outcomes) Students’ participation in the development of guidelines may indicate recognising and responding to safe and unsafe situations.5. This involves the skills required to: – say no in threatening situations – get away from the unsafe situation – seek help. Programming and Assessment Focus: Personal safety and wellbeing (cont) Outcomes: LS. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: • development of safety rules to address potential hazards in relationships • strategies to communicate dissatisfaction and distress in relation to unwanted touching. threats. continued 240 .11. bribes. and what time they will be home – respecting own and others need for privacy when dressing/undertaking personal health care – recognising and observing ‘personal space’ for themselves and others – refraining from expressing physical affection to inappropriate or unknown people – identifying appropriate strategies/routines in response to inappropriate personal behaviour by others • demonstrate safety steps or strategies that can be used in unsafe or threatening situations (No-Go-Tell routine).Life Skills Years 7–10: Advice on Planning. LS. bullying or harassment • develop and use individualised communication strategies and devices to carry out ‘No-Go-Tell’ routine in a range of situations Demonstration of the NoGo-Tell routine may assist students in demonstrating safe practices that promote personal wellbeing and may indicate recognising and responding to safe and unsafe situations. LS. • demonstration of strategies for maintaining personal safety and wellbeing in unsafe or threatening situations. Feedback • behaviour that is appropriate to a range of situations recognise private and social situations • demonstrate behaviours which are appropriate to private situations • recognise the need for other’s privacy • demonstrate behaviours that are socially appropriate in a range of situations • Oral. photographs and/or written formats: – letting others know where they are going.17 Students learn about: Students learn to: Integrated learning experiences. who they are going with.

This may involve demonstrating: – appropriate personal behaviours in a variety of scenarios – strategies to deal with inappropriate behaviour by others in a variety of scenarios (‘No-Go-Tell’) – appropriate use of their support network card in the context of specific scenarios – strategies to reject medication or illegal drugs or substances Evidence of learning (words in italics refer to Life Skills outcomes) Students participation in structured role-plays may indicate demonstrating safe practices that promote personal wellbeing and/or recognising and responding to safe and unsafe situations.Life Skills Years 7–10: Advice on Planning. Programming and Assessment Focus: Personal safety and wellbeing (cont) Outcomes: LS.17 Students learn about: Students learn to: Integrated learning experiences. instruction and assessment Students • demonstrate the application of guidelines for personal safety and wellbeing in the context of structured role-plays. LS. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ identification of potential hazards in the environment and demonstration of protective behaviours to avoid danger. Feedback behaviour that is appropriate to a range of situations • the appropriate and inappropriate use of substances • • • • • • demonstrate behaviours which are appropriate to private situations demonstrate behaviours that are socially appropriate in a range of situations develop and use individualised communication strategies and devices to carry out ‘No-Go-Tell’ routine in a range of situations demonstrate refusal skills when offered medication by another student demonstrate refusal skills when offered illegal drugs or substances for inappropriate purposes Oral. continued 241 .11. LS.5.

17 Students learn about: Students learn to: Integrated learning experiences. Feedback • behaviour that is appropriate to a range of situations • demonstrate behaviours that are socially appropriate in a range of situations Oral. LS. Evidence of learning (words in italics refer to Life Skills outcomes) Demonstration of appropriate behaviours in school and community settings may indicate demonstrating safe practices that promote personal wellbeing and/or recognising and responding to safe and unsafe situations. LS. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ demonstration of appropriate strategies that promote their personal safety and wellbeing.11. Programming and Assessment Focus: Personal safety and wellbeing (cont) Outcomes: LS.Life Skills Years 7–10: Advice on Planning. instruction and assessment Students • demonstrate appropriate behaviours in school and community situations with teacher-structured controlled variables. 242 . This may include demonstrating: – appropriate and safe personal behaviours – appropriate use of their support network card.5.

read and respond to texts. Unit number 12.boardofstudies. Students participate in a range of experiences that focus on using language within the context of a school cultural celebration. In this unit students develop language skills through cultural and community activities and explore a theme relating to community activities at the river/waterway. and record their own experiences using visual and written text. They acquire vocabulary. 12. In this unit students develop language skills through exploring the cultural features of their school community. Students also listen.nsw. Programming and Assessment 12 Languages Sample units of work have been prepared to assist teachers in programming Life Skills outcomes and content from the Languages key learning area.2 Aboriginal Languages Families. The sample units should be read in conjunction with the relevant K–10 language syllabus and support documents already distributed to schools and available on the Board of Studies website (www.1 Syllabus Selected K–10 Language Syllabus Unit title Let’s celebrate together Unit description This unit has been written generically and may be used for students undertaking Life Skills outcomes and content from any selected language syllabus. expressions and language structures within this context. They also extend these skills through community-based activities.au).edu. friends and country 243 .Life Skills Years 7–10: Advice on Planning.

