Life Skills Years 7–10

Advice on Planning, Programming and Assessment

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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
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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

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

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

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

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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

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

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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.

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strengths. Programming and Assessment 2 2. including adjustments to teaching and learning activities and/or assessment. 6 . parent/carer and other significant individuals in the student’s life (eg teachers. The Board of Studies recognises that all teachers have students in their classrooms with a range of needs and abilities. accessible and meaningful curriculum option.4) For some students with special education needs. goals and learning needs. particularly those with an intellectual disability.3) Most students with special education needs will participate fully in learning experiences and assessment activities provided by the regular syllabus outcomes and content.Life Skills Years 7–10: Advice on Planning. learning support personnel and community service providers as appropriate). 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. that guides K–10 syllabus development.1 Curriculum options for students with special education needs Inclusive curriculum A key principle of the K–10 Curriculum Framework. The rationale. Decision to access Life Skills outcomes and content (see section 2. for a small percentage of these students. Providing for students with special education needs: an overview Collaborative curriculum planning (see section 2. is that the curriculum must be inclusive of all students in New South Wales. objectives. aim. outcomes and content of each syllabus have been designed to accommodate teaching approaches that support the learning needs of all students. However.5) The school develops a plan to implement Life Skills outcomes and content and assist the student in the learning process. Most students with special education needs will participate fully in learning experiences and assessment activities provided by the regular syllabus outcomes and content. This is best done in the context of collaborative curriculum planning with the student. although they may require additional support. Curriculum adjustments (see section 2. the Life Skills outcomes and content in each syllabus can provide a more relevant. 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. particularly those with an intellectual disability. they may require additional support and/or adjustments to teaching and learning activities and/or assessment. School planning to implement Life Skills outcomes and content (see section 2.2) All students with special education needs should be encouraged to choose the most appropriate curriculum options in keeping with their interests. However.

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

eg written point form instead of essays. scaffolded structured responses. using simplified language. pictures or symbols. eg the student uses a drawing program and pictures to write. 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. The following are more specific examples of adjustments that can be made to teaching. teacher’s aide or a peer. reading. a visual recipe or a visual timetable. 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. combines symbols to convey meaning. learning and assessment activities. CD-ROM. listening and viewing. peer or volunteer tutoring. fewer questions or alternative formats for questions • alternative formats for responses. Some of these strategies may require additional support from the teacher. 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. Adjustments to assessment Some students may require: • adjustments to the assessment process such as additional time. and/or other individual assistance. eg ‘Are you playing in a sports team at school?’ • selecting photographs. multimedia presentations. circles a selection of symbols on a page to create a list • using computer software. rest breaks. writing or recording. quieter conditions.Life Skills Years 7–10: Advice on Planning. multimedia presentation or video • following a visual sequence of instructions. short objective questions. 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. A student may participate in writing or recording by: • writing short answers to questions • ticking pre-prepared checklists • using photographs. nod or gesture to respond to a closed question. 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. uses scanned pictures and/or digital photographs in a multimedia presentation. pictures or symbols. or the use of a reader and/or scribe or specific technology • adjustments to assessment tasks such as rephrasing questions. uses assistive technology to select text or pictures from the screen. 8 . eg the student sequences pictures to tell a story. They identify alternative ways for students to participate in commenting and discussing.

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. gestures or physical prompts in conjunction with tone of voice. DVDs • reading summaries/descriptions of the visual input from photographs. Decisions are made at school level to offer adjustments to students with special education needs in course work and assessment tasks. Refer to section 7 of the ACE Manual for further information about special provisions in the School Certificate tests. pictures and posters • listening to a peer or adult describe the visual input from photographs. films/videos/DVDs.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. 2. CD-ROM.Life Skills Years 7–10: Advice on Planning. the application for special provisions in external examinations is a separate process. facial expressions. films/videos/DVDs. pictures and posters while they ‘view’ the visual media or multimedia together • responding to sensory stimuli. 9 . The following flow chart outlines a process that might be helpful when considering whether a student should access Life Skills outcomes and content. the planning team members should: • consider carefully the student’s priorities. slides. multimedia presentations. A student may participate in viewing activities by: • viewing subtitled videos. 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.2) • with consideration to curriculum adjustments (see section 2. slides. In coming to the decision to access Life Skills outcomes and content. multimedia presentations. gestures and/or physical prompts. However. 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.3) • with regard to the student’s pattern of study for the School Certificate (refer to section 5 of the ACE Manual). multimedia presentation or video • responding to tone of voice in conjunction with facial expressions. 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.

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

11 . The appropriate timing of the decision will be determined by the needs of the individual student. 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. 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.Life Skills Years 7–10: Advice on Planning. nor is it necessary to submit planning documentation. Does the student have to undertake Life Skills outcomes and content in all subjects? No.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. it is not necessary to submit documentation or confirmation of a disability to the Board for students to access Life Skills outcomes and content. eg school. 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. 2. However. Schools do not need to ask permission from the Office of the Board of Studies for students to access Life Skills outcomes and content. Other students may study a combination of Life Skills outcomes and content in some subjects and regular outcomes and content in other subjects. 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. However. 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. 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. Programming and Assessment 2. it is not possible for students to undertake a combination of regular and Life Skills outcomes within the same subject.

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. Do students have to complete all the Life Skills outcomes in a particular subject? No. Life Skills outcomes should be selected according to the student’s learning needs. 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. 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. 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 address or complete all the Life Skills outcomes in a particular subject. 12 . schools may develop integrated programs using Life Skills outcomes and content from selected subjects across the key learning areas. 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. Programming and Assessment Can schools develop integrated programs across the key learning areas? Yes. Content may 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 complete all of the content to demonstrate achievement of a Life Skills outcome.

The Board’s revised Years 7–10 syllabuses advocate assessment for learning principles. 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. After selecting the appropriate Life Skills outcomes.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. and supports further learning. The principles of assessment for learning reinforce good teaching practice.Life Skills Years 7–10: Advice on Planning. The diagram on the following page emphasises that Life Skills outcomes are central to the teaching and learning cycle. Programming and Assessment 3 3. Assessment is a regular part of the teaching and learning cycle for all students including students undertaking Life Skills outcomes and content. 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. 13 . Teachers may also design specific assessment tasks to assess achievement at particular points. Ongoing assessment provides information about the student’s ability to maintain and generalise their knowledge and skills to a range of contexts. It informs decisions about the student’s current level of skill development in relation to Life Skills outcomes.

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

The model is a suggested process only and teachers may vary the sequence of the planning steps.Life Skills Years 7–10: Advice on Planning.boardofstudies. The following steps summarise a process of programming from Life Skills outcomes and content for students in a range of contexts. Programming and Assessment 3. Programming from Life Skills outcomes and content Note: The selection of Life Skills outcomes and content is informed by collaborative curriculum planning. It is important to prioritise outcomes in a particular unit or theme so that assessment is manageable over a period of time. The School Certificate Testamur.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. Step 1 Select the Life Skills outcomes and content that will be addressed in a particular syllabus or unit of work. 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.pdf). 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.au/manuals/pdf_doc/sc_credent_specialneeds. The student’s learning needs should determine the Life Skills outcomes and content selected. The mechanism for regular reporting on a student’s progress to parents/carers should be decided by the school. 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.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. Schools will advise the Board of a student’s individual achievement of Life Skills outcomes using Schools Online.edu. 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.nsw. 3. 15 . Students do not need to complete all the content associated with an outcome to demonstrate achievement of that outcome. Students do not need to address or complete all the Life Skills outcomes in a particular subject.

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.

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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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3.13 5.5 6. Links Drama Graphics Technology Information and Software Technology LS. 2.6.10.1 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) 1.5.2 listens for a variety of purposes in a range of contexts LS.5 recognises visual texts in a range of contexts LS.2.2. 6. 9. 1. 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). 17. 10. 14. 6.2.1 explores characters.9.7.1.6.10 3.1.1.2.9 writes short texts for everyday purposes LS. 12.1.10 composes increasingly complex written texts LS. 12.10 9. 17. 13.10.5.3 uses technology and aids to communicate with a range of audiences LS.8 17.1 responds to auditory cues in a range of contexts LS.6. 11.17 uses individual and collaborative skills in the learning process.4 uses spoken language to interact with a range of audiences LS.6. 6. 14. 21 . Music Photographic and Digital Media LS.6.12 communicates for a variety of purposes LS.7.Life Skills Years 7–10: Advice on Planning. 12.7.8. 4. 17.12.7 4. 2.1 uses information and software technology to participate in and manage their environment LS.7. 14.2 undertakes graphical presentations to communicate ideas LS.14 communicates with a range of audiences LS.9. 4.4.13 communicates in a range of contexts LS.4 For students working towards Life Skills outcomes in regular classes. 14. 10. media and multimedia LS.10.7. 17. 13.3. Programming and Assessment 5.12 A student: LS. 17. 17.7.5 2.7.8. 17.8.7 experiences music from a variety of social.4.11 views and responds to a range of visual texts.1.4. 13. 4. 2. roles.1. 12.1.2. 2.1 experiences a variety of drama or theatre performances Life Skills Outcomes A student: LS. 6. 12. 4. 17. 3.5. 6. 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.5.5.5. 3. 14.2. 12.6.7. 5.9.3.8 14.8.2.8.11 12. 4.6 uses visual texts in a range of contexts LS.12 10. 11. 6.1. 13. 11.7 13. 6. 4.1. 2. 14. 11. 13. situations and actions through drama activities LS.4 Visual Design LS. 11.6.5.4.11.11 11.6.

Life Skills Years 7–10: Advice on Planning. film Integrated learning experiences. Feedback Teacher’s oral feedback and questioning during discussion. used to engage the audience. storyboard a scene and film-making techniques display for peer comment and discussion. and their knowledge effects. 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. instruction and Evidence of learning assessment Students • brainstorm films and film-making through Oral responses. sound or special skills. mood. Programming and Assessment Stage 5 sample unit of work: Viewing and reviewing film Programming from regular outcomes and content (a) Focus: Initial responses to. 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. Storyboards displayed and peer commentary. discussion questioning. 22 . Teacher’s oral feedback and questioning during discussion and while students are composing their storyboards. class discussion and journal writing. action) and critical analysis of • individually or in pairs. and understanding of.

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. • an additional or alternative activity could include A response to the pictures collecting. 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. Information identified may environments. continued 23 . Programming and Assessment Viewing and reviewing film Programming from Life Skills outcomes and content (b) Focus: Initial responses to. Responses constitute responding to may be prompted by direct questioning and/or auditory cues in a range of visual supports. 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. 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. displaying and describing film posters. media and storyboard multimedia. 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. – 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. film Integrated learning experiences. may indicate recognising advertising material and other images related to visual texts in a range of their favourite film/s. – 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. 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. 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. 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. and understanding of. It may – recounting the events verbally.

indicate using spoken Activities may include: language to interact. – arranging pictures around a theme. It may indicate using spoken language to interact. – 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. Feedback in the form of peer response at the end of the presentation. 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. using alternative and augmentative media and multimedia. • Peer feedback in the form of interaction. 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. A response may constitute listening for a variety of purposes in a range of contexts. – 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. gesturing and/or using augmentative and alternative communication systems. asking questions. applauding. in a range of contexts and with a range of audiences. 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. film (cont) Integrated learning experiences. 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. It may indicate communicating for a variety of purposes. to support and affirm the skills used in the presentation. Programming and Assessment (b) Focus: Initial responses to. eg suspense scenes. These responses may be prompted by the teacher and/or by peers. • Feedback Oral. discussing with peers. Oral. and/or using technology and aids to communicate with a range of audiences.Life Skills Years 7–10: Advice on Planning. 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. and/or the classroom using spoken language to – mounting a selection of appropriate pictures on interact with a range of a poster audiences. in writing or by responding to visual texts. using facial expressions. 24 . and understanding of. 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. • respond to the presentations of other members of the class by making comments.

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. director. posters and reviews Integrated learning experiences. examine a poster and present an analysis or evaluation of the effectiveness of its visual and written elements to the class. Peers listen and take notes on its features in their workbooks. Evidence of learning Feedback Oral responses and discussion demonstrate their level of understanding of how meaning is shaped in visual texts. Teacher observation and oral feedback. Resources: Selected film posters for student analysis. Teacher observation and oral feedback during group work and after report-backs.Life Skills Years 7–10: Advice on Planning. 25 . Notes in workbooks demonstrate listening skills and identification of pertinent points for analysis. Programming and Assessment Stage 5 sample unit of work: Viewing and reviewing film Programming from regular outcomes and content (a) Focus: Promotion of films. Students • in pairs. 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. Teacher observation of notes taken by students and what they deemed to be pertinent.

media and multimedia. 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. It may indicate viewing and responding to a range of visual 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 the student reading and responding to short written texts. 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. Oral. Identification of information contained in print media may involve reading and responding to short written texts. It may involve listening for a variety of purposes in a range of contexts. Students • respond to film posters.Life Skills Years 7–10: Advice on Planning. 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. 26 . • to guide the identification of relevant sources of information and use of appropriate communication skills in seeking information. main characters. 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. • 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. 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. Programming and Assessment Viewing and reviewing film Programming from Life Skills outcomes and content (b) Focus: Promotion of films. posters and reviews Integrated learning experiences.

instruction and assessment Students • undertake the close study of a selected film (this could be a popular feature film. film techniques and elements that shape meaning. Resources: Film on video/DVD. Teacher assesses posters and explanations and provides written feedback. Journal entries that explore students’ understanding of their own learning. 27 . possible perspectives and different readings of the film. Students’ poster design and explanation. Teacher reads students’ self-evaluations and reflections in journal and revises program of study where necessary. Students include reflection on what they feel they have learnt from their close study of the film. Teacher observation of students in class and any note-taking in students’ workbooks. a social commentary and expression of cultural values and assumptions. Oral feedback at appropriate stages as they complete the close study of the film. eg as a film director. planning and drafting and explanation of poster design indicate students’ interpretation of the film and ability to represent this visually.Life Skills Years 7–10: Advice on Planning. journalist. 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. psychological or Marxist reading. or artist. Notes from discussion. 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. textual integrity and possible readings. relevant research. a gendered. 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.

• to develop appropriate advertising material. 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. gestures. eg special effects. music. and/or using technology and aids to communicate with a range of audiences. Oral. poster or multimedia presentation. supported role-plays. media and multimedia.Life Skills Years 7–10: Advice on Planning. Participation may constitute responding to auditory cues in a range of environments. It may indicate recognising visual texts in a range of contexts. in a range of contexts and with a range of audiences. 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. It may indicate using spoken language to interact. 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. multimedia presentation. 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. continued 28 . small group or pair discussion about aspects of the film such as: – actors – character – storyline – specific incidents – film-making techniques. camera techniques Responses may be prompted by the teacher and may include use of augmentative and alternative communication systems. It may involve composing increasingly complex written texts. A variety of techniques including desktop publishing software. Programming and Assessment Viewing and reviewing film Programming from Life Skills outcomes and content (b) Focus: Close study of film Integrated learning experiences. illustrations and verbal comments. Peer responses to the materials. It may indicate using spoken language to interact. Students • respond to guided questioning and prompts regarding a film poster or DVD cover. • 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. 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. 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.

Responses may indicate using individual and collaborative skills in the learning process. Feedback Oral. 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. Resources: Film and video/DVD. It may involve writing short texts for everyday purposes and/or responding to increasingly complex written texts. Programming and Assessment Focus: Close study of film (cont) (b) Integrated learning experiences. eg start the video. Audience reactions also provide feedback on the success of the communication skills involved. Writing of programs and other materials may constitute writing short texts for everyday purposes.Life Skills Years 7–10: Advice on Planning. visual and/or tangible feedback and prompting by the teacher to guide the fulfilment of roles. computer and appropriate software. 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. video/DVD player. It may involve using individual and collaborative skills in the learning process. materials for making posters. Participation may indicate communicating for a variety of purposes. visual and/or tangible feedback and prompting by the teacher to elicit and guide a response that is descriptive of feelings. 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. increase/decrease volume. instruction and assessment • screen a film for an audience at school. Oral. in a range of contexts and with a range of audiences. • 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. 29 .

9.2. Health and Physical Education 30 .6.1.9. 6. media and multimedia LS.4 uses spoken language to interact with a range of audiences LS.6 uses visual texts in a range of contexts LS.7.2. 10.2 explores personal connections to history MLC. 2.11.4.5. 9. 14. Personal Development. 2. 2.1.11 views and responds to a range of visual texts. 6.7 14.7.8 A student: LS.3.1.3 uses technology and aids to communicate with a range of audiences LS.11. 10.5 recognises visual texts in a range of contexts LS. 10.7.1.4.9 7.1 recognises the personal characteristics and needs that make them similar to others yet unique.7. 11.2.12 8.4. 10.1.8.11 11. Links History Languages Mathematics 1.3. 4.7 13.8.8 9. 10.1. 10.10. 8. 6. 5. 4.8 responds to increasingly complex written texts LS. 8. 8. 9.1. 7.4. 12.12 communicates for a variety of purposes LS. 13. 1.7 4.5. 7.4.1.5.2.6.6. 12.2 recognises and uses the language of time MLS.5. 9.12 10. 2. 4. 14. 11. 7. 10. Programming and Assessment 5. 9.Life Skills Years 7–10: Advice on Planning. 10. 1.3 reads and interprets time in a variety of situations LS.3.8.7.7 reads and responds to short written texts LS. 8. 6.6.3.10. 14.2. 14.13 communicates in a range of contexts LS. 9. 7. 6. 14. 12.8.5.14 communicates with a range of audiences.12 12. 6. 3. 12. 4. 3. 10.4.2.6.10.5.2.6.1.10 3. 5. 11. 11.2. 7. 1.9.5 6.2 explores ways in which meaning is conveyed by nonverbal communication MLS.10. 3.12.8.5.6 2. 4.2. 14. 4.7. 13. 9. 14.4.2 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.2.14 5. 10.3. 3. 13.4.2 listens for a variety of purposes in a range of contexts LS.9 writes short texts for everyday purposes LS.1.3. 1. 13.10 composes increasingly complex written texts LS. 12.2.1 responds to auditory cues in a range of contexts LS.5.3.

Life Skills Years 7–10: Advice on Planning. family. 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. toss-a-name. media and multimedia. 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. interests. magazines and newspapers. Programming and Assessment Focus: Myself – sharing and engaging with others Integrated learning experiences. eg name alliteration. 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. It may involve communicating for a variety of purposes and with a range of audiences. bands. pets. hobbies. favourite sports. 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. origins • prompts students to bring materials to be used in a collage and scrapbook about themselves. hobbies. pets. Oral. family members. Students • participate in a variety of name games. Individual student participation may include: – selecting images from photo albums. hobbies. interests. • 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. 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. instruction and assessment Teacher • engages students in playing a variety of name games • prompts student responses about themselves: likes/dislikes. continued 31 . It may involve using spoken language to interact with a range of audiences and viewing and responding to a range of visual texts. food. name/card match-up. colours. family members. pets. favourite sports. eg likes/dislikes. dislikes. bands. Constructing the collage may involve recognising and using visual texts in a range of contexts. It may involve recognising visual texts in a range of contexts. 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. colours. interests. food.