The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests. internet. teachers may wish to link the activities in this unit with the Stage 4 unit ‘Eating and Drinking’ in the selected language Stages 4 and 5: Advice on Programming and Assessment.4 uses written [Language] to communicate • describing food and drink LS.3. Links A student: A student: Dance Geography LS.1 experiences a variety of dance performances History English LS.9 writes short texts for everyday purposes Music LS.UL.2 recognises the significant role of food in society.1 experiences a variety of artmaking activities LS. cooking equipment and utensils. Students participate in a range of experiences that focus on using language within the context of a school cultural celebration. recipe books. responses or a point of LS. For students working towards Life Skills outcomes in regular classes.3 uses a variety of techniques to present information and software technology LS.Life Skills Years 7–10: Advice on Planning.2 listens for a variety of purposes in a range of contexts Australian society LS.UL. materials for language games.7 experiences music from a variety of social. Resources Samples and images of food and drink.10 composes increasingly complex written texts LS.2 explores own and other cultures. cultural and historical contexts LS. This unit has been written generically and is intended to be used for students undertaking Life Skills outcomes and content from any selected language syllabus.UL.1.2 uses dance technique to communicate LS. ingredients for traditional foods. Programming and Assessment 12. audiocassettes.1 experiences cultural diversity • ordering food and drink in a restaurant LS.1 Languages Years 7–10 Life Skills unit: Let’s celebrate together Unit title: Let’s celebrate together! Description: In this unit students develop language skills through exploring the cultural features of their school community.6.6 makes a variety of artworks that reflect experiences.1 recognises words and phrases in [Language] • identifying food and drink vocabulary LS.MBC. view.7 reads and responds to short written texts solutions LS. Learning activities address selected ‘learn about’ and ‘learn to’ statements within the Life Skills content of the languages syllabuses and may be prioritised and selected to suit the needs of students.2 uses [Language] to interact in everyday activities • identifying traditional foods LS. textbooks.MBC.5 recognises visual texts in a range of contexts LS.MLC.UL. videos.MLC. opportunity to visit local restaurant/café. 244 .9 recognises the contribution of Aboriginal peoples and other cultures to LS.1 participates in making food items LS.7 explores the diversity of Australian communities LS. Life Skills Outcomes Languages Functions and Structures A student: Language functions and structures include: LS.5. They also extend these skills through community-based activities.5.2 explores ways in which meaning is conveyed by nonverbal communication • naming items that are eaten and drunk LS.4 explores ways in which meaning is conveyed by written language • using culturally appropriate language LS. CD-ROMs.12 communicates for a variety of purposes Visual Arts Food Technology LS.3 obtains and gives information in [Language] • expressing likes and dislikes LS.4 uses spoken language to interact with a range of audiences Information and Software Technology LS.

clothing/costumes. feel and sound produced by musical instruments from a range of cultures – listening to/viewing cultural presentations by members of the community. stories • introduces students to appropriate [Language] vocabulary in the context of participating in a range of cultural activities. music. Students • bring items from home that reflect features of their cultural background to share with others. Sharing cultural items and recognising features that are the same and different across cultures may involve experiencing cultural diversity and/or exploring their own and other cultures.2 Students learn about Students learn to Integrated learning experiences. Programming and Assessment Focus: Coming together Outcomes: LS. music/musical instruments. Oral. songs. continued 245 . songs/chants. greetings. eg participate in making a mural • participation of cultural diversity within the school and wider community.MBC. eg photographs. traditions. myths and legends – learning a dance associated with a particular festival – exploring the movement.1. eg dance. recognising features that are the same and different across cultures. LS. This may include: – modelling costume items such as head wear – displaying photographs of family cultural celebrations – listening to music associated with a range of cultural celebrations – listening to/viewing stories. traditional costumes. dancing – sharing in cultural activities alongside community members. stories Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • cultural characteristics of the school community • • • cultural characteristics of the school community • the importance of cultural celebrations • • • • recognise visual representations of culture(s) identify names of countries in [Language] identify features of the culture(s) identify culture(s) represented in the school community identify features of the culture(s) participate in cultural activities explore the diversity of cultural practices Bringing items from home that reflect features of their culture may involve experiencing cultural diversity and/or exploring their own and other cultures.MBC.Life Skills Years 7–10: Advice on Planning. festivals/special occasions. instruction and assessment Teacher • assists students to identify the cultural background of themselves and others in the classroom and school community • assists students to explore some of the features of specific cultural groups. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • sharing of their cultural items with others • • the diversity of cultural expression • share cultural items with others. eg painting.