32 . instruction and assessment create a personal scrapbook which may include: – photographs of self. to encourage interaction and to facilitate identification of information to share. visual and/or tangible feedback and prompting by the teacher: • to support identification.Life Skills Years 7–10: Advice on Planning. It may involve using technology and aids to communicate with. objects. Programming and Assessment Focus: Myself – sharing and engaging with others (cont) Integrated learning experiences. • to assist students to use effective communication skills. 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. a range of audiences. • 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. 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. 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. and/or using spoken language to interact with. memorabilia. family and friends. in a range of contexts with a range of audiences. It may involve communicating for a variety of purposes.

in a range of contexts and with a range of audiences. These may include birthdays.Life Skills Years 7–10: Advice on Planning. 33 . visual and/or tangible feedback and prompting by the teacher to guide and affirm identification and entry of events on the calendar. favourite television shows and concerts. 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. Programming and Assessment Focus: Myself – composing texts Integrated learning experiences. and transmission of the email. use of appropriate language and language structures. 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. 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. Response by the recipient provides peer/adult feedback. holidays. Oral. anniversaries. Students • develop a personal diary recording daily events in their lives. eg birthdays. in a range of contexts and with a range of audiences. 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. It may involve communicating for a variety of purposes. 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. Oral. 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. their family and/or their peers. Development of diary entries may involve writing short texts for everyday purposes and/or communicating for a variety of purposes. • to guide and acknowledge the inclusion of relevant information in the email. sporting events.

magazines. Activities may include: – identifying an event on the calendar – selecting images and/or text from a collection of old cards.Life Skills Years 7–10: Advice on Planning. eg a birthday card. a note to congratulate a friend on the success of their football team. band. • to guide and affirm the choice of method and process of presentation. 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. Programming and Assessment Focus: Myself – composing texts (cont) Integrated learning experiences. media and multimedia. magazines. in a range of contexts and with a range of audiences. A response from the recipient provides feedback. eg favourite football team. newspapers. digital camera. choice of an appropriate format and appropriateness of the message. instruction and assessment • compose a personal greeting to a peer or known adult. This may include: – positioning images. eg SMS – writing text and/or illustrating or drawing images – using desktop publishing software conduct research on a topic of special interest. computer and appropriate software. Audience response to the presentation provides feedback. It may indicate communicating for a variety of purposes and with a range of audiences. The presentation may involve composing increasingly complex written texts and/or communicating for a variety of purposes. Oral. 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. Feedback Oral. Resources: Internet access. library resources. 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. 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. newspapers etc – leaving a message on voice mail – creating text messages. stars of a favourite film/television series. • 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. in a range of contexts and with a range of audiences. 34 .

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. Students learn to recognise and use the language of time and develop their ability to tell the time using both analog and digital clocks.4 Unit title Time Unit description In this unit students learn to match familiar activities with time frames.au).edu.nsw.2 Fractions Content Strand: MEASUREMENT Unit number 6. 6.1 Unit title Number Unit description In this unit students participate in teaching and learning activities to develop their number skills. They learn to count real objects and count. 6. organise personal time and manage scheduled activities. 35 . read. 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). order and record numbers. They learn to read and write amounts of money. 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. 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.Life Skills Years 7–10: Advice on Planning.3 Money In this unit students learn to recognise and match coins and notes. Content Strand: NUMBER Unit number 6.boardofstudies. They learn to recognise language that is descriptive of number. In this unit students learn to recognise and use fractions in everyday contexts using concrete materials.

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

ages. by 2s. more items and/or fewer items than a given group • count objects. addresses. rhyme. eg seat numbers in a theatre. and 10. players in a sports activity • count objects into equal bundles. money. 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. inventory of items in the school canteen. 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. 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. buttons) into a clear plastic container and respond to a request to estimate (guess) how many are in the container. eg stressing (saying louder) every second number 1 2 3 4 5 6 • use a number line with a range of 0–10. eg bundles of 10 pencils. worksheets for the class. timetables. eg telephone numbers.Life Skills Years 7–10: Advice on Planning. aisles in the supermarket. 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.4 Students could: • identify and locate numbers in a range of situations. then put the pages in the correct order • respond to numbers embedded in a song. 5.2 Students could: • count out a given number of items and place them in a bag or bundle. The teacher and/or students record the estimates. football scores. numbers in a shopping centre lift. classroom numbers. clock faces. enjoy eating out? The numbers can then be entered into a spreadsheet program. 5s and 10s • sort items into sets of 2. keeping a tally and/or by marking off on a number line. eg 8 apples in a bag • count in meaningful situations. grid references on street maps. uniforms for the sports team. printed and displayed • research an area of interest that relates to numbers. continued 37 . odd and even house numbers in a street. numbers on raffle tickets. eg match pictures of objects to a number • identify groups that have the same number of items. birthdays. bus numbers. NLS. 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. page numbers in a book. number of new chickens in the school’s agriculture plot. 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. film or story • respond to questions concerning numbers. speed signs • collect numbers that relate to themselves and record them in a booklet or diary. eg how many people in the class enjoy going to the movies. numbers on a calendar. Programming and Assessment Learning Experiences and Assessment Opportunities In the following activities. train station platform numbers. eg ‘How many brothers/sisters do you have?’ • respond (as a class) to number questions that can be tallied and displayed. eg lunch orders to go to the canteen. NLS. eg 1– 20. 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.

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

Students could: • place the numbers 1 to 10 in the squares on one strip. Students are given the task of reassembling the pieces to produce the hundreds chart • play dice games using the hundreds chart. 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.Life Skills Years 7–10: Advice on Planning. 20. 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. 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. Programming and Assessment Using a hundreds chart Students are given 10 strips of paper each containing ten squares. 30. The first to reach 100 wins. 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. etc is at the beginning of the next row. 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. 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. 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. 39 . On one hundreds chart they are asked to colour in the squares for counting by twos (from 2).

eg ‘If I take one half of the six lollies.1 participates in making food items LS. 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. three quarters. 2D fraction one third.6 A student uses fractions in everyday contexts. eg time and measurement. 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. fruit. NLS. 40 .5 and NLS. refer to the relevant Mathematics Years 7–10 Life Skills outcomes and content pages.5. are equal • halving a group of objects by sharing into two equal (Questioning) piles.5 Half and halves • respond to fraction language in everyday situations • recognise the terms ‘half’ and ‘halves’ in everyday (Applying Strategies. a quarter. Knowledge and Skills Working Mathematically Students learn about Students learn to NLS. and round). dimensional materials such as fraction cakes (square a half. more than. cuisenaire rods.5 A student recognises fractions in everyday contexts.5 NLS.7 reads and responds to short written texts Food Technology LS.5. Fraction concepts are applied in other learning areas including: A student: English LS.6 is included below. fraction mats. half. cakes. less than. Programming and Assessment 6.6 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. or collection of half sandwiches is the same as one whole sandwich objects. For students working towards Life Skills outcomes in regular classes. a third.2 Fractions NLS. three The same as. Reasoning) • using fraction notation for thirds Technology Computer software.Life Skills Years 7–10: Advice on Planning.2 uses appropriate equipment and techniques in making a variety of food items. 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. 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. one half. equal. measuring cups. paper squares and circles. 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).6 NLS. one quarter. jugs and spoons Links Fraction concepts are applied in other areas of mathematics. calculators Resources Language Food items such as sandwiches. two thirds circles and squares. For further details.

eg circles with a line across. 2 2 2 41 . eg put together two halves of an orange • be given a collection of shapes that have been divided into two parts. 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. Students could: ! • match equal parts of an object. eg sharing eight counters or lollies equally between two people. eg recipes apply an understanding of half/halves in practical situations. ‘cut an apple in half’. The collection should include some that show two equal parts and some that show two unequal parts. 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. eg ‘give half a chocolate bar to a friend’. eg seven apples. The teacher ! explains that two pieces taken together form ‘two quarters of the apple’. 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. The teacher names each piece as a half of the whole object. The students discuss what is meant by ‘three quarters’ • introduce the notation for two quarters "2% $ ' # 4& and three quarters &3# $ ! %4" . 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. eg ‘each piece is a half of the apple’ • demonstrate sharing equally a bag containing an even number of objects between two people. ‘pour half a glass of water’ • follow instructions involving whole numbers and a half. ‘cut a piece of tape or string in half’. Note: Many of the experiences below can be modified to involve quarters or thirds. ‘use 2 1 cups of flour in a recipe’. Students indicate which circles are divided in half • use cuisenaire rods to find which rod is half as long as another rod. eg the yellow rod is half as long as the orange rod • respond to instructions that involve the term ‘half’. ‘cook a chicken for 1 1 hours’. 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 quarter of the whole object. ‘put 1 1 sandwiches on each plate’. Students determine whether each person received the same number of lollies. eg ‘bring me two and a half apples’. The teacher explains that as each person has received an equal amount. eg given a square. ‘cut a ribbon in half’. ‘fold a square of paper in half’. while the top number refers to the number of equal parts required. ‘colour one half of the flag red’ • select a matching half from a collection of different shapes. ‘colour half the picture’. ‘cut a ball of plasticine in half’. eg ‘each piece is a quarter of the apple’. ‘cut a cake in half’. eg ‘give me half a sandwich’.Life Skills Years 7–10: Advice on Planning. ‘draw a line to divide the page in half’. Programming and Assessment Learning Experiences and Assessment Opportunities In the following activities. The teacher could explain that the bottom number indicates the number of equal parts that a whole object has been divided into.

12.13 • 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. • 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. Knowledge and Skills Working Mathematically Students learn about Students learn to NLS. Applying Strategies) equivalence of value continued 42 . 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. Programming and Assessment 6.Life Skills Years 7–10: Advice on Planning.12 A student reads and writes amounts of money. Reflecting.11. and combinations of dollars and cents (Applying Strategies) • complete a cheque using words and decimal notation (Applying Strategies.13 NLS.12 NLS. Applying Strategies. NLS.11 NLS.13 and NLS. refer to the relevant Mathematics Years 7–10 Life Skills outcomes and content pages. For further details.14 A student estimates and calculates with money. 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. NLS. 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. 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.13 A student uses money to purchase goods and services. Applying • writing amounts in dollars Strategies.11 A student recognises and matches coins and notes.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. dollars. NLS.3 Money NLS. NLS. Reflecting) • write amounts of money involving cents.

14 NLS. worth. price.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.14 LS.8 purchases goods and services LS. cheque books. Geography 43 . catalogues Coins. dollars. EFTPOS Resources Language Coins. ATMs. vending machines. cash registers.Life Skills Years 7–10: Advice on Planning.12 LS.9 LS.9 uses financial services • English LS. Programming and Assessment NLS. cents.2 recognises ways in which people obtain goods and services in the community 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. payslips. Reasoning) • calculating the amount of time it will take to save for items at a specific rate per week or month Technology Calculators.1 explores the differences between needs and wants LS.1 LS.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. cost.7 makes informed decisions about purchasing and services LS. notes. notes. cash Links A student: Commerce LS.8 LS.13 LS. value.

to rent a video/DVD • use coins or notes to pay for services. shelf prices. $4 to meet a purchase of $3.13 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 a particular CD may be cheaper in a department store compared to a specialist music store. $50 and $100 • combine coins of the same value to make a specified amount less than or equal to one dollar. $10. 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. vending machines • match coins to prices of items in a catalogue. eg 5 cents.Life Skills Years 7–10: Advice on Planning. eg place a $2 coin for an item costing $1. $20.99 • purchase an item of food from the school canteen using the above method. 20 cents. dollars and combinations of dollars and cents • writing amounts of money using decimal notation • complete a cheque using numerals and words. to pay for items at a supermarket. eg place a $5 note for an item costing $4. NLS.80 • insert appropriate coins and/or notes in public telephones.14 Students could: • estimate the cost of a range of items and select the appropriate coin or note to pay for the item. $2. NLS. 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.99 • match notes to prices of items in a catalogue. 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. for-sale signs and on notice boards at theatres/cinemas that display admission prices. 50 cents. eg student selects a ten-cent coin when asked • sequence coins and notes in order of value. NLS. five 20 cent coins to make one dollar. $5. eg to buy lunch in the school canteen. NLS. to purchase a magazine. a 20 cent coin and a 5 cent coin to make 75 cents • identify the smallest and largest valued coins and notes. eg selects a $2 coin to pay for a can of soft drink from a vending machine. $1. 44 .12 Students could: • read money amounts in catalogues and on shop dockets. eg going to the movies.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. card or gift. 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. having a haircut • identify the next whole dollar amount that is more than a given amount. eg a 50 cent coin. eg offer $1 coin to purchase a muesli bar that costs 75 cents.75. eg the change due for a purchase of $3. Programming and Assessment Learning Experiences and Assessment Opportunities In the following activities. eg ten 10 cent coins to make one dollar. eg $2 to meet a purchase of $1.11 Students could: • select the appropriate coin or note when requested. 10 cents.

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. • 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. Knowledge and Skills Working Mathematically Students learn about Students learn to MLS.4 is included below.3 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 . Reflecting) • identify activities that occur on specific days and at specific times (Applying Strategies.1 MLS. MLS. MLS. MLS.2.2 • 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. Reflecting) • recognise activities that occur on weekdays (Applying Strategies. MLS. For further details. MLS. Reflecting) • recognise activities that occur on the weekend (Applying Strategies. Reflecting) MLS.3 A student reads and interprets time in a variety of situations.1 • associating familiar activities involving eating.4 Time MLS.2 MLS. Programming and Assessment 6.4 A student organises personal time and manages scheduled activities.3 and MLS.Life Skills Years 7–10: Advice on Planning. refer to the relevant Mathematics Years 7–10 Life Skills outcomes and content pages.1.2 A student recognises and uses the language of time.1 A student matches familiar activities with time frames.

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. a variety of calendars. and discriminate between essential and non-essential activities (Reflecting) • prepare a personal timetable for a weekend (Applying Strategies. 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. afternoon. months between one event and another • MLS. evening. 46 . days of the week A student: LS. 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.Life Skills Years 7–10: Advice on Planning.2 explores personal connections to history. Reflecting) • read and interpret a timetable for using community transport (Applying Strategies.1 explores the concepts of time and chronology LS. personal diary Links History • Timetables read and follow an individual sequence chart (timetable) for a range of activities (Applying Strategies. weeks. Reflecting) • read and interpret a written timetable for TV programs (Applying Strategies. Reflecting) • Language Morning. pictures and symbols.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.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. Reflecting) • read and follow a school timetable for group or class activities (Applying Strategies.

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.
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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.

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18. water and shelter. eg locating a convenient source of food such as mulberry leaves – care needs. It may also involve undertaking a variety of team and individual tasks. Programming and Assessment Focus: Investigating the needs of animals as they grow Outcomes: LS.17.Life Skills Years 7–10: Advice on Planning. LS. 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. This may include determining: – the animal for investigation.17. eg silk worms. LS. LS. young chickens – the appropriate environment in the classroom.9. LS. eg temperature. This may include responding to questions and/or pictures about type of food. food. Oral. Predicting an animal’s changing needs for food and water may involve recognising characteristics of and changes in living things. LS. frequency of feeding • assist students to consider the food and water requirements for the animal as it grows and affirm predictions.9. LS. LS. 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.2.2. LS. continued 52 . 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. amount of food.21 Students learn about Students learn to Integrated learning experiences. LS.19. such as clear glass tank for silk worms – the air. food and water requirements.21 • the scientific process – observing – questioning – planning – participating – communicating Students • develop a plan to investigate a selected animal’s changing needs as it grows.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. instruction and assessment Teacher • assists students to investigate a selected animal’s needs for air.

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. LS.19.2.Life Skills Years 7–10: Advice on Planning. posters. LS.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.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. • communication of the results of their investigation with others in an appropriate format. 53 . cocoon.19.21 Students learn about Students learn to Integrated learning experiences. instruction and assessment LS. This may include: – taking photographs and/or recording videos at regular intervals – measuring length and weight at regular intervals – recording information using tables. oral and/or written report. LS.18. 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.18. hatchling. visual and/or tactile formats – developing a graph to show growth over time • communicate information about the investigation to others. LS. chick.17. Programming and Assessment Focus: Investigating the needs of animals as they grow (cont) Outcomes: LS.18.9. moth. multimedia presentation. This could take the form of photographs taken at regular intervals. LS. larva. 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. LS. Feedback • participate as part of a team in a scientific investigation of an observation phenomenon in the local school environment Oral. • 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. chickens at egg stage.2. LS. eg silkworms at egg stage. LS. • observation and recording of the changes in the animal over time in a appropriate format LS2.18. LS.2. LS. 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.

grasses. shrubs.9.9 • 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.21 Students learn about Students learn to Integrated learning experiences. and then recording and communicating their findings to others Recognising the needs of plants may involve recognising characteristics of and changes in living things. light.9 • characteristics of living things • recognise some characteristics of living things • recognise that plants. continued 54 . Students • recognise a variety of plants in the school/community environment. park. LS. water and nutrients. creek. LS. bush. water and nutrients • assists students to identify the different parts of plants and their function. 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.Life Skills Years 7–10: Advice on Planning.18. instruction and assessment Teacher • provides opportunities for students to observe. aquatic plants in the playground. wetland. ferns. as living things need air. Oral feedback and prompting by the teacher to guide and affirm students’: • recognition of plants in the school/community environment • LS. no water etc). LS. water and nutrients.2. recognition that plants as living things need air. light. This may include researching the needs of plants through practical observations such as growing watercress in different conditions (eg no light.19. nursery. beach Evidence of learning (words in italics refer to Life Skills outcomes) Feedback LS. Students may observe trees. LS. vegetables. light. Programming and Assessment Focus: Plants and their needs as living things Outcomes: LS.

and observing its growth towards the light over several weeks.9.2. LS. 55 . LS. Oral feedback and prompting by the teacher to guide and affirm students’ participation in an investigation. LS. and observing the results after several hours or overnight – placing a small plant on a window sill.21 Students learn about Students learn to Integrated learning experiences.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. instruction and assessment Evidence of learning (words in italics refer to Life Skills outcomes) Feedback LS. leaves absorb light and make food.19. LS. LS. Observing.9. LS.Life Skills Years 7–10: Advice on Planning. LS. record and communicate about investigations into the parts and functions of a typical plant.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. Programming and Assessment Focus: Plants and their needs as living things (cont) Outcomes: LS.18. roots take up water and nutrients. eg stem provides support and transport of water and nutrients.2. 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. Investigations may include: – placing a freshly cut end of stem of celery or white carnations into water coloured with food dye.19. LS. and observing the results after several hours or overnight – placing a small plant with roots in coloured water.

LS. beans. 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. LS. LS. LS. instruction and assessment Teacher • assists students to plan.19. LS. Oral. eg marigolds.18. watercress. 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. 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. conduct. LS.9. 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.Life Skills Years 7–10: Advice on Planning. LS.18. Programming and Assessment Focus: Investigating the effect of light on plant growth Outcomes: LS. 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.9. LS.17.21 Students learn about Students learn to Integrated learning experiences.2.21 • 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. The steps in the plan may be developed by the teacher and include: – selecting an appropriate type of plant to grow.17. LS.2. continued 56 .

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.2. a control group and an experimental group – following a consistent procedure for tending the plants. 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. LS. • 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. describe and explain differences.18.17. 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. eg height or number of leaves. 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. LS.18. This may involve: – displaying posters and graphs – producing booklets for future reference and sharing with peers – using multimedia presentations at a school assembly.2. 57 . LS.Life Skills Years 7–10: Advice on Planning.19.21 • 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.9. instruction and assessment LS. LS.21 Students learn about Students learn to Integrated learning experiences. LS.9. 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. eg they compare. LS. LS. LS. LS. This should involve: – setting up two identical groups of plants (eg two groups of five plants). Oral.19. 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. Programming and Assessment Focus: Investigating the effect of light on plant growth (cont) Outcomes: LS.

Students • recognise and record the natural resources that are essential to meet human needs. planting trees.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.21 Students learn about Students learn to Integrated learning experiences. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • recognition that humans as living things need clean air. LS. images of any of food and water. • recognise that human activities produce waste • recognise items of waste.Life Skills Years 7–10: Advice on Planning. LS.9 • the needs of living things • the scientific process – observing – questioning – planning – participating – communicating LS. and identify items that can be recycled. 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.18. eg composting. eg rubbish in the school and home. food and shelter • assists students to recognise what waste is. aluminium cans. LS. LS.20. recycling.2.9. LS. LS. drawings.15. food scraps – investigating ways of creating a compost heap Oral. other living things and/or people • recognition of waste in the school and home and the importance of recycling. LS. This may involve creating a poster of natural resources to meet human needs using photographs. 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. paper. eg soft drink bottles. cleaning up the local area. shelter. LS.2. continued 58 . instruction and assessment Evidence of learning (words in italics refer to Life Skills outcomes) Feedback LS. 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. pictures. shelter. LS. clean air. cardboard. food and water. Programming and Assessment Focus: Investigating how people change the environment Outcomes: LS. 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.17.19.16.

LS.9. 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.20. 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. LS.19. videos. LS. 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. LS. eg sorting litter for recycling and composting. sort and monitor progress – recording the results of their investigation at regular intervals through photographs.2.21 • 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.15. Oral.16. LS. tables. Programming and Assessment Focus: Investigating how people change the environment (cont) Outcomes: LS. This may involve: – identifying examples of school waste that could be reduced or recycled – identifying an area of the school to be investigated – collecting. responsibilities of class members to publicise. 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. LS.18.16. recording quantity of litter and recycled materials over a period of time. LS.20.15. LS. instruction and assessment LS. LS.Life Skills Years 7–10: Advice on Planning. LS.17.19. continued 59 . LS.18.17.21 Students learn about Students learn to Integrated learning experiences.

17. It may also involve participating in an investigation and/or communicating about an investigation and/or undertaking a variety of team and individual tasks. visual and/or tangible feedback and prompting by the teacher to affirm students’: • researching. LS. • participation in a community project and recording and communicating their observations in an appropriate format. oral report. instruction and assessment LS. LS.15. posters. taking photographs. recording and communicating the changes to the local area resulting from human activity LS.16.Life Skills Years 7–10: Advice on Planning.16. LS. LS. 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. LS.16. article in school newsletter.15. eg school or community – recording changes in their folio/workbook. LS. LS. written text – communicating the results of their participation in a community project through posters. eg annotated photographs or videos. LS. letters to the editor of the local paper. eg changes to open spaces as a result of building.19. using the internet. litter removal – researching information on current community activities such as Clean Up Australia Day. accessing local papers and newsletters – recording their participation through photographs.9. multimedia presentation.18.18. LS. LS. photographs or videos.19. LS. multimedia presentation. Oral.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. 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. 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. 60 .17. LS. interviewing local residents – communicating the results of their investigation with others. This may include: – researching the reasons for changes in the local area and the effect of changes in the local area. eg tree/garden planting. LS. LS.20.2.21 Students learn about Students learn to Integrated learning experiences.18. LS.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. videos. removing litter or regenerating school gardens or bushland.19. 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. eg collecting newspaper articles.

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. organises and displays data.7 explores the ways that energy is used in our daily lives Simple circuit boards LS. preparation and processing LS.13 communicates in a range of contexts DLS. 61 . a variety of switches 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. Students engage in experiences that focus on ways in which energy brings about change.19 communicates information about an investigation LS.17 uses individual and collaborative skills in the learning process.2 gathers.18 participates in an investigation LS. LS.1 recognises the relationship between food properties. Programming and Assessment 7. and explore ways to reduce energy wastage in the classroom/school context. 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.14 communicates with a range of audiences LS.6 recognises some forms and sources of energy Selection of battery operated devices LS.17 participates in the development of a plan to carry out an investigation LS. Life Skills Outcomes Resources A student: Energy provider websites or local energy provider shop fronts LS. Links A student: A student: English Food Technology 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.15 explores the impact of human activity on the Earth’s resources A variety of types and sizes of batteries LS.2 recognises that the process of science involves conducting investigations Electrical appliances.12 communicates for a variety of purposes Mathematics LS.21 undertakes a variety of team and individual tasks.Life Skills Years 7–10: Advice on Planning.20 suggests a way to solve a problem LS.

LS. Students • observe and explore the effects of turning switches on and off. Programming and Assessment Focus: ‘Plug-ins’ – impact of energy on daily life Outcomes: LS. Oral. This may include: – sorting. • recognition of the need for energy to operate appliances LS. • identification of devices that need electricity. 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.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.6. 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. instruction and assessment Teacher • demonstrates that when energy is used.6. clock – electrically operated devices such as hairdryer. 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. 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.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.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.6. fan.7 Students learn about Students learn to Integrated learning experiences. LS. 62 .Life Skills Years 7–10: Advice on Planning. LS. CD player – simple circuits identify commonly used devices at school and at home that need electricity. radio. changes occur • demonstrates that when there is no energy source. 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. changes do not occur • explicitly teaches and demonstrates rules for safety with electricity (electrical energy) and danger signs.

instruction and assessment Teacher • assists students to recognise the sources of energy.21 Students learn about Students learn to Integrated learning experiences. electricity. continued 63 . eg batteries operate a Walkman.18.6. LS. LS. mobile phones Exploring the ways in which energy can be stored may involve recognising some forms and sources of energy. light. eg batteries for a Walkman.7. electrical (electricity) • demonstrates how energy can be stored. batteries. wind.19.7 • 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. batteries • assists students to identify different types of energy. electricity to operate the TV.6. watches – exploring the ways in which stored energy can be used when other energy sources are not available. gas bottles for a BBQ • assists students to investigate changes to a variety of foods as a result of heat energy. eg sun. LS. This may include: – exploring the effect of removing batteries from different devices. sound. gas. burning candles.2. petrol. for example. • observation of the use of stored energy in. eg video cameras. food. eg sun and wind to dry clothes.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.Life Skills Years 7–10: Advice on Planning. eg heat. walkmans. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • identification and exploration of sources of energy LS. petrol to run a car. LS. LS. batteries to use a Walkman Evidence of learning (words in italics refer to Life Skills outcomes) Feedback LS. Oral. eg torches. electric wheelchairs. LS. LS. gas bottles for a BBQ – recognising that some batteries are rechargeable and observe the ways in which they can be recharged. Students • identify and record sources of energy used in their daily lives. Programming and Assessment Focus: Types and sources of energy Outcomes: LS.17.

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. LS. chocolate or cheese and observing the changes – recording the observed changes to the food after heating such as colour. LS. melting ice blocks. LS. LS. 64 . Programming and Assessment Focus: Types and sources of energy (cont) Outcomes: LS.6. 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.17. Oral. instruction and assessment LS. state – communicating information about the ways in which energy changed the food – recording the results of the investigation in their folio/workbook.Life Skills Years 7–10: Advice on Planning. 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. 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. recording and communicating their observations. texture. LS.2.6.18. LS. LS.21 Students learn about Students learn to Integrated learning experiences.17. LS. LS.19.2.19.7.21 • 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.18.

computer. 65 . ‘How did you get to school?’ – sorting and matching pictures of devices and the types of energy they use. oven. LS. cooktop and room heating use gas or electricity. Oral. a clock radio. It may also involve participating in an investigation and/or communicating about an investigation and/or undertaking a variety of team and individual tasks.7. LS. a car or bus uses petrol or diesel – developing a poster or visual sequence of energy usage in a typical day.21 Students learn about Students learn to Integrated learning experiences. 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. light. ‘What makes things work?’. LS. CD player.Life Skills Years 7–10: Advice on Planning.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. 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. a hot shower. Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • LS. LS.6. LS. power tool and television all use electricity.18.18. 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.19. eg ‘Why do we need energy?’.7. LS. This may include: – responding to questions and/or pictures about their day. ‘What did you use to cook breakfast?’. toaster.19. LS. Programming and Assessment Focus: Energy usage in a typical day Outcomes: LS.6. eg a Walkman uses stored energy in batteries.

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.17.15.19. LS. Programming and Assessment Focus: Conserving energy Outcomes: LS.Life Skills Years 7–10: Advice on Planning. continued 66 . LS. LS. LS. Oral.18.21 Students learn about Students learn to Integrated learning experiences.20. 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. visual and/or tangible feedback and prompting by the teacher to affirm students’ identification of ways in which energy can be conserved. Students • identify ways in which wasting energy can be reduced. LS. 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.

Programming and Assessment Focus: Conserving energy (cont) Outcomes: LS.21 Students learn about Students learn to Integrated learning experiences. LS. LS. close curtains or use draft excluders when heater is on. LS. 67 .17. 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. This may involve: – identifying the forms of energy used in the classroom. 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. computers and heaters when not in use.17.20.19.20. eg lighting. 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.15.19. instruction and assessment Students Evidence of learning (words in italics refer to Life Skills outcomes) Feedback LS.18.Life Skills Years 7–10: Advice on Planning. cooling – identifying ways to conserve energy. close doors and windows if air conditioning is on. LS.18. LS.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. heating. computers. 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. Oral. eg turn off lights.15. LS. LS.

the variety of groups in their local community and the distinctive features of Australia. Students also study significant people and places in Australian history and engage in individual and group investigations and site visits. Students develop appropriate ways to interact with members of the Aboriginal community and explore the importance of land to Aboriginal people.5 Work Education The world of work 68 .boardofstudies.2 Geography Australian communities 8. and/or Topic 5 Significant People.edu.4 Commerce 8.3 Aboriginal Studies Connecting with Aboriginal people and their cultures Informed consumers 8. Topic 4 Significant People. Issues and Events from 1900 to 1945. Students explore the roles of a range of services in the community.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. 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. 8. Students explore cultural diversity. Issues and Events from 1946 to 2000.au). This unit involves students exploring needs and wants.Life Skills Years 7–10: Advice on Planning. This unit involves students exploring important features of Aboriginal cultures and the ways that Aboriginal people contribute to Australian society. Unit number 8. 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. This unit involves students developing skills and strategies to participate in personal transition planning. This unit involves students accessing the geographical features of the school and local environment.nsw. The unit addresses the following topics from the syllabus: Topic 1 Introducing History. and identifying the ways in which people obtain goods and services in the community.

1.3 uses a variety of techniques to present information and software technology LS. Students also study significant people and places in Australian history and engage in individual and group investigations and site visits. libraries. 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.2 explores personal connections to history school.5. Links A student: A student: Drama Languages LS.MBC.21 uses appropriate communication strategies in a variety of contexts LS.11 uses a variety of strategies to locate and select information Digital camera.2 explores own and other cultures English LS. 69 .3 participates in drama experiences in which role-taking is used to enhance their LS.2 recognises and uses the language of time LS. The unit addresses the following topic from the syllabus: Topic 1 Introducing History. 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 Years 7–10: Advice on Planning.3 uses technology and aids to communicate with a range of audiences MLS.1 experiences cultural diversity understanding of ideas and feelings LS.MBC. members of local historical societies LS.6 makes a variety of visual design artworks that reflect experiences. Programming and Assessment 8.5 uses appropriate behaviours in social situations Information and Software Technology LS.1.1 explores the concepts of time and chronology People in the community such as grandparents.3 recognises the contribution of different cultures to Australian society LS.2 listens for a variety of purposes in a range of contexts Mathematics LS. Life Skills Outcomes Resources A student: LS.8 investigates the importance of significant people. galleries LS.12 communicates for a variety of purposes PDHPE LS. events and issues in Australian Access to computers and the internet history Existing textbooks LS. responses or a point of view.3 participates in site studies to explore people. former students and staff of the LS.MBC.12 uses a variety of strategies to organise and communicate information.10 composes increasingly complex written texts MLS. events and issues in Australian history Museums.3 reads and interprets time in a variety of situations 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.13 communicates in a range of contexts LS. audio and/or video recorder/player LS. solutions.3 uses a range of software programs Visual Arts 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.1 matches familiar activities with time frames LS.9 writes short texts for everyday purposes MLS. For students working towards Life Skills outcomes in regular classes.

Oral. 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.1. Students • listen and respond to a speaker. 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. motor vehicles. where. sharing experiences of the past using old items and/or photographs. 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. how and why we keep items from the past. such as a grandparent. cooking implements.12 Students learn about Students learn to Integrated learning experiences. LS. • grouping of images and/or items according to time.11. Examples may include irons. records/CDs.3. LS. coins and bank notes. telephones.2. LS. 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. continued 70 . models and/or images supplied by the teacher as ‘old’ and ‘new’. LS. Programming and Assessment Focus: Personal connections with history Outcomes: LS.Life Skills Years 7–10: Advice on Planning. images of people preparing and obtaining food.

Life Skills Years 7–10: Advice on Planning. Oral.1. photographs. continued 71 . 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. photographs. ‘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. including models. Programming and Assessment Focus: Personal connections with history (cont) Outcomes: LS.11. LS. making drawings. and souvenirs chronologically. 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. LS. LS. events and issues in Australian history. 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. Oral. memorabilia. 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. Recording their personal history may indicate exploring personal connections to history. real items Bringing examples of old and new items may indicate exploring personal connections to history. 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.3.12 Students learn about Students learn to Integrated learning experiences. certificates. • organisation of items and events according to chronology. photographs. This may include: – identifying items from the past – recording examples of particular items by taking photographs/videos. awards. instruction and assessment Students • visit a museum or library to view items from the past.2. writing descriptions – participating in a discussion about ‘why’. LS.

11.Life Skills Years 7–10: Advice on Planning.2. 72 . Feedback • the concept of time and chronology • use the everyday language of time Oral.12 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’ sharing their personal history with others using the language of time. LS. Programming and Assessment Focus: Personal connections with history (cont) Outcomes: LS. instruction and assessment Students • share their personal history with others using the language of time.1. LS. 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.

Mum Shirl. Eddie Mabo. Information gathered may include date and place of birth. debates. discussions to assist students in their investigation • assists students to record the results of their investigation and to share this with others. and why they are important. 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.11. Oral. Ian Thorpe.12 Students learn about Students learn to Integrated learning experiences. eg Sir Donald Bradman. Programming and Assessment Focus: Connecting with people from the past Outcomes: LS.Life Skills Years 7–10: Advice on Planning. role-plays. internet – participating in one or more site studies to a museum. events and issues in Australian history and/or using a variety of strategies to locate and select information. Nancy Wake. • presentation of their knowledge from the investigation of a significant Australian in a range of formats. films. 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. LS. photographs. times and contribution of a significant Australian. events and issues in Australian history. 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.3. LS. libraries and/or galleries • facilitates class activities such as interviews. letters. 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.8. postcards. videos. 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. times and contribution of the significant person such as books. continued 73 . Students • investigate the life. Mel Gibson. library. early life experiences. LS.

events and issues in Australian history and/or using a variety of strategies to organise and communicate information. pictures. LS. instruction and assessment Students • determine the most appropriate way to record and present the information gathered. 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. • communication of the results of their investigation to others in an appropriate format.11.3. Responses from others provide feedback. Communication of the information may indicate investigation of the importance of significant people. 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. 74 . LS. 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.Life Skills Years 7–10: Advice on Planning. This may involve: – displaying the recorded information in a prominent place in the classroom or school – using a multimedia presentation – presenting an oral report. Feedback • the contribution of significant people and/or groups • use a variety of strategies to organise and communicate information Oral. Programming and Assessment Focus: Connecting with people from the past (cont) Outcomes: LS. LS.8.12 Students learn about Students learn to Integrated learning experiences.

It may also involve using a variety of strategies to locate and select information. • selection of an appropriate way to record their information. library. events and issues in Australian history. films.11. Students • explore the history of a significant place. senior citizens • determine the most appropriate way to record the information gathered for future historical reference. Oral. eg a former student or retired principal of the school. 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. LS. a building in the local community. 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. Programming and Assessment Focus: Connecting with places of historical significance Outcomes: LS. internet. continued 75 . newspaper cuttings – creating a collage of annotated photographs – retelling the history of the location through photographs. eg the history of the school – identifying and accessing appropriate resources. 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. organisation or institution may indicate exploring personal connections to history and/or participating in site studies to explore people. a sporting club. audio recordings – participating in one or more site studies to a museum. pictures. This may include: – participating in a group discussion/forum to discuss the information obtained – creating a scrapbook of images. organisation or institution. eg their school. organisation or institution for study • assists students to identify and access the types of resources that will provide appropriate information.3.2. instruction and assessment Teacher • assists students to identify and select a significant place. gallery to obtain information – interviewing a guest speaker. photographs. LS.Life Skills Years 7–10: Advice on Planning. eg school magazines. including guest speakers and site studies • assists students in determining appropriate ways to record. LS. This may involve: – identifying the subject of their investigation.12 Students learn about Students learn to Integrated learning experiences. caretaker of local museum.

2. 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. 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. 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. 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. Incorporating information into a time capsule may indicate using a variety of strategies to organise and communicate information. • • 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. LS. • sharing of the results of their investigation with others. instruction and assessment Students • re-create or re-enact a particular event in the history of the significant place using the historical evidence gathered. 76 . historical society. LS. This may include: – determining the best ways to conserve and protect photographs. school newsletter. Programming and Assessment Focus: Connecting with places of historical significance (cont) Outcomes: LS. documents.12 Students learn about Students learn to Integrated learning experiences. eg through the local media.Life Skills Years 7–10: Advice on Planning. 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.11. LS. visual and/or written formats Recording information may involve using a variety of strategies to organise and communicate information.3.

12 communicates for a variety of purposes PDHPE LS. Links A student: A student: English Languages LS. Programming and Assessment 8.3 recognises the features of a range of environments Archival magazines and brochures LS.1 reads and interprets tables and data displays LS.Life Skills Years 7–10: Advice on Planning.11 uses a variety of strategies to locate and select information LS.4 explores the effects of the physical environment on peoples’ activities Photographs of the local community 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.8 responds to increasingly complex written texts LS. the variety of groups in their local community and the distinctive features of Australia.2 explores own and other cultures LS.com.5 uses appropriate behaviours in social situations LS. Students explore cultural diversity.3 uses a variety of techniques to present information and software technology solutions.1 experiences cultural diversity LS. Life Skills Outcomes Resources A student: Existing textbooks LS.3 recognises the contribution of different cultures to Australian society LS.6 uses visual texts in a range of contexts LS.php3 LS.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.MBC.9 recognises the contribution of Aboriginal peoples and other cultures to LS.au/Worldguide/index.10 recognises the importance of active and informed citizenship digital camera LS.10 composes increasingly complex written texts Mathematics LS.11 uses a variety of strategies to locate and select information LS. 77 .5.13 communicates in a range of contexts LS.theworldnews.MBC.7 explores the diversity of Australian communities Computer hardware and software appropriate to multimedia presentations.1 experiences a range of environments SBS World Guide http://www.21 uses appropriate communication strategies in a variety of contexts History Visual Arts LS. media and multimedia DLS. including a LS.4 uses spoken language to interact with a range of audiences LS.12 uses a variety of strategies to organise and communicate information Information and Software Technology 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. 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).MBC. For students working towards Life Skills outcomes in regular classes.2 moves around in the environment Other internet sources LS.12 uses a variety of strategies to organise and communicate information. responses or a point Australian history of view.11 views and responds to a range of visual texts.6 makes a variety of artworks that reflect experiences. LS.

LS. offices. 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. 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. if required. ‘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’. instruction and assessment Teacher • assists students to recognise. LS. continued # See pages 213 and 216 for details of how to develop a support network card 78 . LS. ‘the bus leaves from the front of the building’ • indicate the need for and/or seek assistance.2. eg ‘come to the front of the class’. • request for assistance and safe movement in the environment. ‘the kitchen is on the top floor’. 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. Students • access features of the school by following a personal timetable and using safe practice.1.3. ‘wait at the top of the stairs’. 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. ‘meet the teacher at the southern end of the oval’.11. ‘I need someone to push my wheelchair over the grass to get to the football field’. eg ‘I need help to get to the kitchen on the top floor’. Programming and Assessment Focus: Our community Outcomes: LS.Life Skills Years 7–10: Advice on Planning.12 Students learn about Students learn to Integrated learning experiences. to access particular parts of the school using a support network card#. canteen. LS. and playground. Oral.

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. eg shopping and recreational areas. 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. 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. This may include: – responding to questions using geographical language to locate themselves in relation to features of the environment such as ‘you are here. Oral.2. how will you get to…’ – demonstrating their understanding of geographical language as they move around the community in the context of undertaking fieldwork. • response to questions involving geographical language. LS. as a pedestrian. LS.11. 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. as a bike rider. public buildings and places of interest. 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.3.1. LS. 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.12 Students learn about Students learn to Integrated learning experiences. continued 79 . bus or train.Life Skills Years 7–10: Advice on Planning. Students • recognise and explore the geographical features of the community. Programming and Assessment Focus: Our community (cont) Outcomes: LS. instruction and assessment Teacher • provides opportunities for students to engage in fieldwork to recognise.

LS. Evidence of learning (words in italics refer to Life Skills outcomes) Indicating assistance required may be a strategy for moving around in the environment.3.12 Students learn about Students learn to Integrated learning experiences. Feedback • moving around the environment using safe practice • identify assistance needed to move around in the immediate environment Oral. 80 . LS. • demonstration of appropriate skills and strategies and safe movement in the community. stand behind the yellow line when waiting for a train. instruction and assessment Students • indicate the kind of assistance required to access particular parts of the community.11. 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. wear a helmet when riding a bike. 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. eg cross when traffic lights are green. LS.1.Life Skills Years 7–10: Advice on Planning. LS. wear a seatbelt in a car or bus. Programming and Assessment Focus: Our community (cont) Outcomes: LS.2.