UL1. LS. This may include: – whistling.1. Students • respond appropriately to nonverbal greeting by others in the school and community. Programming and Assessment Focus: Coming together (cont) Outcomes: LS. model or multimedia presentation. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ appropriate responses to nonverbal greetings. continued 246 .Life Skills Years 7–10: Advice on Planning. LS. Evidence of learning (words in italics refer to Life Skills outcomes) Making a poster. waving in response.2. LS. offering hand in response – demonstrating appropriate gestures when meeting members of the school and/or community Responding appropriately to nonverbal greetings may involve exploring ways in which meaning is conveyed by nonverbal communication. • communication of meaning in nonverbal ways identify the meaning conveyed by gestures and facial expressions • respond to gestures and facial expressions • Teacher • explicitly teaches appropriate ways to respond to gestures and facial expressions associated with greetings • provides opportunities for students to use appropriate gestures in the context of meeting members of local cultural communities • explicitly teaches the words for greetings and farewells in [Language] • explicitly teaches [Language] vocabulary to assist students to engage in a simple conversation. bowing in return. instruction and assessment Students make a poster/model/multimedia presentation to illustrate a particular cultural aspect. eg costumes worn for particular occasions such as weddings. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ creation of a poster. festivals. Oral.2 Students learn about Students learn to Integrated learning experiences. Feedback • features of lifestyles and belief systems in diverse cultures the importance of respect for the culture and lifestyle of others Focus: Meet and greet Outcomes: LS.UL2 • identify features of traditional lifestyle • compare aspects of their own lifestyle and beliefs with those of other communities • demonstrate respect for diverse cultural practices • • Oral. model or multimedia presentation to illustrate a particular cultural aspect may involve exploring their own and other cultures.MBC.MBC.MLC.

I live at…. greeting and farewelling others using appropriate words in [Language] may involve recognising words and phrases in [Language] and/or using [Language] to interact in everyday activities.MLC. This may include responding to and answering the following. thank you Evidence of learning (words in italics refer to Life Skills outcomes) Meeting. eg hello. goodbye. 247 . phrases and simple sentences to identify meaning • identify known words and phrases • establish and maintain social contact • • Oral. LS. Engaging in a conversation using [Language] vocabulary may involve recognising words and phrases in [Language] and/or using [Language] to interact in everyday activities.2. LS. eg My name is.. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • recognition and demonstration of the use of greetings and farewells in [Language] words and phrases in a variety of spoken contexts • the different purposes of using known language • • • • • the use of language in the context of a conversation • • identify known words and phrases in conversation establish and maintain social contact use language for enjoyment share personal information engage in conversation initiate. how are you.Life Skills Years 7–10: Advice on Planning. maintain and conclude a conversation • respond to and use vocabulary using [Language] within the context of a conversation. Feedback • words and phrases in a variety of spoken contexts • the different purposes of using known language listen to words..UL2 Students learn about Students learn to Integrated learning experiences. instruction and assessment Students • meet/greet and farewell others using appropriate words in [Language]. I am 12 years old.UL1. Programming and Assessment Focus: Meet and greet (cont) Outcomes: LS. What is your name? Where do you live? • demonstration of use of [Language] in a conversation.