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. 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.Life Skills Years 7–10: Advice on Planning. badges. 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.3. 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. LS. 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. locate and explore the activities of community groups such as youth groups. LS. LS. 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. 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. Oral.7. LS. Students • participate in classroom activities and fieldwork to identify. Programming and Assessment Focus: Belonging to communities Outcomes: LS. videos.12 Students learn about Students learn to Integrated learning experiences. eg the scouts meet at the hall in Smith Street. 81 .10. football team. This may include: – bringing photographs. scouts. religious group to which they belong and/or support.11. swimming club. guides.

eg food. 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. Students • bring items from home that reflect features of their cultural background to share with others. songs. 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.10. traditional costumes. eg by participating in making a mural. LS. photographs.Life Skills Years 7–10: Advice on Planning. school and wider community • • record information about the cultural background of class members.11. school and wider community Bringing items from home that reflect their cultural background may indicate exploring the diversity of Australian communities.2. making and decorating models. Programming and Assessment Focus: Faces in the community Outcomes: LS. LS. LS. Oral. • Australia’s cultural identity explore the features of communities • recognise the range of cultures represented in the class. constructing and/or decorating items in the classroom or school to represent a cultural theme • participation in cultural activities alongside community members.12 Students learn about Students learn to Integrated learning experiences.3. Sharing in cultural activities may be evidence of exploring the diversity of Australian communities. continued 82 . 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. 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.

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. Programming and Assessment Focus: Faces in the community (cont) Outcomes: LS. LS. The collage may include community location.2.1.10. LS. LS. possibly including fieldwork. • creation of a collage or multimedia presentation of the features of the local community and what makes it unique. Feedback • natural hazards that affect people’s lives and activities • recognise individuals. eg police or ambulance officers. fire brigade or SES personnel.12 Students learn about Students learn to Integrated learning experiences.3. 83 . 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.11. places of worship. 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. LS.Life Skills Years 7–10: Advice on Planning. 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. 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. its facilities (such as cafes. instruction and assessment Students • recognise the range of groups and personnel who support the community. community services groups – matching photographs. and what makes it unique. cultural venues) and people.

LS. LS.1.Life Skills Years 7–10: Advice on Planning. rainfall. 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. LS. Oral. possibly including fieldwork.12 Students learn about Students learn to Integrated learning experiences. Programming and Assessment Focus: Distinctive features of Australia Outcomes: 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. climates.4. LS. 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. 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. climates and/or vegetation • assist students to recognise and record the distinctive features of native Australian flora and fauna. 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. 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. • research into the effect of the physical environment on the activities of people. 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. 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.3.2. to explore and compare the effect of the physical environment and the climate on the activities of people in coastal and inland communities. continued 84 . patterns of: – landforms – drainage basins – climate. This may include: – recognising the shape of Australia – tracing. LS.11. Students • identify the location of their community on a map. instruction and assessment Teacher • assists students to recognise a map of Australia.

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. size.4.Life Skills Years 7–10: Advice on Planning. drawings.12 Students learn about Students learn to Integrated learning experiences. 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. It may also involve using a variety of strategies to organise and communicate information.2. LS. This may include: – locating native flora such as eucalyptus trees. videos. the varieties of banksias – recording their fieldwork using photographs. written text. instruction and assessment Students • undertake fieldwork to recognise and record native trees/flowers in the school/local environment.11.1.3. the feel and smell of wattle flowers and eucalyptus leaves. banksias. LS. Feedback • distinctive features of Australian flora recognise well-known Australian trees and flowers • recognise the distinctive features of native Australian trees and flowers • Oral. shape and colour of waratahs. Programming and Assessment Focus: Distinctive features of Australia (cont) Outcomes: LS. eg the colour. continued 85 . 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. LS.

wildlife sanctuary or in the local environment – observing. photographing and/or videoing a variety of native animals focusing on their appearance.11.12 Students learn about Students learn to Integrated learning experiences. Feedback • distinctive features of Australian fauna recognise well-known Australian animals • recognise the distinctive features of Australian animals • Oral. 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. LS. LS.Life Skills Years 7–10: Advice on Planning. instruction and assessment Students • undertake fieldwork to recognise and record the distinctive features of native animals. Programming and Assessment Focus: Distinctive features of Australia (cont) Outcomes: LS. LS. eating habits. This may include: – recognising native animals in a visit to a zoo. LS. 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. • communication of the results of their fieldwork. Communicating the results of their fieldwork with others may indicate using a variety of strategies to organise and communicate information. LS.3. 86 .2. 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. 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. pictures.4.1. habitats and the way they care for their young – recording their fieldwork using photographs.

Desert Dreamings.com. Sydney. Students develop appropriate ways to interact with members of the Aboriginal community and explore the importance of land to Aboriginal people. Posters ATSIC. D.Life Skills Years 7–10: Advice on Planning. M.6 explores the ways in which the wider Australian community interacts with Aboriginal Peoples and cultures 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. Darlinghurst. Traditional Aboriginal Culture and Society (Information Pack) ATSIC. Redfern Videos The Dreaming Series.4 recognises the importance of self-determination and autonomy for Aboriginal Peoples LS. Canberra.1 recognises factors that contribute to an Aboriginal person’s identity LS. Tresize. Collins. Sydney.christineanu. Jacaranda Press.10 uses a variety of strategies to organise and communicate information. Australian National University Press.9 uses a variety of strategies to locate and select information LS. Deadly Vibe Magazine. Programming and Assessment 8.3 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. 97 Rose St Chippendale. Carlton. 2008 Message Stick. Aboriginal Nations Pty Ltd. ABC Series. D. P & Roughsey. PO Box 810. Sydney Naamarroo Employment Services. A & Hill.5 recognises the significant contribution of Aboriginal people to Australian society LS.8 uses appropriate protocols for working with Aboriginal Peoples and communities LS.atsic.vibe.au Australian Museum http://www.com Deadly Vibe Magazine http://www.com Christine Anu http://www.au Yothu Yindi http://www. Harcourt Brace Jovanovich. Collins. Life Skills Outcomes A student: LS. 2010.net. The Rainbow Serpent.bangarra. Sydney. Gidja. Sydney. Australian Aborigines Series. reprinted by Heinemann Library.yothuyindi. Resources Books Barlow. Rushcutters Bay. 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. reprinted by Angus & Robertson. Stokes.au Aboriginal and Torres Strait Islander Commission http://www. Sydney. Macmillan.com.au 87 . Canberra Department of Aboriginal Affairs. Djugurba – Tales from the Spirit Time. Aboriginal Australia Reading Series. Roughsey.gov. D.amonline. Websites Bangarra Dance Theatre http://www.

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

8 Students learn about Students learn to Integrated learning experiences. 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. Oral. festivals. traditional costumes. eg photographs.6. Programming and Assessment Focus: Exploring traditional and contemporary Aboriginal culture Outcomes: LS. traditions. 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. clothing/costumes. LS. continued 89 . greetings. songs. food outlets. musical instruments. dance.Life Skills Years 7–10: Advice on Planning. Students • bring items from home that reflect features of their cultural background to share with others. music. LS. stories response to and identification of the cultural background of themselves and others in the class.1. 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. Identifying features of diversity in their local community is important in recognising factors that contribute to an Aboriginal person’s identity. chants. songs. special occasions. music.

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. stories. eg participate in preparing and eating a variety of food. kinship. 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. continued 90 . spiritual connections • use of appropriate protocols when listening to an Aboriginal guest speaker. 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. Responses by the guest speaker can also provide feedback.8 Students learn about Students learn to Integrated learning experiences.6. dance and cultural presentations may indicate exploring the ways in which the wider Australian community interacts with Aboriginal Peoples and cultures. LS. feel and sound produced by musical instruments – listening to/viewing stories. Programming and Assessment Focus: Exploring traditional and contemporary Aboriginal culture (cont) Outcomes: LS. LS.1. instruction and assessment Students • explore aspects of Aboriginal culture with one or more members of the Aboriginal community. 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. This may include: – listening to traditional and contemporary Aboriginal music associated with a range of celebrations – exploring the movement. Listening to Aboriginal guest speakers may indicate using appropriate protocols for working with Aboriginal Peoples and communities.Life Skills Years 7–10: Advice on Planning. • 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. 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.

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. visual and/or tangible feedback and prompts by the teacher to guide and affirm responses to films. stories. food. instruction and assessment Students • make a poster. continued 91 . Programming and Assessment Focus: Exploring traditional and contemporary Aboriginal culture (cont) Outcomes: LS.6. model or multimedia presentation to illustrate a particular aspect of Aboriginal culture such as music.9. 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. 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.Life Skills Years 7–10: Advice on Planning. art. model or multimedia presentation about a particular aspect of Aboriginal culture in an appropriate format. 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. Focus: Land and its significance for Aboriginal identity Outcomes: LS. LS. visual and/or tangible feedback and prompts by the teacher to guide and affirm creation of a poster. Oral.1. culture and the land. 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. LS.8 Students learn about Students learn to Integrated learning experiences. LS. dance. LS.1. stories.4.

9. • recording of results and presentation to others. 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.10 Students learn about Students learn to Integrated learning experiences. It may also involve using a variety of strategies to locate and select information. LS. Responses by others provide feedback. instruction and assessment Students • undertake site studies and/or communication technology research to explore contemporary Aboriginal organisations/enterprises. Recording the results of research and presenting findings may involve using a variety of strategies to organise and communicate information.1. Programming and Assessment Focus: Land and its significance for Aboriginal identity (cont) Outcomes: LS. 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.4. LS. 92 . oral and graphic forms to communicate information • • record the results of their research and present their findings to others. 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. LS. 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.Life Skills Years 7–10: Advice on Planning.

LS. LS.10 Students learn about Students learn to Integrated learning experiences. including organising a visit by. eg Linda Burney. eg Jason Gillespie.5. Selection of an Aboriginal person as the subject of a case study may indicate recognising the significant contribution of Aboriginal people to Australian society. 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. LS. Aiden Ridgeway – human rights. David Gulpilil – film and television. Bronwyn Bancroft – performing arts.Life Skills Years 7–10: Advice on Planning. eg Christine Anu. Individuals may be selected from the areas of: – visual arts. the selected person • assists students to record their investigation in appropriate formats to share with others.8. LS. 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. Nova Peres-Kneebone. or interview with. 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. Programming and Assessment Focus: Connecting with prominent Aboriginal people Outcomes: LS. Cathy Freeman – politics.6. eg Sally Morgan. 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. eg Deborah Mailman – sport. continued 93 .9. Oral. Students • participate in class activities to explore roles of wellknown Aboriginal people in the community.

pictures. • Determining the most appropriate way to record the information gathered may indicate using a variety of strategies to organise and communicate information.9. email. multimedia presentation • share their case study with others. 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. videos and websites – locating and selecting information – participating in preparing questions and interviewing the selected person by phone. • 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.10 Students learn about Students learn to Integrated learning experiences.6.8. LS. newspaper cuttings – creating a collage of annotated materials – retelling the main events in the life of the selected Aboriginal person through photographs. newspaper cuttings. • communication of the results of their case study in an appropriate format. LS.Life Skills Years 7–10: Advice on Planning. photographs. 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. 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. Programming and Assessment Focus: Connecting with prominent Aboriginal people (cont) Outcomes: LS. 94 . instruction and assessment Students • undertake the case study. LS. LS. 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. films. 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. This may involve: – creating a scrapbook of photographs. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: • identification. oral and graphic forms to communicate information determine the most appropriate way to record the information gathered as part of the case study. 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.5. Responses by others can provide feedback.

6 and 9.accc.gov.7 makes informed decisions about purchasing goods and services http://www. Not all the ‘learn about’ and ‘learn to’ statements for http://www.4 Commerce Years 7–10 Life Skills unit: Informed consumers Unit title: Informed consumers Description: This unit involves students exploring needs and wants.gov.choice.nsw.2.nsw.6 makes a variety of artworks that reflect experiences. solutions.1 explores the differences between needs and wants Websites LS.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.au community Australian Consumers’ Association http://www.gov.5.au Life Skills Outcomes 5.au/shopping LS.12 uses a variety of strategies to organise and communicate information Scamwatch http://www.moneystuff.4 explores rights and responsibilities as a consumer NSW Office of Fair Trading LS.10 identifies appropriate community support personnel and agencies who can assist http://www.au LS.2 recognises ways in which people obtain goods and services in the local Australian Competition and Consumer Commission http://www.gov. 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).8 responds to increasingly complex written texts PDHPE LS.au LS.13 uses money to purchase goods and services LS.fido.12 communicates for a variety of purposes LS.8 purchases goods and services http://www.fido.asic. Students use strategies to make informed decisions when purchasing goods or services and identifying areas where consumers may need protection.1 experiences a variety of artmaking activities LS.nsf/byheadline/Teacher+resources?openDocument each outcome are included in this sample unit.dft.au LS.15 plans personal finances LS.3 explores consumer.org. Programming and Assessment 8.au LS.1 uses information and software technology in solving a range of problems LS.au LS.6 uses visual texts in a range of contexts NLS.dft.7 reads and responds to short written texts NLS. For students working towards Life Skills outcomes in regular classes.consumersonline.gov. 95 .lawstuff. 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. responses or a point LS.asic. and identifying the ways in which people obtain goods and services in the community.gov.21 uses appropriate communication strategies in a variety of contexts LS.gov.nsw.scamwatch.13 communicates in a range of contexts LS.11 uses a variety of strategies to locate and select information National Children’s and Youth Law Centre http://www. legal and employment issues which affect daily life Consumers Online http://www.26 uses problem-solving strategies in a variety 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.Life Skills Years 7–10: Advice on Planning. Life Skills Outcomes Resources A student: LS. Links A student: A student: English Mathematics LS.3 uses a variety of techniques to present information and software technology of view.au/fido/fido.dft.com.14 communicates with a range of audiences Visual Arts Information and Software Technology LS.au LS.nsw.fairtrading.gov.gov. however teachers may incorporate these if they are considered to be appropriate to the needs of their students.au/shopping/shoppingtips/lay-bys with commercial and legal problems and issues http://www. financial.

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. 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. eg parents/carers provide food and shelter. DVDs. care. eg computer games. eg love.1 Students learn about Students learn to Integrated learning experiences. 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. education and health care – identifying items that might be desirable but are not essential. 96 .) Outcome: LS. Teachers may choose to design other activities to address ‘aspirations’ where appropriate. well-being. doctors and hospitals provide health care – recognising that some needs cannot be purchased. clothing.Life Skills Years 7–10: Advice on Planning. This may include: – identifying the basic needs of all young people for food. Oral. fashionable clothing. friendship. love and well-being. CDs. 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. Students • identify the differences between needs and wants. shelter.

Programming and Assessment Focus: Where do you get it? Outcome: LS. a dental check at the dentist. eg prescription medicines from a chemist. petrol from a service station. 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. 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.Life Skills Years 7–10: Advice on Planning. goldfish from a pet shop – making a poster to indicate goods that can be purchased from multiple providers. fruit from a greengrocer or supermarket – matching and labelling pictures or photographs to indicate where services may be obtained and/or purchased. eg a hair cut from a hairdresser. 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. Oral. 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.2 Students learn about Students learn to Integrated learning experiences. 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. 97 .

eg taking in bags. 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.4. vendors. 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. instruction and assessment Teacher • explicitly teaches the rights and responsibilities of consumers.13 Students learn about Students learn to Integrated learning experiences. LS. hiring or purchasing goods and services • explicitly teaches the features of basic contracts. LS.10.Life Skills Years 7–10: Advice on Planning. 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. LS.11.12. Oral. Programming and Assessment Focus: Rights and responsibilities as a consumer Outcomes: LS. This could include: – recognising conditions for entering some stores. continued 98 . 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. Students • participate in role-plays and/or discussions to develop an understanding of how ‘rights’ and ‘responsibilities’ for consumers apply in real life. LS.

Life Skills Years 7–10: Advice on Planning.11. LS. 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. LS.4.10.12. LS. 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. 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. borrowing. 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: – 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. continued 99 . LS. 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. restricted sale of some goods – recording terms and conditions. rights and responsibilities for purchasing.13 Students learn about Students learn to Integrated learning experiences. An example of a contract is the offer of free time in exchange for a student completing set tasks. In detail. Programming and Assessment Focus: Rights and responsibilities as a consumer (cont) Outcomes: LS. • participation in drawing up a sample contract. Signatures of both the student and teacher represent an acceptance of the terms and conditions of the contract.

Programming and Assessment Focus: Rights and responsibilities as a consumer (cont) Outcomes: LS. 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.12. LS. 100 . 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. 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. conditions and legal obligations associated with entering into contracts.11. 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. lay-bys.4. LS. LS. LS. instruction and assessment Students • explore the implications of the ‘fine print’ in a range of common contracts.10. personnel and other sources of assistance which individuals can access in relation to legal and commercial issues • Oral. eg mobile phone plans.13 Students learn about Students learn to Integrated learning experiences. This may include identifying: – individuals or agencies from whom they would seek assistance before entering into a contract – specific rules.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.11. 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. participation in a range of consumer scenarios and recognition of methods of redress for consumers. Programming and Assessment Focus: Consumer protection Outcomes: LS.Life Skills Years 7–10: Advice on Planning. eg price. 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. size. Students • participate in structured role-plays to identify situations where consumers may need protection. Oral.12. colour – checking that a service has been provided as requested.13 Students learn about Students learn to Integrated learning experiences. LS.10.4. LS. continued 101 . 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. eg shoes have been re-soled. 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. LS. instruction and assessment Students • recognise ways of seeking additional assistance to redress consumer dissatisfaction. LS. 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. LS.4. 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. 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. oral and graphic forms to communicate information • 102 . personnel and other sources of assistance which individuals can access in relation to legal and commercial issues • locate information using appropriate strategies • Oral. 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. This may include: – recognising when additional assistance may be needed to redress consumer dissatisfaction. Programming and Assessment Focus: Consumer protection (cont) Outcomes: LS.11. evaluate and order information • select and use appropriate written.13 Students learn about Students learn to Integrated learning experiences.12. LS. contacting and communicating with others to redress consumer dissatisfaction.10.

‘offer ends soon’ – offer of special deals. posters. Programming and Assessment Focus: Look.7. 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. think. Oral. sound. 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. eg ‘buy one. LS. eg sports or film personalities – use of language. movement. explore techniques used to persuade consumers to buy a product by listening to and/or viewing a range of multimedia advertisements from television. billboards. LS. images – use of high profile people. amount of information provided – use of slogans and jingles.Life Skills Years 7–10: Advice on Planning. eg humour. try before you buy Outcomes: LS.11. radio. Techniques that may be discussed include: – use of colour. (Students may access consumer websites to examine issues associated with purchasing the selected item. eg ‘everybody needs one’. continued 103 .) Students • within the context of a case study. exaggeration.12 Students learn about Students learn to Integrated learning experiences. 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. catalogues.

LS. telephoning and/or visiting service providers to compare the full costs of similar services across several providers. comfort and appearance. across several outlets – studying online catalogues. CD/tape/radio players. 104 . This may include: – identifying appropriate items that can be tried before purchase. Programming and Assessment Focus: Look. 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. eg designer or generic brand sports shoes. 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.12 Students learn about Students learn to Integrated learning experiences. eg trying shoes or clothing for fit. quality and value-for-money for specific items. listening to a chosen track on a CD to confirm choice. LS. instruction and assessment Students • compare prices of products and services.7. • 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. 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. • identification of items that should be tried before purchase so that informed decisions may be made about purchasing the goods.11. 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. 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. 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.Life Skills Years 7–10: Advice on Planning. try before you buy (cont) Outcomes: LS. eg clothing – requesting assistance to try items. think.

Oral.12 Students learn about Students learn to Integrated learning experiences. LS. LS.4. financial. 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.7.Life Skills Years 7–10: Advice on Planning.8. catalogues and site studies to identify whether the item can be purchased from one or more outlets. 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. Students • identify and follow the steps in a process to make an informed purchase. legal and employment issues which affect daily life and/or making informed decision about purchasing foods and services.3. 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. comparing costs. Programming and Assessment Focus: Making an informed purchase Outcomes: LS. LS. This may include: – determining the item to be purchased and the funds available – researching through the internet. continued 105 . LS. LS.11.