This may involve: – matching pictures. LS.UL. 248 . LS. LS. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • identification of food and drink associated with particular cultures • identification and/or demonstration of use of language associated with food and drink.MBC.3.Life Skills Years 7–10: Advice on Planning.1. Programming and Assessment Focus: Let’s do lunch – at school Outcomes: LS. phrases and simple sentences to identify meaning identify known words and phrases identify known words and phrases in conversation read whole words. photographs. instruction and assessment Teacher • invites parents/members of the local community to share and talk about a variety of food and drink associated with their culture • explicitly teaches [Language] vocabulary associated with food and drink items of the particular culture • assists students to organise a luncheon at the school as part of a cultural celebration/multicultural day/community festival with an emphasis on using [Language] in context.UL.UL. • words and phrases in a variety of spoken contexts words and phrases in a variety of written contexts • • • • • the relationship between printed words and symbols and their sounds and meanings • • listen to words. Recognising and/or using [Language] vocabulary to identify food and drink items associated with a particular culture may involve recognising words and phrases in [Language].UL. phrases and simple sentences recognise symbols.1.MBC. letters and syllables in print in [Language] • recognise and/or use [Language] vocabulary to identify food and drink items associated with a particular culture.4. words and phrases with food and drink associated with particular cultures – recognising and/or using the images/symbols/words associated with food and drink items – naming food and drink items in [Language] Oral. LS.2 Students learn about Students learn to Integrated learning experiences. LS. Students • participate in a talk/presentation by parents/members of the local community on the food and drink associated with their culture Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • features of lifestyles and belief systems in diverse cultures • compare aspects of their own lifestyles and with those of [Language] communities Identifying the variety of food and drink items associated with a particular culture may indicate experiencing cultural diversity.2.

2 Students learn about Students learn to Integrated learning experiences. This may include: – selecting pictures of food and drink items for the menu – naming food and drink items in [Language] that will be made at the school and those to be brought by other members of the school/community – identifying and purchasing the food and drink items. phrases and simple sentences • communicate information in a variety of ways • participate in a step-by-step plan to organise a lunch at school as part of a cultural celebration/multicultural day/community festival.4. eg other students. LS.MBC.UL.UL.UL. LS.Life Skills Years 7–10: Advice on Planning. • demonstration of use of [Language] to name food items and the development of a printed menu using [Language].MBC.3. instruction and assessment Students • participate in conversations about food and drink using [Language] Evidence of learning (words in italics refer to Life Skills outcomes) Participating in conversation about food and drink may involve using [Language] to interact in everyday activities. eg use examples from the internet. menus from restaurants/cafes. parents. Programming and Assessment Focus: Let’s do lunch – at school (cont) Outcomes: LS. LS. eg identify food and drink from images/symbols and/or [Language] from packaging labels during a visit to food outlets – designing and producing a printed menu using [Language].1. Designing printed menus may involve recognising words and phrases in [Language] and/or using written [Language] to communicate information. LS. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • demonstration of use of [Language] in a conversation • planning of a lunch associated with a cultural celebration Using language associated with food and drink in the context of a cultural celebration may involve recognising words and phrases in [Language] and/or using [Language] to interact in everyday activities.1. This may include: – determining the nature and type of the celebration and who will participate. magazines • Oral. Participating in planning a cultural celebration may involve experiencing cultural diversity. Feedback • the use of language in the context of a conversation • engage in conversation • the importance of cultural celebrations • participate in cultural activities • written texts available for accessing information words and phrases in a variety of written contexts • ways to use written text to communicate information • locate appropriate written text to obtain information • select relevant information from written text • read whole words. continued 249 .UL. LS. members of the community – selecting traditional music and making decorations • determine the menu for the cultural celebration using [Language].2.

UL. LS.MLC.2. 250 . • demonstration of use of written words and phrases in [Language] in the context of designing thank you notes. LS.3. instruction and assessment Students • participate in a cultural celebration at school.MBC.UL. This may involve: – preparing food and drink for the luncheon as required – meeting and greeting others on arrival using gesture and/or [Language] – engaging in conversation using [Language] during the lunch – farewelling guests using gesture and/or [Language] Evidence of learning (words in italics refer to Life Skills outcomes) Communication with others using greetings and farewells may involve exploring ways in which meaning is conveyed using nonverbal communication and/or recognising words and phrases in [Language] and/or using [Language] to interact in everyday activities. LS.Life Skills Years 7–10: Advice on Planning.1. Feedback • communication of meaning in nonverbal ways • words and phrases in a variety of spoken contexts • the use of language in the context of a conversation ways to use written text to communicate information respond to gestures and facial expressions use language for enjoyment • identify known words and phrases • identify known words and phrases in conversation • engage in a conversation • Oral. LS.2 Students learn about Students learn to Integrated learning experiences.UL. LS. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • participation in the cultural celebration and use of greetings and farewells in [Language] • • communicate information in a variety of ways • write thank you notes using pictures or written text in [Language] to thank others for their participation. Writing thank you notes may indicate using written [Language] to communicate.4.1. Programming and Assessment Focus: Let’s do lunch – at school (cont) Outcomes: LS.UL.