8. LS. LS. quality. 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.3. LS. Feedback • purchasing goods and services locate appropriate outlets to purchase goods • locate items to be purchased • make payment appropriately • Oral. Programming and Assessment Focus: Making an informed purchase (cont) Outcomes: LS. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ purchase of goods and/or services. LS.Life Skills Years 7–10: Advice on Planning. instruction and assessment Students • purchase the item. 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.7.12 Students learn about Students learn to Integrated learning experiences.11. 106 .4. LS. 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.

gov. Science and Training (Enterprise and LS.au LS.8 recognises skills for effective participation in the workplace myfuture website: http://www.ecef. 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.au transition to further education.worksite.Life Skills Years 7–10: Advice on Planning.au LS.gov.3 identifies the roles and responsibilities of a variety of organisations in the Computer hardware.asn.1 explores the nature of work and the workplace Images and video excerpts related to work safety LS. Programming and Assessment 8.ecef.au/WaduResource/WADU_PC.com.myfuture.au LS. multimedia and word-processing software and access to the internet community Websites LS.htm LS. Life Skills Outcomes Resources A student: Contact details for education.4 identifies appropriate support personnel and agencies in the community Australian National Training Authority: http://www.12 uses a variety of strategies to organise and communicate information.10 evaluates personal skills and strengths to facilitate participation in pathways Australian Council for Trade Unions (worksite for schools): planning http://www. training and employment http://www.anta. and experience a range of training and workplace environments. 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. training and employment WADU Resource (vocational education resources for Indigenous students and LS.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 . http://www. Students explore the roles of a range of services in the community.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.actu.11 uses a variety of strategies to locate and select information Australian Government Department of Employment and Workplace Relations: LS.7 communicates personal preferences and choices within the context of planning communities): for transition to further education.6 explores strategies that facilitate effective planning for and management of Career Education Foundation): http://www. employment and training systems Australian Government Department of Education. training and employment service providers LS.5 recognises the roles of education.workplace.com.edu.

5.12 communicates for a range of purposes 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).1.22 uses appropriate strategies in response to at-risk situations LS.1 experiences a range of environments LS.Life Skills Years 7–10: Advice on Planning.17 uses individual and collaborative skills in the learning process Geography LS.3 participates in drama experiences in which role-taking is used to enhance their understanding of ideas and feelings English LS.11 demonstrates safe practices that promote personal wellbeing LS. A student: Information and Software Technology LS.10 recognises and responds to safe and unsafe situations LS.6 makes a variety of artworks that reflect experiences.13 communicates in a range of contexts LS.5 uses appropriate behaviours in social situations LS.14 communicates with a range of audiences LS.10 composes increasingly complex written texts LS. 108 .7 uses appropriate strategies to initiate and manage relationships LS. responses or a point of view.3 uses a variety of techniques to present information and software technology solutions PDHPE LS. Programming and Assessment Links A student: Drama LS. For students working towards Life Skills outcomes in regular classes.4 uses spoken language to communicate with a range of audiences LS.26 uses problem-solving strategies in a variety of contexts Visual Arts LS.2 moves around in the environment.

Programming and Assessment Focus: Planning ahead Outcomes: LS. LS. LS. Oral. 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.7. 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. Activities may include using a daily and/or weekly school diary or timetable to plan ahead for specific events such as excursions.12 Students learn about Students learn to Integrated learning experiences. training and employment • planning processes to assist transition to further education.Life Skills Years 7–10: Advice on Planning.6. • identification of the goal of transition planning. carers and friends • explore options and requirements for education. Students • participate in discussions about the importance of planning ahead and engage in processes that will facilitate planning.5. 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.10. LS.11. continued 109 . weekend trips. training and employment • strategies for organising information • formats for communicating information • education and training systems • evaluate and order information • select and use appropriate written. training and employment. 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. LS. 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. 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. training and employment • recognise current education and training options • explore education and training options with family.

LS. Programming and Assessment Focus: Planning ahead (cont) Outcomes: LS. 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. training and employment. training and employment. Feedback • identifying personal skills and strengths • identify personal skills and strengths Oral.10. continued 110 . eg inside/outside – preferred hobbies and interests – personal attributes such as negotiation/communication/listening skills. 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. 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.5. 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. 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. patience.12 Students learn about Students learn to Integrated learning experiences. 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. personal care and presentation • participate in simulated transition planning meetings. LS. training and employment.Life Skills Years 7–10: Advice on Planning. deal with criticism. Students may use their folios as the basis for asking questions and seeking clarification about options for further education. punctuality.6. perseverance.7. • participation in simulated transition planning meetings and communication of personal preferences and choices. LS. LS. LS.

Programming and Assessment Focus: Planning ahead (cont) Outcomes: LS.7. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ active participation in the transition planning meeting. LS. identifying and recording actions to be taken following the meeting – determining the timeframe for subsequent meetings – undertaking actions agreed to at the meeting.11. LS.10. LS. LS. Feedback • linking personal skills to pathways planning • participate in pathways planning Oral.5.Life Skills Years 7–10: Advice on 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. 111 . eg expressing a point of view – listening. LS. training and employment and/or evaluating personal skills and strengths to facilitate participation in pathways planning. instruction and assessment Students • participate in a scheduled transition planning meeting. This may include: – using the information in their folio to express preferences – participating in decision-making processes.6.12 Students learn about Students learn to Integrated learning experiences.

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

LS. he is a builder and he works outside. Programming and Assessment Focus: What’s work all about Outcomes: LS. 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. full-time. part-time or casual work. Students • explore different types of work. 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. unpaid and voluntary work.1. oral and graphic forms to communicate information Exploring different types of work. alone or with others. she sells jewellery and she works in a department store – recording the information obtained on a poster or multimedia presentation.Life Skills Years 7–10: Advice on Planning.11. 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. Oral.12 Students learn about Students learn to Integrated learning experiences. and the reasons why people work. where specific work is undertaken. 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. LS. 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. eg she is a doctor and she works in a hospital. 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.

LS. eg green or pink ladies at a hospital. Programming and Assessment Focus: Experiencing training and workplace environments Outcomes: LS.1. 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. trainees working at a child care centre – indoor/outdoor workplaces.Life Skills Years 7–10: Advice on Planning. training and employment and/or investigating the nature of work and the workplace. fast food outlet – voluntary and paid work. machine operators in a factory. council parks and gardens – individual or team workplaces. 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. This may include visits to: – a TAFE or community college to observe training programs/workshops. 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. 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. Oral. LS.10. instruction and assessment Teacher • organises site visits to a range of education. training and employment environments to observe the work of packers.9. 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. eg train guard.12 Students learn about Students learn to Integrated learning experiences.6.8. • recording their observations and experiences of work and training site studies in an appropriate format. cashiers and assistants in retail outlets. food service – training sites in the community. 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 panel-beating. eg apprentices working at a smash repair shop. training and workplace environments • assists students to participate in workplace experiences. LS. training and employment • the types and variety of workplaces visit a range of education. eg retail outlets. continued 114 . parks and gardens personnel at council facilities.

Identifying factors necessary for effective participation in training and/or workplace experiences may involve recognising skills for effective participation in the workplace. continued 115 . LS. LS.Life Skills Years 7–10: Advice on Planning. reliability. 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. 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. training and employment employee responsibilities demonstrate skills that lead to effective participation in the workplace • set goals. LS. LS. establish preferences and choices in relation to education. Programming and Assessment Focus: Experiencing training and workplace environments (cont) Outcomes: LS.6. instruction and assessment Students within structured role-plays. enthusiasm Oral.10.1.12 Students learn about Students learn to Integrated learning experiences. appropriate personal and interpersonal skills. Recording the skills they already have may involve evaluating personal skills and strengths to facilitate participation in pathways planning. Feedback • employee responsibilities • planning and managing the transition to further education.9. LS. outline their preferences for participation in training and/or workplace experiences. 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.8.

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. LS. Feedback • a range of workplace experiences • participate in workplace experiences • participate in a range of training and/or workplace experiences in the community. LS. reliability. LS. Programming and Assessment Focus: Experiencing training and workplace environments (cont) Outcomes: LS.12 Students learn about Students learn to Integrated learning experiences. honesty. 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. Oral.6. 116 .9. Participating in training and/or workplace experiences in the community may involve investigating the nature of work and the workplace. locate and communicate with appropriate personnel in the workplace who can provide assistance if needed. 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. appropriate personal and interpersonal skills.8. 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.1. LS.Life Skills Years 7–10: Advice on Planning.10. work habits and enthusiasm – comply with rules and requirements for workplaces such as wearing and using appropriate protective equipment – identify.

117 9.6 Industrial Technology Timber utility box .2 Agricultural Technology Vegetable production enterprise 9.boardofstudies.Life Skills Years 7–10: Advice on Planning. 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. This unit involves students participating in a range of practical activities that highlight the importance and role of food in celebrations. tools and techniques by students is essential in the Agriculture Technology course. Students use a variety of plants. Unit number 9.4 Food Technology Celebrations 9. They demonstrate safe handling. growing and harvesting of vegetables and the marketing of vegetable products.nsw. Safe and responsible use of materials. materials and tools in the plant production process. This unit involves students exploring storage solutions and producing and evaluating their own storage device. Students explore the function of logos and design their own personal or group logo. A variety of growing environments may be used such as pots. bracelet (Jewellery Design). A range of technologies may be used in constructing and/or embellishing the storage device. Students design their own timber utility box. 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. preparation and storage of food items in the context of these projects.5 Graphics Technology Stand-out logos 9. Students may develop their own designs. Students plan and prepare a range of food items in the context of small-scale catering activities for celebrations within the school.edu. This unit involves students in the design.3 Design and Technology Storage matters 9. producing and evaluating an individual project that may include a bag (Accessories Design). 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. The logo design is produced using a variety of media. personalise a design or embellish an existing timber box with appropriate decorations.au). This unit involves students in the development of either a personal or group logo to personalise a variety of items. individualise a design provided by the teacher or embellish a completed storage device. Safe and responsible use of materials. A range of technologies and materials may be used to make a product. hydroponics and/or garden plots. development and production of a timber utility box. Teachers should consider this when delivering this unit of work. tools and techniques by students is essential in the Technology (Mandatory) course and teachers should consider this when delivering this unit. planter box or toy (Industrial Design) or T-shirt (Fashion Design).

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

bracelets.5. denim. handles LS 3.1 evaluates the success of completed design projects LS 6.1 gathers and uses information in the context of producing design projects A variety of embellishments such as tassels. Links A student: A student: English Mathematics LS. planter box or toy (Industrial Design) or T-shirt (Fashion Design).2 uses a variety of techniques to communicate ideas in the context of producing A variety of materials that could include beads.5 responds to the language of measurement in everyday contexts Information and Software Technology MLS. wood stain. uses a variety of techniques to present information and software technology MLS. SGLS.2 selects the appropriate tools. timber. organises and displays data LS. techniques and processes.2 explores a variety of materials. stickers LS 2. hessian.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. plastic.4 cares for materials.1 participates in producing design projects LS 6. vinyl. sequins. 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 DLS. calico. producing and evaluating an individual project that may include a bag (Accessories Design). Safe and responsible use of materials.Life Skills Years 7–10: Advice on Planning. tools and equipment LS 5. equipment and materials for specific design A variety of finishes that could include paint. planter boxes and T-shirts LS 2. tools and techniques by students is essential in the Technology (Mandatory) course and teachers should consider this when delivering this unit. scanners and software such as LS 1.11 views and responds to a range of visual texts. transfers.12 communicates for a variety of purposes MLS. A range of technologies and materials may be used to make a product. 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). jewellery design projects thread. leather. tools and equipment in the context of producing a design project LS 3.3 demonstrates safe practices in the use of materials.5 uses the language of position in a variety of situations Visual Arts LS.2 gathers. stencils.1 experiences a variety of artmaking activities LS. bracelet (Jewellery Design). 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. shells.8 estimates and measures length and distance solutions. 119 . closing devices. lacquer projects A variety of tools and equipment for the making of the product LS 3. For students working towards Life Skills outcomes in regular classes.1 recognises that a process is used to produce design projects word-processing LS 1. Programming and Assessment 9.2 evaluates the design of everyday products in terms of intended use. Life Skills Outcomes Resources A student: Access to computer hardware such as digital cameras. studs.2 recognises factors that influence design Examples and images of bags. canvas.4 responds to the language of position SGLS.6 uses the language of measurement in everyday contexts LS.

bracelets (Jewellery Design). continued 120 . planter boxes.2 Students learn about Students learn to Integrated learning experiences. finish. bracelets.2. Programming and Assessment Focus: Function of a variety of products Outcomes: LS. appeal – usefulness.1.6. Oral.2. ‘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. LS. the construction.2. school and the local community. Students • explore the function of a variety of products such as bags (Accessories Design). 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. eg ‘Which bag is the most useful for taking to the beach?’. This may include: – collecting and exploring examples and/or pictures of a variety of products from home. durability – stability.2. planter boxes and T-shirts. LS. toys (Industrial Design) or T-shirts (Fashion Design). instruction and assessment Teacher • displays a variety of products that may include a bag (Accessories Design). safety – materials used Exploring the different uses of products may involve evaluation of the design of everyday products in terms of intended use. eg consider the appeal of bracelets. LS. ergonomics – construction. 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. safety and stability of planter boxes. 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. bracelet (Jewellery Design).1.Life Skills Years 7–10: Advice on Planning.

2. Programming and Assessment Focus: Function of a variety of products (cont) Outcomes: LS. eg closing devices for bags and bracelets.Life Skills Years 7–10: Advice on Planning. 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. the durability of decorations or embellishments on T-shirts. durability – stability. 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. 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. LS. appeal – usefulness. instruction and assessment Students • recognise features that enhance the functions of various products.1.1.2.2. 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. 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. LS.2 Students learn about Students learn to Integrated learning experiences. LS. ergonomics – construction. 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. finish. 121 . the weight of materials used for planter boxes. Oral.6.

Programming and Assessment Focus: Selecting a product design Outcomes: LS 1. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ selection of an appropriate project. size. 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. calico. bracelets made using different materials such as shells or beads. instruction and assessment Teacher • provides examples of completed projects.2 Students learn about Students learn to Integrated learning experiences. LS 2. LS 2. eg bags made from different materials such as denim. Students • select a project from either the examples provided or from their own research and personal preference. a variety of wooden toys • provides access to computer technology and internet to assist students in the design process. T-shirts with screen printing or embellishments. Oral. eg colour. decorations – generating designs that take into account the function and purpose of the project using computer graphics software.1.Life Skills Years 7–10: Advice on Planning.2. planter boxes with different finishes such as stained or painted. 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. participate in designing and producing a product 122 .

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.Life Skills Years 7–10: Advice on Planning. Oral. 123 . 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. Students • recognise the steps in the personalised step-by-step plan.1. instruction and assessment Teacher • provides a personalised step-by-step plan of the steps in the production process. 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.1 Students learn about Students learn to Integrated learning experiences. Programming and Assessment Focus: Planning steps for producing a product Outcomes: LS.

LS.4 Students learn about Students learn to Integrated learning experiences. tools equipment. tools equipment • demonstration of safe use of materials. 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 materials for specific design projects.3. This may include: – recognising rules for the safe use of materials.3. Students • select tools. tools and equipment in the context of producing a design project.Life Skills Years 7–10: Advice on Planning. instruction and assessment Teacher • introduces the specific tools necessary for the project • explicitly teaches and models safe work practices when using the identified materials. Oral. LS. 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. 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. equipment and materials may indicate selecting appropriate tools. LS.3.2.3. tools and equipment – using materials.3.1. tools and equipment and provides opportunities for supervised practice • explicitly teaches and demonstrates care and storage of tools and equipment used in the project. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: • identification of appropriate materials. continued 124 . equipment and tools that make them dangerous use safe work practices when using materials. equipment and materials in producing a product Outcomes: LS. tools and equipment. Programming and Assessment Focus: Safe use of tools.

tools and equipment to their storage space after use – tidying the work area – reporting any faults or damage to tools and equipment. instruction and assessment Students • store materials. tools and equipment appropriately • keep workplace clean and clear of hazards • Oral.3. T-shirt. This may include: – returning materials.2.3. This may involve: – making a product. T-shirt or toy using the selected design and materials. modelling each activity as required. 125 . LS. Programming and Assessment Focus: Safe use of tools. tools and equipment. tools and equipment store materials.1 Teacher • reviews the personalised step-by-step plan for the production of the project. LS. planter box or toy using the selected design and materials. planter box.3. Focus: Producing the product Outcome: LS. tools and equipment in the production process. equipment and materials in producing a product (cont) Outcomes: LS. bracelet. eg bag.3. 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. Feedback • caring for materials. Students • participate in the production process for the project according to the personalised step-by-step plan. 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.4 Students learn about Students learn to Integrated learning experiences. and/or – embellishing/decorating a bag.3.5. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ demonstration of following the plan and use of materials.Life Skills Years 7–10: Advice on Planning. tools and equipment appropriately during the production process.1. LS. • • follow the steps to complete a design project Oral. • 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.

Oral. 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. This may include: – responding to questioning such as.Life Skills Years 7–10: Advice on Planning. Students • evaluate their product in terms of function and aesthetics.2. 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. Programming and Assessment Focus: Evaluating the completed product Outcomes: LS. ‘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. 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. 126 . 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.1 Students learn about Students learn to Integrated learning experiences. 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.2.6. 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.14 recognises that living things depend upon each other and on their environments LS. Programming and Assessment 9.7 reads and responds to short written texts Visual Arts LS. Sydney: LS.5 recognises visual texts in a range of contexts LS. Thornthwaite. rake.11 views and responds to a range of visual texts.8 purchases goods and services MLS. For students working towards Life Skills outcomes in regular classes. potting mix. gloves. R. materials and tools.A.13 demonstrates safe practice in the use of equipment.. organise • Francis. L. (2001) Enterprising Agriculture.5 responds to the language of measurement in everyday contexts English MLS. Tools such as garden spade. Students use a variety of plants. Melbourne: Nelson and present information related to an agricultural enterprise Australia LS. (1999) Dynamic Agriculture Book 2.6 participates in marketing an agricultural product McGraw-Hill LS.14 maintains and cares for equipment. Life Skills Outcomes Resources A student: Books LS. face masks. and Gant.1 experiences a range of plant and animal production enterprises • Bannerman. Teachers should consider this when delivering this unit of work. LS.3 uses a variety of techniques to present information and software technology solutions community Mathematics LS.A.9 writes short texts for everyday purposes LS. J. sprinkler. B. HarperCollins Publishers (Australia) LS. hydroponics and/or garden plots. materials and tools to meet the • Sutherland. Sydney: LS. R and McGregor. Hanlon. fertiliser. (1980) Introduction to Agriculture. soil. Sydney: LS. Hindmarsh. garden bed. (1998) Dynamic Agriculture Book 1. R.10 uses information and communication technologies to collect. seeds. 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. S.4 explores how agricultural production contributes to our daily lives McGraw-Hill LS. seedlings. W. A variety of growing environments may be used such as pots. Kondinin Group LS. hose. Safe and responsible use of materials.12 selects appropriate equipment.2 Agricultural Technology Years 7–10 Life Skills unit: Vegetable production enterprise Unit title: Vegetable production enterprise Description: This unit involves the planting.6 makes a variety of artworks that reflect experiences. water.Life Skills Years 7–10: Advice on Planning. and Ramsay. growing and harvesting of vegetables and the marketing of vegetable products.2 listens for a variety of purposes in a range of contexts Science LS. M. New York: McGraw Hill requirements of an agricultural enterprise • Workboot series books and resources Cloverdale.6 uses the language of measurement in everyday contexts LS. tools and techniques by students is essential in the Agriculture Technology course. hoe.2 investigates some environmental factors that affect plant and animal Macmillan Education Australia production • Brown. hand tools Materials/Equipment such as pots.. Hindmarsh. pest control products Links A student: A student: Commerce Information and Software Technology LS.5. R. L. L. materials and tools • Yates (2002) Yates Garden Guide.6 uses visual texts in a range of contexts LS. R and McGregor. S.9 recognises characteristics of and changes in living things LS. media and multimedia. responses or a point of view. (1990) Agriculture and You.5 participates in the production process of an agricultural enterprise • Brown.2 recognises ways in which people obtain goods and services in the local 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). 127 . materials and tools in the plant production process.

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. This may include: – distinguishing between unprocessed and processed vegetables by viewing. 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. Students • experience vegetables in their unprocessed and processed states. feeling. 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.4.10 Students learn about Students learn to Integrated learning experiences.Life Skills Years 7–10: Advice on Planning. 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. LS. 128 . 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. 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. using safe and hygienic practices • assists students in recording their involvement at each step of the production process in a folio/workbook. eg prepare salad ingredients for a BBQ. Oral. organise and present information related to an agricultural enterprise. 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.

protection from wind – available resources – accessibility Oral. This may involve students considering: – environmental factors necessary for germination and growth of plants. Students • determine the nature of the enterprise. materials and equipment. LS.2. 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. • 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. instruction and assessment Teacher • assists students to determine the nature. LS. continued 129 . 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. LS. location. Selection of an appropriate location for plant germination and growth may indicate investigating environmental factors that affect plant and animal production. 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. 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.Life Skills Years 7–10: Advice on Planning.5. 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.6. Programming and Assessment Focus: Planning and preparation Outcomes: LS.1.12 Students learn about Students learn to Integrated learning experiences. eg access to sunlight and rainfall.

materials and equipment needed for the production process. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • selection of appropriate tools.5. 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. instruction and assessment Students • determine and gather/purchase the tools. LS. This may include: – growth media. identification of steps involved in growing. Determination of the planning steps may indicate experiencing a range of plant and animal production enterprises and/or participating in marketing an agricultural product.Life Skills Years 7–10: Advice on Planning. Feedback • the nature and purpose of a range of tools.12 Students learn about Students learn to Integrated learning experiences. 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.1. harvesting and marketing vegetable products. equipment and materials to meet the requirements of an agricultural enterprise and/or participating in the production process of an agricultural enterprise.2. Programming and Assessment Focus: Planning and preparation (cont) Outcomes: LS. LS. fertiliser – appropriate numbers of packets of seeds/punnets of seedlings – the necessary tools. 130 .6. LS. pots. materials and equipment Evidence of learning (words in italics refer to Life Skills outcomes) Determination and selection of items may indicate selecting appropriate tools. 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.

materials and equipment. tools and equipment after use – tidying the work environment – reporting unsafe equipment and/or dangerous situations. instruction and assessment Teacher • explicitly teaches. 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. 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. tool and equipment safely in the context of projects • carry and transfer tools. and the use of personal protective equipment in the context of the project • explicitly teaches routines to maintain and care for tools. potting mix. materials and tools to their storage space after use – carrying out routines for the cleaning of materials. under supervision and in accordance with instructions. safely. materials and tools. Oral. eg mixing nutrient solutions in the correct ratios for a hydroponic system • apply routines to appropriately maintain and care for materials. 14 Students learn about Students learn to Integrated learning experiences.13. materials and equipment safely • Appropriate and safe use of tools and personal protective equipment may involve demonstrating safe practices in the use of equipment. LS. tools and equipment appropriately • regularly clean materials. pesticides and herbicides • use materials. materials and tools. This may involve: – putting on safety equipment. Students • use tools and personal protective equipment safely in the context of the production process. tools and equipment during the production process. Programming and Assessment Focus: Safe use of equipment. • demonstration of routines for the care and maintenance of equipment. fertilisers. 131 . This may include: – returning equipment. 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 undertake regular maintenance • store materials. materials and tools. tools and equipment appropriately. 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. agricultural chemicals. demonstrates and supervises the safe use and handling of tools.Life Skills Years 7–10: Advice on Planning. materials and tools Outcomes: LS.

Programming and Assessment Focus: Planting and caring for vegetable plants Outcomes: LS. Oral.5. assists and supervises tending of plants. colour. instruction and assessment Teacher • reviews the step-by-step plan for the production process and assigns tasks to class members • demonstrates. weeding. eg watering. 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. growth rate. eg number.Life Skills Years 7–10: Advice on Planning. Students • engage in the planting and care of plants by following the step-by-step plan.10. assists and supervises planting of seedlings/seeds • demonstrates. 132 . This may involve: – planting seeds in pots or garden beds – transplanting seedlings – tending plants. 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. size. fertilisers.13 Students learn about Students learn to Integrated learning experiences. and yield. materials and tools. Observation and record keeping may involve using information and communication technologies to collect. LS. • recording of the growth of the vegetable seedlings in an appropriate format. This may involve: – observing and/or photographing plants – measuring and/or describing features of plants – tabulating and/or graphing plant development. 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. organise and present information related to an agricultural enterprise.

eg in the fridge or in a dark cupboard – processing vegetables for finished product. 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. 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. Oral. according to weight. instruction and assessment Teacher • demonstrates. 133 . This may involve: – storing vegetables to control the ripening process and preserve quality. eg washing. assists and supervises the harvesting.Life Skills Years 7–10: Advice on Planning. • techniques used to control ripening and preservation postharvesting • use strategies to control ripening processes and preserve crop postharvest • store and/or process vegetables appropriately.5 Students learn about Students learn to Integrated learning experiences. sorting – dividing vegetables into bundles or placing in bags. storage and processing of vegetable produce. process and store vegetable produce Outcome: LS. packaging and labelling products. size or number – preparing. Programming and Assessment Focus: Harvest. Storage and processing of produce may indicate participating in the production process of an agricultural enterprise.

Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • marketing strategies to meet supply. Programming and Assessment Focus: Marketing vegetable products Outcomes: LS. Distribution of products may indicate participating in marketing an agricultural product. Oral. take orders and distribute the vegetable products. Students • produce. 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. display and distribute promotional material to potential customers in the school community. brochures. 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. This may involve: – visiting local retail outlets or markets to explore promotional material. This may involve: – collecting payments – recording payments. design of an order form and demonstration of skills in taking orders for vegetable products • demonstration of skills in distributing vegetable products to customers. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • selection and use of information.Life Skills Years 7–10: Advice on Planning. • 134 .6 Students learn about Students learn to Integrated learning experiences. 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. product presentation and pricing – selecting appropriate advertising material – creating posters from magazine cuttings. images and techniques to create effective marketing materials Collection of orders may indicate participating in marketing an agricultural product.

• communication of their participation in the production process with others in an appropriate format. Oral.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.5. 135 . instruction and assessment Teacher • facilitates students sharing their experiences of the enterprise with others. organise and present information related to an agricultural enterprise. organise and present information related to an agricultural enterprise. LS. 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. 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. Programming and Assessment Focus: Evaluating the vegetable production process Outcomes: LS. This may involve: – displaying the folio/workbook in a prominent place in the school – developing a multimedia presentation. Students • evaluate the vegetable production enterprise in terms of quality and yield. in the folio/workbook. ‘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. 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.Life Skills Years 7–10: Advice on Planning.

1. Materials.5.3 demonstrates safe practices in the use of equipment and the implementation of techniques LS.2 demonstrates safe practices in the use of materials.6.1 recognises that a process is used to develop design solutions such as graphics.12 communicates for a variety of purposes MLS.1 evaluates the work of designers in terms of the benefits to the individual.6.2 explores a variety of materials. desktop publishing. techniques and processes.2 participates in producing design projects LS. tools and equipment.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. For students working towards Life Skills outcomes in regular classes.1.1 selects and uses appropriate processes and techniques in the context of producing design projects LS.1 evaluates the success of projects Information and Software Technology LS.3.6. 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.2 selects appropriate tools to undertake projects Visual Arts LS.3 uses a variety of techniques to present information and software technology solutions.4 responds to the language of position LS. 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). A range of technologies may be used in constructing and/or embellishing the storage device.4 cares for materials. Life Skills Outcomes Resources A student: A variety of storage devices and items to be stored Access to computer hardware such as digital cameras. Links A student: A student: English Mathematics LS. word-processing. 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. 136 .6. Students may develop their own designs.2. spreadsheets.1 recognises that a process is used to design and make projects SGLS. tools and techniques by students is essential in the Design and Technology course.3. eg cake boxes and gift bags LS.6. Safe and responsible use of materials. Teachers should consider this when delivering this unit of work.6 uses the language of measurement in everyday contexts LS.1 gathers and uses information to generate design solutions Examples and images of completed projects and modifications/embellishments LS. scanners and computer software LS. individualise a design provided by the teacher or embellish a completed storage device.Life Skills Years 7–10: Advice on Planning. Programming and Assessment 9. tools and equipment appropriate to the selected project society and environments Off-cuts and samples of materials for practice purposes LS.2 considers factors that influence design Access to books and other print and electronic media for research LS.2 uses a variety of technologies to present design solutions Prefabricated templates from which to construct the project. LS.5 uses the language of position in a variety of situations LS. multimedia LS.5.2. tools and equipment SGLS.1 selects and uses appropriate materials to undertake projects LS.5.5 responds to the language of measurement in everyday contexts Industrial Technology MLS.1.

2. string bags. hot and cold drinks/food. • 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. 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. bags. LS.1. eg lockers. eg fridge. Programming and Assessment Focus: Function of storage devices Outcomes: LS.2 Students learn about Students learn to Integrated learning experiences. LS. plastic bottles • displays a variety of items to be stored. eg CDs. cupboards. Students • identify storage devices that are commonly used in the home and the items that are stored in them.Life Skills Years 7–10: Advice on Planning. wardrobes. eg plastic bags.5. instruction and assessment Teacher • displays a variety of storage devices. 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. shoe boxes. tubs. continued 137 . Experimenting with a range of storage devices to store and carry a range of items may involve 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. Oral. canisters.1. storerooms • factors that influence design • • experiment with storing and carrying items in a range of devices. cupboards.1. 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.

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.Life Skills Years 7–10: Advice on Planning. 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. 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. Programming and Assessment Focus: Function of storage devices (cont) Outcomes: LS. eg chemicals and medication in childproof containers. 138 . These may include: – safety. security and privacy that influence the way people store items. 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. Oral.1. eg cash and valuables in lockable cash box or safe – privacy.2. instruction and assessment Students • explore factors such as safety.1. food in refrigerator or cool pack – security. LS.5. knives in knife blocks.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’: • identification of the factors that lead to the way we store items • recording of their participation in the design process in an appropriate format.1.

1 Students learn about Students learn to Integrated learning experiences. 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. 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. 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. a CD holder.1. instruction and assessment Teacher • provides examples.2. portability. images and diagrams of a range of storage devices.3. 139 . school bag. LS. dimensions. Oral. handbag/wallet. aesthetics.Life Skills Years 7–10: Advice on Planning. functions. Examples could include packaging for food products. durability and cost. Programming and Assessment Focus: Exploring features of storage devices Outcomes: LS. Students • explore features of storage devices such as placement.

Life Skills Years 7–10: Advice on Planning. prefabricated projects such as magazine holders. Oral. and/or internet. stencils. Oral.1 Teacher • provides a personalised step-by-step plan of the steps in the production process. changing the surface newspapers. CD-ROMs – selecting an appropriate construction kit or prefabricated storage solution.1. Students • the steps in a design • recognise the steps in a • recognise the steps in the personalised step-by-step plan. 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. Students • producing a design • participate in producing a • select a storage design project. bags made from textiles. sources electronic media. the texture of a container. This may include: project design project – personalising an existing storage solution. instruction and assessment Evidence of learning (words in italics refer to Life Skills outcomes) Feedback Teacher • provides examples of storage design projects.5. adding form a variety of information including material to stabilise an object such as Velcro. Programming and Assessment Focus: Selecting a storage design project Outcomes: LS. Focus: Planning steps for producing the storage design project Outcome: LS.1. decoupage. adding handles. 140 . and/or – producing a storage design project from personal research. LS.6. 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. eg CD holders made from timber or acrylics. libraries.1 Students learn about Students learn to Integrated learning experiences. commercially produced kits and gift bags • provides access to research materials for the development of a 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. attaching a lock onto a container. eg using • obtaining information • access sources of colour. Identification of the steps for producing the project may indicate recognising that a process is used to develop design solutions. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ selection of an appropriate project.

equipment and materials in producing the storage design project Outcomes: LS. tools and equipment. instruction and assessment Teacher • explicitly teaches and models safe work practices when using materials.4 Students learn about Students learn to Integrated learning experiences.3. 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. 141 . 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. tools and equipment. • demonstration of the skills to care for materials. tools and equipment to their storage space after use – tidying the work area. tools and equipment. tools and equipment store materials. materials and equipment. tools and equipment in the context of the project. tools and equipment appropriately • keep workplaces clean and tidy • • follow routines to care for and store materials.6. tools and equipment may indicate caring for materials. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • demonstration of safe practices when using materials. tools and equipment – using materials. equipment and tools that make them dangerous • use materials. Students • use safe work practices when using materials. This may include: – returning materials. Programming and Assessment Focus: Safe use of tools. Following routines to care for and store materials. tools and equipment • identify properties of materials.6.Life Skills Years 7–10: Advice on Planning. This may include: – recognising rules for the safe use of 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. power tools and appliances – handling and using machine and computer equipment – safe lifting practices • routines for care of materials. LS. Oral.

1. Programming and Assessment Focus: Producing a storage design project Outcomes: LS. 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. LS. and/or – assembling a construction kit or prefabricated storage device. 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. This may include selecting and using appropriate processes and techniques in: – constructing a storage device. Oral.2 Students learn about Students learn to Integrated learning experiences. 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.Life Skills Years 7–10: Advice on Planning.6. Students • engage in the process for producing a storage device by following the personalised step-by-step plan. and/or – personalising an existing storage device. 142 .6.

LS.Life Skills Years 7–10: Advice on Planning. 143 . 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. 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. portability and durability. instruction and assessment Teacher • assists students to evaluate their project’s suitability for intended use. 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. Peer and self-feedback on the storage device.2 Students learn about Students learn to Integrated learning experiences. Oral.6.2.6. 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. Students • evaluate their storage design project in terms of dimensions.1. aesthetics. • a variety of communication techniques • use techniques to communicate ideas • share the information in their folio with others. 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. LS. Feedback from others on the folio. Oral.

4.8 responds to increasingly complex written texts NLS. material.4. For students working towards Life Skills outcomes in regular classes.Life Skills Years 7–10: Advice on Planning. Life Skills Outcomes Resources A student: Examples of foods served at special occasions and celebrations LS.5. Students plan and prepare a range of food items in the context of small-scale catering activities for celebrations within the school. 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.2 demonstrates safe practices in the use of materials. handling and Ingredients.1 demonstrates hygienic and safe practices in the selection. techniques and processes LS. Links A student: A student: English Mathematics LS.5 responds to the language of measurement in everyday contexts Languages MLS.2 recognises the significant role of food in society.1 recognises language that is descriptive of number LS. responses or a point of view.1 participates in making food items Access to computers and appropriate software to present information LS. Personal Development. 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. equipment and appliances necessary for the preparation and serving storage of food of celebration foods LS.13 demonstrates appropriate behaviours associated with eating and drinking Visual Arts LS.5.5 recognises fractions in everyday contexts Industrial Technology NLS.10 estimates and measures mass 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).2 explores their own and other cultures MLS.6.4 cares for equipment LS. Safe and responsible use of materials.6 uses the language of measurement in everyday contexts MBC. Programming and Assessment 9.1 experiences cultural diversity MLS. Students demonstrate safe handling.5. Health and Physical Education LS.6 uses fractions in everyday contexts LS1.6 makes a variety of artworks that reflect experiences.1.2 explores a variety of materials.5.2 uses appropriate equipment and techniques in making a variety of food items LS. 144 .3 recognises the contribution of different cultures to Australian society.2 listens for a variety of purposes in a range of contexts NLS. preparation and storage of food items in the context of small-scale catering projects.9 estimates and measures capacity MBC.1 gathers and uses information from a variety of sources Recipes and images of celebration foods LS.12 makes healthy nutritional choices LS.3 demonstrates safe practices in the making of food items LS. tools and equipment MLS.2 uses a variety of communication techniques Access to electronic and print media for research LS. tools and techniques by students is essential in the Food Technology course and teachers should consider this when delivering this unit.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.

LS. lunch at school.2 Students learn about Students learn to Integrated learning experiences. Oral. 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. • recognise meals that are shared with others in the home. celebrations • recognise food associated with celebrations and special occasions. continued 145 . LS. BBQ with friends. Identification of foods eaten on special occasions may indicate recognising the significant role of food in society. 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. Programming and Assessment Focus: The significance of food in celebrations Outcomes: LS. school and community. 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.4.2. Students • recognise food eaten on a daily basis. 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.4. eg breakfast at home.Life Skills Years 7–10: Advice on Planning.1.6.

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. and the foods traditionally served.2.2 Students learn about Students learn to Integrated learning experiences.6. 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.4. menus. Feedback Oral. eg cultural. internet. 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.4. instruction and assessment establish and maintain a folio recording their involvement throughout the unit in a folio. 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. • • 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. LS.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. religious or social. • communication of their information on the role of food in society to others in an appropriate format. LS. 146 . Programming and Assessment Focus: The significance of food in celebrations (cont) Outcomes: LS. recipes.1.

instruction and assessment Teacher • explicitly instructs and demonstrates the use of personal protective equipment. Oral. 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. eg ice cream in the freezer. Students • recognise and identify safe and unsafe food in the context of making food items. sour milk (smell). 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. handling and storage of food. • 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.1 Students learn about Students learn to Integrated learning experiences. 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. This may include: – checking for observable contamination. eg mouldy bread (appearance). and the safe selection. • demonstration of the correct procedures for storage of food. handling and storage of food. eg refrigerate/cover food – retain hot and cold food at correct temperature. handling and storage of food. Programming and Assessment Focus: Hygienic and safe practices Outcomes: LS. 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. handling and storage of food. Evidence of learning (words in italics refer to Life Skills outcomes) Feedback hygiene and safe practices in the selection.1. keeping chilled foods cool. returning dairy products to the fridge immediately after use.Life Skills Years 7–10: Advice on Planning. 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. 147 .

internet. LS. Students • identify a variety of food items suitable for a special occasion such as a birthday celebration for a class member.Life Skills Years 7–10: Advice on Planning.2 Students learn about Students learn to Integrated learning experiences. LS. LS.1.2. LS. a thank you morning tea or a multicultural day. continued 148 . LS. LS. LS.4.5.5. eg recipe books. 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.1. Oral. print media. 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. the internet. ingredients.6. This may include: – indicating the special occasion and/or invited guests being catered for – examining. 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.1.5.4.1. CD-ROM Identification of a range of food options may involve gathering and using information from a variety of sources. utensils and appliances.2.5. library. Programming and Assessment Focus: Special occasion catering Outcomes: LS.3.4. tasting and selecting food items from a variety provided by the teacher – locating recipes appropriate to the occasion from a variety of sources.

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.

150

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

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).

151

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

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

eg badge. Oral.Life Skills Years 7–10: Advice on Planning. letterhead • explicitly teaches the use of freehand sketches to express ideas. Programming and Assessment Focus: Developing a logo design Outcomes: LS.1.2 Students learn about Students learn to Integrated learning experiences. • using a design process in the context of a project • refine ideas using a variety of techniques • refine ideas about preferred logo design.1. 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. 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. team T-shirt. simple conventions for making drawings and techniques for refining ideas. 154 .1. Students • identify a preferred logo design. instruction and assessment Teacher • assists students to develop a logo design for personal or group identification. 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. LS.

Programming and Assessment Focus: Planning steps to produce the logo Outcome: LS. Students • recognise the steps in the personalised step-by-step plan. 155 . visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ identification of the steps involved in producing their project. 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. instruction and assessment Teacher • assists students to develop a step-by-plan for producing the logo.Life Skills Years 7–10: Advice on Planning. 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.1.1 Students learn about Students learn to Integrated learning experiences.

LS. resizing objects. continued 156 . shade. grouping objects. Teacher demonstration of skills and techniques. 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. eg drawing regular geometric shapes.1. instruction and assessment Teacher • explicitly teaches the skills to use. eg using set squares. use of colour.5.4.2. Safe and appropriate use and storage of equipment may indicate demonstrating safe practices in the use of tools.Life Skills Years 7–10: Advice on Planning. 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. LS. eg using tool bars to create shapes. Students’ demonstration of skills and techniques in the context of producing a logo. Students’ demonstration of the safe use and storage of tools and materials.1.1 Students learn about Students learn to Integrated learning experiences.1. tone • explicitly teaches and demonstrates the skills for freehand drawing. eg sketching straight lines and curves • explicitly teaches and demonstrate the skills for manual drawing techniques. care for and store drawing equipment and drawing media safely and appropriately • explicitly teaches and demonstrates appropriate drawing techniques. using simple geometric constructions. compass • explicitly teaches and demonstrates skills for using paint/draw programs and making computer-aided drawings. materials and techniques in undertaking a project. materials and techniques in undertaking a project.1. LS. Programming and Assessment Focus: Producing the graphics project using appropriate equipment and techniques Outcomes: LS.

LS. continued 157 . 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.1.4. Programming and Assessment Focus: Producing the graphics project using equipment and techniques (cont) Outcomes: LS.1. 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. Oral. instruction and assessment Students • recognise and experiment with drawing media in the context of producing a logo design.5. 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. LS. 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.2. 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.1.1 Students learn about Students learn to Integrated learning experiences. • completion of final drawings. 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.1. LS.Life Skills Years 7–10: Advice on Planning.