by arranging a two-stage visit to a [Language] café/restaurant • assists students to record their experiences at a [Language] restaurant in a multimedia presentation using [Language].3. instruction and assessment Teacher extends students’ experiences of using [Language] in the context of eating and drinking. • Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • cultural features of the local community • the different purposes of using known language • diversity of cultural values and practices • • • the use of language in the context of a conversation • ways to use written text to communicate information • • • identify local places of cultural significance communicate basic needs and wants in a variety of ways recognise that there are culturally appropriate expressions and behaviour for particular contexts engage in conversation communicate information in a variety of ways Visiting and eating at a [Language] café/restaurant in the community may involve experiencing cultural diversity and/or obtaining and giving information in [Language] and/or using [Language] to interact in everyday activities.Life Skills Years 7–10: Advice on Planning. Recording their experiences at a [Language] café/restaurant may involve obtaining and giving information in [Language] and/or using written [Language] to communicate. Students • extend their experiences of using [Language] by: – visiting a [Language] café/restaurant to sample/taste a variety of food and drink items and indicating their preferences using [Language] – obtaining a menu from a [Language] café/restaurant and identifying and recording preferences from the menu using [Language] – participating in a follow-up visit to a [Language] café/restaurant for lunch – ordering (and eating) a meal from the menu using [Language] – engaging in conversation in [Language] during the meal. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ use of [Language] in the context of a visit to cafe/restaurant. LS.UL.MBC.UL.UL4. LS.2. 251 . I enjoyed that’ – record their experiences at a [Language] café/restaurant in a multimedia presentation using [Language].1. Oral. ‘Can I have another drink please?’ ‘Thanks.UL. LS. LS. eg ‘This is good’. Programming and Assessment Focus: ‘Let’s go out for lunch’ Outcomes: LS.1.2 Students learn about Students learn to Integrated learning experiences. LS.MBC.

activities. (I am fishing.) Minyaaya baawaa ngay? (Where is my sister?) Dhaldanha LS. Students also listen. A. animals • model written text for reading activity – recount of an event at the river 252 . friends and country Description: In this unit students develop language skills by exploring a theme relating to community activities at the river.) Resources Published Resources Yuwaalayaay Dictionary – Ash. eg Ngaya yanaanhi.) Ngaya milan banay. LS.) Nguu LS.) Gulibaa ngay dhagaan . eg Gayrr ngay Harry.MBC.UL.) LS. (This is my mother.3 obtains and gives information in Aboriginal languages • Describing present activities.) LS.UL.2 Aboriginal Languages Years 7–10 Life Skills unit: Families. read and respond to texts.org Teacher-made Resources • photographs. expressions and language structures within this context. eg Minyanda nginda? (What are LS. (I am eleven. friends and country Unit title: Families.) • Recounting past events. (I have three brothers.4 uses written Aboriginal language to communicate gubiyaanha.3 explores ways in which meaning is conveyed by spoken language • Exchanging information about family activities.1 experiences cultural diversity (He is making a fire.MBC. IAD Press.Life Skills Years 7–10: Advice on Planning. (We cooked fish.1 recognises words and phrases in Aboriginal languages (Their names are …) Gunii ngay nhalay.MLC. nguu.4 explores ways in which meaning is conveyed by written language you doing?) Minyaaya dhaadhaa? (Where is grandfather?) Wii wiimaldanha nguu. They acquire vocabulary.MLC. Programming and Assessment 12.2 uses Aboriginal languages to interact in everyday activities (Her name is …) Ngiyani wilay-la-nha Walgett-ga.2 explores their own and other cultures. (My name is Harry. Giacon J and Lissarrague (ed) 2003. Life Skills Outcomes Language Functions and Structures A student: • Introducing family.) Gayrr nguungu … LS. (She is eating. The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests. (We live at Walgett. eg Ngaya yinabildanha. and record their own experiences using visual and written text.UL.UL. Alice Springs We are Speaking Gamilaraay – Yuwaalaraay (book and CD) Yaama Maliyaa – An Aboriginal Languages Textbook Learn Yuwaalaraay. Learning activities address selected ‘learn about’ and ‘learn to’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students. (I went. Gaay Yuwaalaraay Winanga-li-gu website at: http://www. picture flashcards of family members.yuwaalaraay.) Ganungu gayrr … LS.) Ngiyani guduu yilamay. (She is swimming.