Focus: Evaluating the logo design Outcomes: LS. Oral. 158 . instruction and assessment Students • produce and apply logo design to items for personal or group identification.2. LS.Life Skills Years 7–10: Advice on Planning. 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. 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.5.1. 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.1. LS.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.1 Teacher • assists students to evaluate their logo design • assists students to share their logo design with others. 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. 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. LS. Students • evaluate the success of the logo design in terms of aesthetics and function. LS.1.4. 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.4. It may involve using computerbased presentation techniques. LS. Others provide feedback on the success of the logo.1. This may include: – obtaining feedback from others – answering questions such as.1 Students learn about Students learn to Integrated learning experiences. This may include incorporating the logo onto personal and/or group items such as: – badges – team T-shirts – letterhead.1.1.2.

6 makes a variety of artworks that reflect experiences.9 demonstrates skills for effective participation in the workplace.3 uses a variety of techniques to present information and software technology solutions.3 demonstrates safe practices in the use of equipment and the implementation Work Education of techniques LS.5 responds to 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.1 develops innovative design solutions Visual Arts LS. Programming and Assessment 9.2.2 participates in producing design projects of view LS.5. Information and Software Technology LS. and decorative finishes LS.1 uses skills and processes in a variety of contexts and projects Images of items that would be stored in various timber boxes LS. For students working towards Life Skills outcomes in regular classes. techniques and processes producing design projects LS.1. personalise a design or embellish an existing timber box with appropriate decorations. tools and techniques by students is essential in the Industrial Technology course.1.2 explores a variety of materials.6 evaluates the success of projects.1.1 uses a variety of communication techniques in the context of undertaking Digital camera projects Research materials including access to the internet and library LS.1 recognises that a process is used to develop design solutions MLS.4. Life Skills Outcomes Resources A student: Examples of timber boxes.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.5.6.1 recognises that a process is used to design and make projects Images and designs of projects and completed projects LS.6. 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.Life Skills Years 7–10: Advice on Planning.4.2 considers factors that influence design MLS. 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). Safe and responsible use of materials. materials. 159 . tools and equipment Pre-cut pieces and/or kits for construction LS.1 selects and uses appropriate processes and techniques in the context of LS.1 recognises safe and unsafe conditions in the context of undertaking a project Hand and power tools LS. Links A student: A student: Design and Technology Mathematics LS.2 demonstrates safe practices in the use of materials. Students design their own timber utility box. responses or a point LS. Teachers should consider this when delivering this unit.6 uses the language of measurement in everyday contexts LS. development and production of a timber utility box.

1 Students learn about Students learn to Integrated learning experiences. 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.2. strength and type of handles. 160 . Programming and Assessment Focus: Exploring the function of a variety of timber boxes Outcome: LS. number of compartments. Oral. eg Would I store my tools in a trinket box? – recognise the features that enhance the function of a variety 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. Students • explore the function and features of a range of timber boxes. eg lids.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 the design features and functions of a range of timber boxes. closing devices. 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. instruction and assessment Teacher • displays a variety of timber boxes • assists students to consider the features and purpose of a range of timber boxes.

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. 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.Life Skills Years 7–10: Advice on Planning. Oral. Students • recognise the steps in the personalised step-by-step plan to complete the project. Students • select a project from the range of options provided according to their personal preference. Recognising the planning steps to complete the project may indicate recognising that a process is used to design and make projects. LS. Programming and Assessment Focus: Choosing a timber box project Outcomes: LS.2. 161 .2. 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. • 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.1. This may involve: – following through each step of the plan recognising the activities at each step. eg trinket box for jewellery.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. Oral. box for tools/sports equipment/games/CDs. instruction and assessment Teacher • provides examples of completed timber box projects that could be produced.4. 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.1 Students learn about Students learn to Integrated learning experiences.

eg hammers. Programming and Assessment Focus: Safe use of materials. chisels • provides opportunities for supervised practice in the use of materials.1.Life Skills Years 7–10: Advice on Planning.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.2. tools and equipment. 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. equipment and tools which make them dangerous • explicitly teaches and demonstrates the use of a range of hand tools. tools and equipment Outcomes: LS. Oral.3 Students learn about Students learn to Integrated learning experiences. continued 162 .1. tools and equipment. Students • demonstrate safe practice in specialist rooms. eg mask. LS. instruction and assessment Teacher • reviews factors that influence safety in a specialist area • explains the properties of materials.1. LS. screwdrivers. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ demonstration of safe practice in specialist rooms.

safe carrying techniques for a length of timber. This may involve responding to teacher instruction. • demonstration of the safe storage of materials. 163 . 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. tools and equipment safely – use materials.1. This may include: – returning materials. Programming and Assessment Focus: Safe use of materials. tools and equipment (cont) Outcomes: LS. tools and equipment. eg safe handling of a hammer. measure. LS. eg – flammability – toxicity – sharpness – weight – temperature – moving parts – electrical operation Oral. power tools and machines. power tools and machines • factors that influence safety • carry and transfer materials. safe use of adhesives. tools and equipment handling and using a variety of equipment including machine tools and computer equipment • caring for hand tools. tools and equipment during the production process may indicate caring for hand tools.1.1. equipment. tools and equipment during the production process. tools and equipment safely • undertake regular checks of hand tools.1. power tools and machines • recognise factors that influence safety in specialist rooms – storage: tools. equipment and tools that make them dangerous. instruction and assessment Students • use 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. tools and equipment safely and appropriately under supervision to mark. join and finish materials Evidence of learning (words in italics refer to Life Skills outcomes) Using materials. safe passing techniques for chisels.2. applying paint/varnish in a well-ventilated area – using materials. hazardous substances • • care for and store materials. LS. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • demonstration of safe and appropriate use of materials. tools and equipment appropriately and safely under supervision. cut shape.3 Students learn about Students learn to Integrated learning experiences. tools and equipment. tools and equipment. modelling and prompting in: – recognising the rules for the safe use of materials. Caring for and storing materials. tools and equipment to their storage space after use – tidying the work area – reporting unsafe equipment and or dangerous situations.Life Skills Years 7–10: Advice on Planning. materials.

instruction and assessment Teacher • reviews the personalised step-by-step plan for the production of the timber box.5. oil in a well-ventilated area – applying appropriate decorations such as decoupage. nails. 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. varnish. joints – constructing their timber box using techniques such as turning of handles. LS.1 Students learn about Students learn to Integrated learning experiences. eg paint.2. 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. screws.Life Skills Years 7–10: Advice on Planning. stencils – fitting hardware such as handles and locks Evidence of learning (words in italics refer to Life Skills outcomes) Feedback continued 164 .1. Programming and Assessment Focus: Producing a timber box Outcomes: LS. surface decoration – preparing/sanding surface in readiness for applying selected finish using appropriate hand or power tools – applying appropriate finishes.

1. equipment and tools that make them dangerous. 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. 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. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of the steps needed to produce the project.1 Students learn about Students learn to Integrated learning experiences. 165 . 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. Oral. eg – flammability – toxicity – sharpness – weight – temperature – moving parts – electrical operation • Teacher demonstration of skills and techniques. Teacher guides and reinforces students’ skill development in the context of producing the project.2.5.Life Skills Years 7–10: Advice on Planning. LS.

6. Programming and Assessment Focus: Evaluating the timber design project Outcomes: LS. eg ‘Could you demonstrate how the timber box will be used?’. need to be made • share their completed project with others. if any. LS. 166 . drawings and/or text to demonstrate the stepby-step plan used to produce the project. tools and processes used in the project is outlined. • sharing of their completed project with others in an appropriate format. if any. This may include: – responding to questioning.4. 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. video. ‘What changes. The project report could also include information about 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. This could be done through photographs. ‘What do you like best about the way it looks?’. 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. Oral. 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. Students • evaluate their timber box in terms of function and aesthetics. 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. if any. need to be made?’ – preparing a project report in which information about the materials.Life Skills Years 7–10: Advice on Planning.1 Students learn about Students learn to Integrated learning experiences.1. 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.

1.4. 167 . current and emerging information technologies LS.2. 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. printer. Programming and Assessment 9.5.7 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 uses a range of hardware LS.1 uses information and software technology to participate in and manage their Hardware: personal computer.5. Life Skills Outcomes Resources A student: Software: word-processing.Life Skills Years 7–10: Advice on Planning. Safe and responsible use of materials.1 uses information and software technology in solving a range of problems 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 explores the impact of past.3 uses a variety of techniques to present information and software technology solutions. adaptive technology LS.2. Students learn to operate a variety of computer hardware and software in the creation of a multimedia presentation to record a significant school event.1.1 demonstrates communication skills in the development of information and software technology solutions LS.2 uses collaborative skills in the development of information and software technology solutions LS. voice output device. environment data projector. digital camera. internet access LS.3 uses a range of software programs LS. graphics.2 evaluates information and software technology solutions LS. Teachers should consider this when delivering this unit of work.1. scanner.5. tools and techniques by students is essential in the Information and Software Technology course.

5 recognises visual texts in a range of contexts LS.4.2 uses a variety of communication techniques.5.1.5 uses the language of position in a variety of situations.2 uses a variety of techniques to present design solutions LS.MLC.1 uses skills and processes in a variety of contexts and projects LS.2 undertakes graphical presentations to communicate ideas LS. 168 .4 responds to the language of position SGLS.4 explores ways in which meaning is conveyed by written language Mathematics SGLS.3 explores ways in which meaning is conveyed by spoken language LS. Programming and Assessment Links A student: Design and Technology LS.4.1 gathers and uses information from a variety of sources LS.1 recognises the use of graphics technology in a variety of contexts Industrial Technology LS.6.5. For students working towards Life Skills outcomes in regular classes.4.6.6 uses visual texts in a range of contexts LS. Digital Media Project’ in Information and Software Technology Years 7–10: Advice on Programming and Assessment (pp 41–48).10 composes increasingly complex written texts LS.2.6.1 selects and uses appropriate processes and techniques in the context of producing design projects LS.2 participates in producing design projects English LS.6.14 communicates with a range of audiences Food Technology LS.12 communicates for a variety of purposes LS.1 uses computer-based presentation techniques LS.4.1 recognises appropriate techniques for a variety of projects LS.3 uses technology and aids to communicate with a range of audiences LS. teachers may wish to link the activities in this unit with the Stage 5 unit ‘Option 4. A student: Graphics Technology LS.1 uses a variety of communication techniques in the context of undertaking projects LS.Life Skills Years 7–10: Advice on Planning.MLC.1 evaluates the success of projects Languages LS.

Life Skills Years 7–10: Advice on Planning.1. LS. • demonstration of use of personal technology devices in the context of managing their environment.1. Programming and Assessment Focus: Exploring current and emerging technologies Outcomes: LS.5.3 Students learn about Students learn to Integrated learning experiences.1.4.5. Students • recognise their own personal technology devices. 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. LS. LS. Oral. 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. 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. 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.1. continued 169 .

LS. 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.1. game boys. instruction and assessment Students • identify ways in which technology impacts on daily life. 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. This may include: – identifying technology items that have improved communication between people. 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. Walkman. in both the home and school. • recording of their participation in the design process in an appropriate format.1.1. eg mobile phones. 170 .Life Skills Years 7–10: Advice on Planning. 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. current and emerging information technologies.1. Programming and Assessment Focus: Exploring current and emerging technologies (cont) Outcomes: LS. LS. email – identifying technology items that have impacted on personal and group recreation and leisure activities such as television.5.3 Students learn about Students learn to Integrated learning experiences.5. videos.4. Feedback • the impact of changing technology in school and community contexts • explore the changes that technology has made to daily life Oral.

Programming and Assessment Focus: Selecting a design project Outcome: LS. 171 . eg digital photographs to show students enjoying lunch time.2. This may involve: – indicating events which are of particular interest – making suggestions about the best ways to communicate about school events. Oral. Students • explore appropriate information and software technology options for communicating about school events. audio recording of a school assembly. 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.1 Students learn about Students learn to Integrated learning experiences. 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. 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. video of dance performance.Life Skills Years 7–10: Advice on Planning.

LS.1. multimedia software and word-processing. 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. 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.1. 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.5.3.Life Skills Years 7–10: Advice on Planning. Oral. 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. audio recorder. 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. Programming and Assessment Focus: Following the plan to produce the project Outcomes: LS. publicity. LS. instruction and assessment Teacher • demonstrates and explicitly teaches students to operate a range of hardware and software. computer peripherals such as scanner • assists students to develop a step-by-step plan to produce the multimedia presentation of the significant school event.2. eg digital and video camera. authors.2. continued 172 . LS.3 Students learn about Students learn to Integrated learning experiences.2.

Students may: – activate the application – monitor the presentation and cue slides – make adjustments to the presentation. 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. instruction and assessment Students • compile the final multimedia presentation. Oral.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.1.1.2.3. LS. 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. LS. 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. Programming and Assessment Focus: Following the plan to produce the project (cont) Outcomes: LS.3 Students learn about Students learn to Integrated learning experiences. continued 173 . 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.5. LS.Life Skills Years 7–10: Advice on Planning. 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.

LS.1. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ evaluation of their project in terms of its effectiveness.1.3 Students learn about Students learn to Integrated learning experiences. instruction and assessment Students • evaluate their project in terms of its effectiveness. ‘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. time.2.2. ‘What did other people like about the presentation?’. LS.3. Feedback • evaluating a project in terms of available resources. effectiveness • • evaluate strategies makes suggestions for improvement Oral.2. 174 . 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?’. Evidence of learning (words in italics refer to Life Skills outcomes) Evaluating their project may indicate evaluating information and software technology solutions. LS. cost.Life Skills Years 7–10: Advice on Planning. Programming and Assessment Focus: Following the plan to produce the project (cont) Outcomes: LS.5.

1 applies appropriate evaluation techniques to a textiles project.5 uses the language of position in a variety of situations LS. eg dyes. embellishments.4 responds to the language of position Industrial Technology SGLS. Links A student: A student: English Information and Software Technology LS.1 gathers and uses information for design purposes the project LS.12 communicates for a variety of purposes LS. Teachers should consider this when delivering this unit of work.4.2 demonstrates safe practices in the use of materials.1 demonstrates skills and techniques in the context of a textiles project LS. techniques and processes.3.6 uses the language of measurement in everyday contexts undertaking a project SGLS.6. tools and techniques by students is essential in the Textiles Technology course. fabric paints. Safe and responsible use of materials.3 uses a variety of techniques to present information and software technology LS.2.Life Skills Years 7–10: Advice on Planning.5. Programming and Assessment 9.1 evaluates the design of clothing and household items in terms of function and Digital camera. Life Skills Outcomes Resources A student: Stimulus materials such as fabrics. 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. lace.14 communicates with a range of audiences solutions Graphics Technology Mathematics LS.2 demonstrates safe practices in the use of equipment and the implementation of techniques LS.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. LS. tools and equipment Visual Arts LS. personalise a design or embellish an existing fabric item with appropriate decorations.2 explores a variety of materials.1 selects and uses appropriate materials to undertake projects LS. yarns and fibres appropriate to intended use Equipment and materials for decoration.3 undertakes textiles projects LS.5.5.2 uses a variety of techniques to present design ideas and solutions 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). Students may design a decorated fabric item.5. completed projects LS.1. For students working towards Life Skills outcomes in regular classes.6. materials and techniques in MLS. computer and appropriate software aesthetics Wall chart or handout illustrating a flow chart or step-by-step instructions for producing LS.4. stencils LS. glue. 175 .1 evaluates the success of projects.1 demonstrates safe practices in the use of tools.1.1 selects fabrics.5. 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.

Oral. matching and sorting samples of fabrics and embellishments – comparing the texture. 176 . Programming and Assessment Focus: Exploring fabric design projects Outcomes: LS. 2. 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. iron on transfers. This may involve: – visiting specialist fabric and/or retail outlets – collecting. finished fabric items. colour and weight of fabrics – exploring examples of decorative techniques and embellishments. • recording of their participation in the design process in an appropriate format. instruction and assessment Teacher • presents a variety of completed fabric design items. 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. 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.4. Students • explore a range of fabrics.4. patterns.1. finished fabric items.2 Students learn about Students learn to Integrated learning experiences. decorative techniques and embellishments may indicate selecting fabrics. tie dye. LS. Evidence of learning (words in italics refer to Life Skills outcomes) Feedback fibres. 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. glued trimmings. LS. cushion covers. eg fabric painting using hand prints. theatrical costumes • arranges a visit to fabric outlets to explore the texture. batik.1. permanent markers. quilt covers. patterns. transfer crayons. decorative techniques and embellishments.Life Skills Years 7–10: Advice on Planning.1. yarns and fibres appropriate to intended use and/or gathering and documenting information for design purposes.1. LS. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • identification of a range of fabrics. fabric products. eg T-shirts. 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.

1. Selecting appropriate techniques for making fabric items may indicate demonstrating skills and techniques in the context of a textiles project. Oral. Students • determine their preferred fabric design item. Programming and Assessment Focus: Selecting a fabric design project Outcomes: LS. eg glueing. Selecting appropriate designs and techniques for decoration may indicate demonstrating skills and techniques in the context of a textiles project. eg cushion cover for their bedroom.Life Skills Years 7–10: Advice on Planning. 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. This may include indicating a preference for: – decorating an existing item. eg a bandanna for a school dance party • select techniques for producing the item. • selection and demonstration of appropriate designs and techniques for decorating their fabric item. LS. beads. eg iron-ons.5. sequins. or – making and/or decorating an item. iron-on tape. 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.5.4. fabric paint. tie dying/batik printing.2. or – making and decorating an item. appliqué and embroidery. instruction and assessment Teacher • assists students to select a fabric design item. 177 . LS.3 Students learn about Students learn to Integrated learning experiences. eg a T-shirt or quilt cover.

tools and equipment. 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.2 Students learn about Students learn to Integrated learning experiences.5. Oral. 178 . visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ demonstration of safe use of 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.Life Skills Years 7–10: Advice on Planning. Students • use materials. Programming and Assessment Focus: Safe use of tools and equipment Outcome: LS.

recognising the activities at each step to make and/or decorate the fabric item. attaching fasteners. threading a needle. Oral. 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. threading a sewing machine.5. LS. 179 . Engagement in making and/or decorating of a fabric item may indicate undertaking textiles projects. 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. 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.Life Skills Years 7–10: Advice on Planning. Programming and Assessment Focus: Producing a fabrics design project Outcomes: LS. Students • demonstrate the skills and techniques required for the completion of the fabric item.3 Students learn about Students learn to Integrated learning experiences. 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. eg using fabric glue.1. using scissors to cut material • reviews the personalised step-by-step plan for the production of the fabric item. modelling each step as required. This may involve: – including the step-by-step plan in their folio – following through each step of the plan.5.

Students • evaluate their textiles project. 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. • sharing of their information and fabric item with others in an appropriate format. LS.1 Students learn about Students learn to Integrated learning experiences.2. 4. 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. 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.Life Skills Years 7–10: Advice on Planning. functionality. durability and costeffectiveness • respond to questions. 180 . Programming and Assessment Focus: Evaluating the fabrics design project Outcomes: LS. Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • evaluating a project in response to aesthetic appeal. Oral. 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.6. 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.

experiment with body movements and create and perform movement/dance sequences.6 Photographic and Digital Media Shapes and Shadows 181 . action! 10. characters. 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. situations and actions through a range of activities.4 Drama Roles. and explore ways in which environmental sounds may be incorporated into musical works. shadow and shape.boardofstudies. in pairs and as part of a group.5 Visual Design My Magazine 10. Students participate in scenarios where role-taking is used to expand and enhance students’ participation in real-life experiences.2 Visual Arts ‘I am’ 10. magazine covers and posters.nsw. 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. In this unit students explore the design of magazines. In this unit students learn about portraits and self-portraits. their personality and interests to an audience.Life Skills Years 7–10: Advice on Planning. Students also experiment with musical sounds. They explore the work of artists and participate in the development of their own artworks over time. Students investigate 2D and 3D forms such as painting and collage techniques and stencil-making. prints. casts and/or masks. In this unit students are introduced to light and shadow as phenomena in the world around them. A variety of wet and digital photographic activities are suggested as ways of extending this structural exploration of light. In this unit students appreciate and respond to dance performances. students develop self-portraits that may include photographs.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. group and whole class activities. 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.au). stencils. Using the concept of ‘I am’. 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.edu. colours and textures to represent themselves.3 Dance Let’s dance! 10. Unit number 10. explore the relative opacity/translucency of objects and record the shapes caused by shadows. roles. and the work of graphic designers and artists. Students use safe dance practices to engage in activities individually. In this unit students explore characters. 10. Students experiment with light sources to produce and manipulate shadows.