2 listens for a variety of purposes in a range of contexts Music LS. Programming and Assessment Links A student: A student: Aboriginal Studies Geography LS.1 experiences a variety of dance performances LS. teachers may wish to link the activities in this unit with the Stage 4 unit ‘Families and Country’ in Aboriginal Languages Years K–10: Advice on Programming and Assessment (pp 25–36).5. of view. 253 .9 recognises the contribution of Aboriginal peoples and other cultures to Dance Australian society LS. responses or a point LS.7 explores the diversity of Australian communities LS.3. For students working towards Life Skills outcomes in regular classes.9 writes short texts for everyday purposes LS.7 experiences music from a variety of social.7 reads and responds to short written texts LS.6 makes a variety of artworks that reflect experiences. cultural and historical contexts LS.3 uses technology and aids to communicate with a range of audiences LS.2 uses dance technique to communicate Information and Software Technology LS.4 uses spoken language to interact with a range of audiences Visual Arts LS.3 recognises the importance of families and communities to Aboriginal people LS. media and multimedia.1 recognises factors that contribute to an Aboriginal person’s identity LS.3 uses a variety of techniques to present information and software technology English solutions LS.Life Skills Years 7–10: Advice on Planning.11 views and responds to a range of visual texts.1.1 experiences a variety of artmaking activities LS.2 explores Aboriginal culture and cultural expression History LS.

dancing – sharing in cultural activities alongside community members. This may include: – listening to traditional and contemporary Aboriginal music associated with a range of celebrations – listening to/viewing stories. feel and sound produced by musical instruments – listening to/viewing cultural presentations by members of the Aboriginal community. Programming and Assessment Focus: Coming together Outcomes: LS. music.1. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • sharing of their own cultural items with others • response to Aboriginal cultural items. continued 254 . Students • bring items from home that reflect features of their cultural background to share with others.UL. instruction and assessment Teacher • assists students to identify the cultural background of themselves and others in the classroom/school community • assists students to explore aspects of cultural diversity • invites members of the local Aboriginal community to share features of their culture. Oral. eg A Day at the River Bringing items from home that reflect features of their culture may involve experiencing cultural diversity and/or exploring their own and other cultures.Life Skills Years 7–10: Advice on Planning. eg photographs. items of traditional apparel.UL.UL. stories Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • cultural characteristics of the school community • the diversity of cultural expression recognise visual representations of culture • identify names of countries • identify features of the cultures • explore the diversity of cultural practices • • explore Aboriginal cultural items.3 Students learn about Students learn to Integrated learning experiences. songs. Exploring Aboriginal cultural items may involve exploring their own and other cultures. eg painting. eg Dreamtime stories – observing and participating in a dance associated with a particular occasion or ceremony – exploring the movement. LS.2. eg participating in making a mural. LS. constructing/decorating items in the classroom/school to represent a theme.

share and label family photographs in a personal album in English and Yuwaalaraay • explicitly teaches the language to identify family members by speaking Yuwaalaraay.UL. LS. LS.4 Teacher • plays the song ‘We are one family’ from ‘We are speaking Yuwaalaraay’. Focus: Family and friends Outcomes: LS.UL. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ listening.UL. An example in relation to items of traditional apparel may involve: – selecting pictures/photographs of items of traditional apparel – annotating pictures of traditional apparel – researching through print and electronic media – selecting and organising information under the following headings in relation to traditional apparel (Who wears it? What do they wear? When do they wear it? Where do they wear it? Why do they wear it?) – making a poster/models/multimedia presentation to illustrate a particular aspect of Aboriginal culture.2. participation and responses. instruction and assessment Students • explore a particular aspect of Aboriginal culture through the creation of a poster/multimedia presentation.UL.UL.1.UL.2. continued 255 . Programming and Assessment Focus: Coming together (cont) Outcomes: LS. model or multimedia presentation to illustrate a particular aspect of Aboriginal culture may involve exploring their own and other cultures. Students • listen to and participate in the song ‘We are one family’ • words and phrases in a variety of spoken contexts • identify known words and phrases Listening/participating in singing may involve recognising words and phrases in Aboriginal languages.Life Skills Years 7–10: Advice on Planning. book and CD • assists students to recognise. Feedback features of lifestyles and belief systems in diverse cultures • the importance of respect for the culture and lifestyle of others • • identify features of traditional lifestyle compare aspects of their own lifestyle and beliefs with those of other communities • Oral. LS. model or multimedia presentation.1.3 Students learn about Students learn to Integrated learning experiences. Evidence of learning (words in italics refer to Life Skills outcomes) Making a poster. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ creation of a poster. LS. Oral.

eg ‘John is my brother’. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • display of items in an album • demonstration of use of Yuwaalaraay to label photographs. • demonstration and use of their personal album to introduce others to their family.UL. Programming and Assessment Focus: Family and friends (cont) Outcomes: LS. instruction and assessment Students • display family photographs in a personal album Evidence of learning (words in italics refer to Life Skills outcomes) Displaying family photographs may involve using Aboriginal languages to interact in everyday activities Labelling photographs may involve obtaining and giving information in Aboriginal languages Identifying photographs in an album may involve obtaining and giving information in Aboriginal languages. LS. 256 . Using an album to introduce others to their family may involve using Aboriginal languages to interact in everyday activities.UL.Life Skills Years 7–10: Advice on Planning.UL. • • • • identify family members in photographs in a personal album by speaking Yuwaalaraay.4 Students learn about Students learn to Integrated learning experiences. ‘Cathy is my cousin’. ‘Nola is our sister’ demonstration and use of Yuwaalaraay to identify family members • the use of language in the context of conversation • engage in conversation • use their personal album to introduce peers to their family by using family terms in Yuwaalaraay.1. Feedback • the different purposes of using known language • share personal information • ways to use written texts to communicate information the different purposes of using known language • communicate information in a variety of ways share personal information • label family photographs in Yuwaalaraay Oral.2. LS.

Students • respond appropriately to nonverbal greetings by others in the school and community. bowing in return.UL. LS. LS.UL3. This may include: – whistling.UL. Programming and Assessment Focus: Meet and greet Outcomes: LS. offering hand in response – demonstrating appropriate gestures when meeting members of the school and/or community Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • communication of meaning in nonverbal ways identify the meaning conveyed by gestures and facial expressions • respond to gestures and facial expressions • Responding to nonverbal greetings in the school and community may involve exploring ways in which meaning is conveyed by nonverbal communication. waving in response. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ response to nonverbal greetings.2.1. Oral.2 Students learn about Students learn to Integrated learning experiences. instruction and assessment Teacher • provides opportunities to practise skills in the context of meeting others in the school and members of the community • explicitly teaches appropriate ways to respond to gestures and facial expressions associated with greetings • explicitly teaches the words for greetings and farewells in Yuwaalaraay • explicitly teaches vocabulary in Yuwaalaraay to assist students to engage in a simple conversation. LS.Life Skills Years 7–10: Advice on Planning. continued 257 .MLC.

2 Students learn about Students learn to Integrated learning experiences. LS.UL. I live at….1. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • use of appropriate words in Yuwaalaraay to meet. 258 . instruction and assessment Students • use appropriate words in Yuwaalaraay to meet/greet and farewell others in the school and members of the community. eg hello.. What is your name? Where do you live? Oral. how are you. Feedback • the use of language in the context of a conversation • engage in conversation • the use of language in the context of a conversation • initiate. Programming and Assessment Focus: Meet and greet (cont) Outcomes: LS.UL3.2.. Responding to and using vocabulary in Yuwaalaraay in the context of engaging in conversation may involve using Aboriginal languages to interact in everyday activities. eg My name is.MLC. I am 12 years old.Life Skills Years 7–10: Advice on Planning. greet and farewell others in the school and community • use of appropriate words in Yuwaalaraay in the context of a conversation. goodbye. This may include responding to and answering the following. LS.UL. maintain and conclude a conversation • respond to and use vocabulary in Yuwaalaraay within the context of a conversation.. LS. thank you Evidence of learning (words in italics refer to Life Skills outcomes) Using appropriate words in Yuwaalaraay in the context of greeting members of the community may involve using Aboriginal languages to interact in everyday activities.

• words and phrases in a variety of spoken contexts • identify known words and phrases • the use of language in the context of conversation • engage in conversation use vocabulary in Yuwaalaraay to describe activities that are shown in the cartoon.1. reads or displays (using picture sequences) the cartoon story of ‘A Day at the River’ in English and Yuwaalaraay.3. LS. ‘That is a good fire’. Using vocabulary to describe a story may involve recognising words and phrases in Aboriginal languages.Life Skills Years 7–10: Advice on Planning.UL. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • listening to and retelling a story • use of appropriate words in Yuwaalaraay to describe activities in the story. continued 259 . to suggest and talk about activities which they could undertake during a day at a river/waterway • Oral. instruction and assessment Teacher • tells.4 Students learn about Students learn to Integrated learning experiences. and teaches the vocabulary in Yuwaalaraay related to the story • uses a variety of media to lead a discussion about activities that may occur during an organised outing to a river/waterway • explicitly teaches vocabulary in Yuwaalaraay relating to the planned visit to a river/waterway • assists students to use Yuwaalaraay to describe their experiences during and after the visit. ‘The fish is good’. using Yuwaalaraay. phrases and simple sentences to identify meaning Listening to and retelling a story may involve recognising words and phrases in Aboriginal languages. LS. • use of appropriate words in Yuwaalaraay to participate in a discussion.UL.2. Students • listen to the teacher tell or read the cartoon story of ‘A Day at the River’ in Yuwaalaraay and sequence pictures to retell the story Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • words and phrases in a variety of spoken contexts • listen to words. This may involve: – sequencing pictures to make sentences to describe activities – selecting and matching words and phrases – reading simple sentences • respond to pictures/films/videos shown by the teacher and participate in a discussion.UL. eg ‘He is fishing’. LS. Programming and Assessment Focus: A day at the river Outcomes: LS.UL. Participating in a discussion may involve using Aboriginal languages to interact in everyday activities.

UL.UL. maintain and conclude a conversation • Oral. Oral. editing videos or developing summaries to share their experiences with others may involve obtaining and giving information in Aboriginal languages and/or using written Aboriginal language to communicate. ‘I am looking for animals’ – take photographs/videos of their activities and of the river/waterway environment – make a recording of the sounds associated with the river/waterway • following the visit to a river/waterway students may: – sequence photographs to tell a story of their visit to a river/waterway – label photographs to describe their activities at the river using words and phrases in Yuwaalaraay – make a poster or paint a mural to describe their activities at the river. Programming and Assessment Focus: A day at the river (cont) Outcomes: LS. eg ‘I am going fishing. LS. making a poster. using words and phrases in Yuwaalaraay in the form of thought.1.4 Students learn about Students learn to Integrated learning experiences. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ use of appropriate vocabulary in Yuwaalaraay to record their experiences following a visit to a river/waterway. LS.UL. Feedback • the use of language in the context of conversation engage in conversation • initiate. LS. what are you going to do?’ ‘I am cooking lunch’. ways to use spoken text to communicate information • ways to use written text to communicate information • communicate information in a variety of ways • communicate information in a variety of ways • Labelling photographs. speech and feeling bubbles – edit videos taken during their activities at the river and add voice-overs using words and phrases in Yuwaalaraay – develop a summary of their activities at the river using photographs and/or pictures with appropriate descriptions in Yuwaalaraay for inclusion in the school/community newsletter – document and share their experiences with other members of the school community through a multimedia presentation with appropriate commentary in Yuwaalaraay.Life Skills Years 7–10: Advice on Planning. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ use of appropriate vocabulary in Yuwaalaraay to plan and participate in a visit to a river/waterway.2.3. Evidence of learning (words in italics refer to Life Skills outcomes) identifying items for a visit to a river/waterway may involve using Aboriginal languages to interact in everyday activities.UL. instruction and assessment Students • make a list of items using Yuwaalaraay which may be needed for their visit to a river/waterway and make other appropriate preparations • during a visit to a river/waterway students may: – engage in conversation using Yuwaalaraay to describe their activities. 260 .

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