1 responds to auditory cues in a range of contexts LS. group and whole class activities. Programming and Assessment 10.1.MBC. cultural and historical contexts LS.5 experiments in organising musical sounds LS.7 explores the diversity of Australian communities. Click Go the Shears. Students also experiment with musical sounds. vocalisation or instruments to respond to a range of music Contemporary Aboriginal music.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. Life Skills Outcomes Resources A student: Examples of the following types of music – Aboriginal & Torres Strait Islander. For students working towards Life Skills outcomes in regular classes.10 engages in performing. 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. A student: History LS. eg Yothu Yindi. 182 .8 communicates responses to a variety of music LS. and explore ways in which environmental sounds may be incorporated into musical works.1 experiences cultural diversity LS.1 uses movement.1 recognises language that is descriptive of number NLS.2 explores.6 experiments in representing and recording musical sounds 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.10 composes increasingly complex written texts Geography LS. composing and listening experiences for enjoyment.3 recognises and responds to ordinal terms PALS.2 explores own and other cultures Mathematics NLS. sings or plays an instrument eg Waltzing Matilda. Christine Anu.9 recognises the contribution of Aboriginal peoples and other cultures to Australian society Languages LS.9 appreciates a variety of music LS. LS.3 vocalises.MBC. Links A student: Dance LS.2.1 recognises repeating patterns. LS.7 experiences music from a variety of social.Life Skills Years 7–10: Advice on Planning. LS. sings or plays an instrument as part of a group Dreamtime stories LS.4 experiments in making musical sounds LS.1 demonstrates a range of movement skills 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). selects and sequences movement to express feelings and ideas English LS.2 vocalises. Australian folk music.

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 .5 • • making a variety of musical sounds organising musical sounds LS.Life Skills Years 7–10: Advice on Planning.3 performing as part of a group in informal and formal situations 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.2 LS.4 LS.1 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 .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.

and to pass on stories. triangle. 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.Life Skills Years 7–10: Advice on Planning. composing and listening experiences for enjoyment. customs and traditions Students listen to examples of traditional music and respond using: – body movements such as nodding head.7 LS. composing and listening experiences for enjoyment. cultural and historical contexts and/or communicating responses to a variety of music and/or appreciating a variety of music. P – Performing C – Composing L – Listening 185 .10 Integrated learning experiences. social and sacred occasions. cultural and historical contexts and/or using movement. tapping legs. Programming and Assessment Life Skills Outcomes LS.1 LS. Listening to and describing the role of instruments may involve experiencing music from a variety of social. stamping feet – vocalisation and humming – non-melodic percussion instruments such as tambourine. vocalisation or instruments to respond to a range of music and/or engaging in performing.9 LS. Simulating the sounds of traditional instruments may involve engaging in performing. 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. waving arms – body percussion such as clapping hands. 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. to communicate between groups.8 LS. 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. Feedback Oral. eg for ceremonial.

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

Rewriting the lyrics of a song may involve vocalising. Students may: – sing song with accompaniment – discuss the words of the songs – find meanings for slang terms/Australian words. ‘swagman’. P – Performing 187 . Programming and Assessment Outcomes Integrated learning experiences.2 LS.2 LS. composing and listening experiences for enjoyment. ‘billabong’. tapping pencils for the ‘click’) – add percussion part to the melody and accompaniment – discuss the structure of the songs. eg ‘Click go the shears’ (A D E) or ‘Botany Bay’(C F G). ‘Click go the Shears’. Playing chordal accompaniments. 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.10 • Teacher plays examples of traditional Australian folk music. singing or playing an instrument and/or vocalising. 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. visual and tangible feedback prompting by the teacher to encourage and affirm students’ active participation. singing or playing an instrument and/or engaging in performing. eg ‘jumbuck’. 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.10 • Teacher assists students to play chordal accompaniment or bass line to selected songs. eg verse.3 LS. chorus – dramatise a song. ‘ringer’ – experiment with sound sources to find suitable rhythmic accompaniment to songs. singing songs with accompaniment and related activities may involve vocalising. singing or playing an instrument and/or engaging in performing. ‘Botany Bay’ • Students listen to the examples. composing and listening experiences for enjoyment. eg ‘Waltzing Matilda’. instruction and assessment P C L LS. composing and listening experiences for enjoyment and/or communicating responses to a variety of music.Life Skills Years 7–10: Advice on Planning. Feedback Oral. Oral. singing or playing an instrument as part of a group. 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. It may also indicate engaging in performing.8 LS. eg ‘Click Go the Shears’ (rulers on desk.

10 Teacher plays a variety of contemporary music from Australian country music artists. cultural and historical contexts and/or appreciating a variety of music. eg Slim Dusty. Kasey Chambers. 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. A variety of melodic and non-melodic instruments as well as body percussion and vocalisation can be used. and responding to examples of music by Australian jazz artists may involve using movement.3 LS. indicating preferences for. eg lagerphone. Oral.5 • Students experiment with organising musical sounds. Feedback Oral. 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.Life Skills Years 7–10: Advice on Planning. 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. instruction and assessment P C L LS.9 LS. ✓ ✓ ✓ ✓ 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. visual and tangible feedback prompting by the teacher to guide and affirm students’: • indication of preferences and responses to words.7 LS. Vince Jones.1 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. 188 . and assists students to focus on the words. 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. vocalisation or instruments to respond to a range of music and/or vocalising. eg James Morrison. composing and listening experiences for enjoyment. Monica and the Moochers. Programming and Assessment Outcomes Integrated learning experiences. John Williamson. It may also indicate engaging in performing. singing or playing an instrument as part of a group.6 LS.10 LS. Experimenting with structuring musical sounds may involve experimenting in organising musical sounds. melody and instruments used in contemporary Australian music.

Feedback Oral.4 LS.10 Teacher plays a variety of music featuring the sounds of Australia.2 LS. LS. singing or playing an instrument and/or engaging in performing. musical sounds. composing and listening experiences for enjoyment. 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. eg bird calls. Programming and Assessment Outcomes Integrated learning experiences. waterfalls • Students listen to the music and indicate recognition of particular features such as source of the sounds. visual and tangible feedback prompting by the teacher to affirm or encourage students’ active listening and responses to sounds of Australia. Identification of sounds heard outside the classroom may involve engaging in performing.10 • ✓ ✓ Oral. pitch and volume Students create a soundscape of individual sounds identified in the environment in response to teacher cues/prompts.Life Skills Years 7–10: Advice on Planning. 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.6 LS. sound of the weather. Participation in creating a soundscape may involve experimenting in making musical sounds and/or organising. composing and listening experiences for enjoyment.5 LS.10 • Students observe sounds in the environment outside the classroom. city noises • ✓ Evidence of learning (words in italics refer to Life Skills outcomes) Listening to music featuring the sounds of Australia may involve vocalising. 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. P – Performing C – Composing L – Listening 189 . sound of water. instruction and assessment P C L LS.6 LS. eg sounds of living things. visual and tangible feedback prompting by the teacher to guide and affirm students’ active listening and identification of sounds.

Life Skills Outcomes Resources A student: LS. responses or points of • Masks from different cultures.Life Skills Years 7–10: Advice on Planning.MBC.5 recognises visual texts in a range of contexts LS. For students working towards Life Skills outcomes in regular classes.4 explores the ways in which experiences of the world can be communicated in • Portraits and sculptural figures from ancient cultures.1 experiences cultural diversity LS.7 explores how ideas and interests in the world can be represented in their – Egyptian artmaking – Mexican LS.2 explores a variety of materials. Programming and Assessment 10. 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. 190 . students develop self-portraits that may include photographs. 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. techniques and processes Picasso’s Weeping Woman. Pablo LS.8 explores ways to develop ideas in artworks – North American LS. their personality and interests to an audience.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. casts and/or masks. prints. African artworks • portraits from other cultures.5 recognises that various interpretations of artworks are possible • Gordon Bennett’s I am LS.1 recognises language that is descriptive of number MLS.6 makes a variety of artworks that reflect experiences. 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).5 uses the language of position in a variety of situations. 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. Vincent Van Gogh’s Self-portraits LS.MBC. Egyptian. Using the concept of ‘I am’. techniques and processes to make artworks.4 investigates how people lived in various societies over time. – African – Warrior masks – Masks for protection and camouflage – Masks for use in cultural celebrations • Materials for creating collages.2 explores own and other cultures Mathematics NLS. A student: Languages LS. stencils. colours and textures to represent themselves. stencils and portraits • Materials for creating surface effects Links A student: English LS. This may include examples from the following view cultures or types: LS.1 explores the concepts of time and chronology LS. Students investigate 2D and 3D forms such as painting and collage techniques and stencil-making.5 responds to the language of measurement in everyday contexts SGLS. eg Leonardo Da Vinci’s Mona Lisa.9 uses a range of materials. They explore the work of artists and participate in the development of their own artworks over time.4 responds to the language of position SGLS.6 uses visual texts in a range of contexts History LS.1 experiences a variety of artmaking activities • Historical examples from Western Art.

eg 2D forms: wet and dry media. finger painting. paint on paper and other surfaces experiment with a range of materials and techniques. crayon. glazing. Programming and Assessment Life Skills Outcomes Life Skills content Students learn about: Practice • a variety of artmaking activities • • Students learn to: • • • LS. rubbing.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 wet and dry media.3 LS.6 LS. charcoal. splattering.7 LS. rollers. collage.9 the qualities of a variety of materials in 2D forms a range of materials used in making artworks LS. airbrushing.Life Skills Years 7–10: Advice on Planning. stencil making explore the qualities of 2D materials.4 LS.2 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. shading.5 LS. eg painting. impasto. use of sponges. responses or a point of view adapt. responses and points of view • communicating using images from a variety of sources • • • • • • • • participate in a variety of artmaking activities including 2D forms. pencil. spraying/dripping.1 LS. revise and reinterpret an image from an existing artwork to produce a new artwork 191 . ink.

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.

194

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.

196

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.3 recognises and responds to ordinal terms PALS.1 recognises language that is descriptive of number NLS.5.1 responds to auditory cues in a range of contexts LS.3.MLC.1 explores the elements of dance to create movement and communicate ideas LS. (Note: In the syllabus this outcome is incorrectly numbered as LS.11 views and responds to a range of visual texts.4 responds to the language of position SGLS. interpretive or critical Geography LS.1.3 demonstrates an awareness of safe dance practices tempo and volume LS.15 draws on background and experiences to respond to texts in ways that are imaginative.7 explores the diversity of Australian communities Languages LS.3. in pairs and as part of a group.2 responds to the elements of dance in performance LS. 197 .9 participates in a range of physical activities Visual Arts LS.2 listens for a variety of purposes in a range of contexts LS.1. Programming and Assessment 10. pitch.12 communicates for a variety of purposes LS. LS. vocalisation or instruments to respond to a range of music PDHPE LS. responses or a point of view.5 uses the language of position in a variety of situations Music LS.6 makes a variety of artworks that reflect experiences.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 experiences a variety of dance performances LS.1 uses movement.8 demonstrates a range of movement skills across environments LS. 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.2 uses dance technique to communicate • Music from a range of cultural backgrounds. A student: Mathematics NLS. ‘Strictly Ballroom’.1 demonstrates a range of movement skills Fever’ and/or Aboriginal Dreamtime stories conveyed through dance LS.2. media and multimedia LS. music with different rhythm. Life Skills Outcomes Resources A student: • Videos of ‘Swan Lake’.1) Links A student: English LS. ‘Sleeping Beauty’.1 engages in dance activities. ‘Saturday Night LS.14 communicates with a range of audiences LS. experiment with body movements and create and perform movement/dance sequences.1 recognises repeating patterns SCLS.2.4.Life Skills Years 7–10: Advice on Planning. Students use safe dance practices to engage in activities individually. For students working towards Life Skills outcomes in regular classes.2 explores ways in which meaning is conveyed in nonverbal communication. 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).1. selects and sequences movement to express feelings and ideas LS.2 explores.

2.2 • • selecting and sequencing movements to express feelings and ideas structuring movement to express feelings or ideas LS. time and dynamics within the context of dance composition LS.2 • using elements of dance to communicate through movement and dance LS.1.3 • safe dance practices LS.2.1 • the elements of space. eg energy.1 using movement in controlled ways to participate in dance LS. interpretation.2 • • appreciating dance performances appreciating dance as an audience member LS.1. 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.4. 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.Life Skills Years 7–10: Advice on Planning.1.1 LS. time and dynamics to create and communicate meaning • create and organise movement to convey meaning that can be perceived. 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. direction.3. taking account of body position. expression. feelings and ideas through a structured dance • extend their dance performance skills. 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.1 • valuing and appreciating dance 198 .3.

stillness. 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. ‘How does the movement in the dance tell the story?’ ‘What shapes are used and how do they communicate meaning?’.3. using photographs of performers. Sharing their responses to the elements of the dance may indicate responding to the elements of dance in performance. ‘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. drawings and/or written description to focus on the elements of dance and how they were used to make the performance exciting. Feedback LS. eg ‘What feelings or ideas are communicated through the dance?’. Recording responses to dance performances in a journal may involve responding to the elements of dance in performance.2 LS.3. by other students in the school and/or on video excerpts. ‘Sleeping Beauty’. eg the integration of movements. ‘Strictly Ballroom’. joyful. P – Performance C – Composition A – Appreciation 199 . 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. • 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.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.3. rhythmic patterns) and space (shapes) and aspects of relationships that make the performance exciting.Life Skills Years 7–10: Advice on Planning. sad • ✓ Expression of appreciation of dance performances may involve responding to the elements of dance in performance.2 LS. sad • Students demonstrate their appreciation of the dance by applauding at appropriate times • ✓ Oral. joyful. images.3.1 LS. ‘How do the tempo. 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.2 Teacher assists students to recognise the elements of the dance that make the dance performance engaging.3. eg ‘Swan Lake’.

This may be done through activities such as: – performing variations of movements already developed – performing movement in response to other stimuli. curve. assist and encourage students in a range of movement skills. stretching. swaying.1 LS. Teacher focuses students’ attention on movements identified from video excerpts.Life Skills Years 7–10: Advice on Planning. 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. crouching ✓ Oral.2 • Students view a number of short video excerpts showing a range of dance as a stimulus for exploring and experimenting with personal movement. stretch.3 LS. eg fingers. visual and tangible feedback prompting by the teacher to guide and affirm students’ identification of movement skills in dance performances. curve. P – Performance C – Composition A – Appreciation continued 200 .2. Use of physical demonstration to support. Engaging in personal movement may involve demonstrating a range of movement skills and/or demonstrating an awareness of safe dance practices. eg raising an arm – complete a sequence of familiar movements such as walking. curving. marching. eg arch. hands and arms can wave.2.1 LS.1. curve and make shapes. Exploring ways in which their bodies can move may involve demonstrating a range of movement skills.3. such as statue poses. whole body can sway. arching. sway. Oral. kick.1 LS. legs can bend. Feedback LS.3. recordings of didgeridoo music • ✓ ✓ ✓ ✓ Performing variations of movements may indicate demonstrating a range of movement skills and/or using dance technique to communicate. arch. 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. such as bending. shapes – perform single familiar movements. • performance of a combination of movements to communicate ideas. stretch. images of trees swaying in the wind. running incorporating movement variations • Students experiment to increase their repertoire of movements to communicate ideas.1.2 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. visual and tangible feedback prompting by the teacher to guide and affirm students’: • demonstration of a range of movement skills LS.

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.Life Skills Years 7–10: Advice on Planning. music with different rhythm. tempo and volume. eg music from a range of cultural backgrounds.2. size. pitch.2. Focus: Let’s move together LS.3 visual.2 movements/shapes using safe dance practices.2 • • • • • LS. • listening and response through movement to changes in selected music. 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. eg change from a walk to a run. such as tempo. change level of movement in response to pitch ✓ Oral.2. pitch. Feedback LS.2 • Students listen to a range of music as a stimulus for movement and dance. plane in consultation with partners to explore other dimensions – performing individual movements in unison (concurrently).2. pitch. selecting and sequencing movement to express feelings and ideas. as prompted by the teacher – performing individual movements in canon (consecutively) – performing movements which involve interaction between partners ✓ ✓ Oral.1. 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. selecting and sequencing movement to express feelings and ideas and/or demonstrating an awareness of safe dance practices. This may be in response to LS. 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. P – Performance C – Composition A – Appreciation 201 . pitch. 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. level. volume. to the pitch (high/low movements or shapes).2.2. auditory or kinaesthetic stimuli.1 LS.1 • Students work in pairs to combine previously practised or new LS. tempo and volume Teacher assists students to focus on qualities of the music that they hear. It may involve activities such as: – changing spatial aspects of movement such as direction.1 LS. 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. selecting and sequencing movement to express feelings and ideas. eg How would you respond in movement to the tempo (fast/slow).

Life Skills Years 7–10: Advice on Planning.4. and tell the story through dance. • performance of the story sequence. in pairs or groups using safe dance practices Students explore. selecting and sequencing movements to express feelings and ideas.2 LS. visual and tangible feedback prompting by the teacher to guide and affirm students’: • retelling of a narrative/story using safe dance practices LS. This may involve students working individually. sequence and structure movement to express the ideas in the narrative/story provided by the teacher ✓ • Oral. select. or create their own. 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. P – Performance C – Composition A – Appreciation continued 202 . Selecting appropriate dance movement to communicate a narrative/story may involve exploring.1 LS. selection and sequence of movements LS. Feedback LS.3 LS. selecting and sequencing movements to express feelings and ideas.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.2.2.2.2. and using costumes or props if appropriate ✓ ✓ ✓ • exploration.2 • Teacher provides a narrative/story sequence and assists students to re-tell the story using a range of dance movements.3 LS.1 • ✓ ✓ Using dance movements to perform the story sequence may involve exploring.1 • Students select a narrative/story sequence. 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.1.1.1.2 LS.1 LS.

visual and tangible feedback prompting by the teacher to guide and affirm students’ focus and positive response to dance performed by others. 203 .Life Skills Years 7–10: Advice on Planning.3. LS.2 • Students view and respond appropriately to the dances performed by others ✓ Oral. 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.3.1 LS.2 Teacher assists students to maintain their journal to reflect their activities throughout their learning experiences.3. 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. Maintenance of the journal may involve responding to the elements of dance in performance. visual and tangible feedback prompting by the teacher to guide and affirm students’ journal entries. Feedback LS.

11 views and responds to a range of visual texts. Life Skills Outcomes Resources A student: LS. situations and actions through a range of activities.3 recognises and responds to ordinal terms LS.2.4 responds to the language of position LS.1 experiences a variety of drama or theatre performances LS.Life Skills Years 7–10: Advice on Planning. LS.2 listens for a variety of purposes in a range of contexts Mathematics LS.3 recognises that drama and theatre performances can communicate meaning and ideas. 204 .1.2 identifies and responds to the elements of drama or theatre in performances LS. characters. 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).12 communicates for a variety of purposes NLS. roles.4 Drama Years 7–10 Life Skills unit: Roles. For students working towards Life Skills outcomes in regular classes.1 explores characters.1 explores dramatic forms and theatrical conventions LS.2 participates in the preparation of drama works and theatrical productions 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.15 draws on background and experiences to respond to texts in ways that are SGLS. interpretive or critical PDHPE LS. 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.3.1 recognises language that is descriptive of number LS.3.3 participates in drama experiences in which role-taking is used to enhance their understanding of ideas and feelings LS.1. situations and actions through drama activities A range of taped segments from television shows.14 communicates with a range of audiences SCLS. action! Unit title: Roles.3.11 demonstrates safe practices that promote personal wellbeing. 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. videos and DVDs.16 explores social and cultural issues through texts. action! Description: In this unit students explore characters. Links A student: A student: English Languages LS.1.2 explores a variety of playbuilding activities Video camera LS. Students participate in scenarios where role-taking is used to expand and enhance students’ participation in real-life experiences.2.1 recognises repeating patterns LS. roles. media and multimedia NLS.5 uses the language of position in a variety of situations imaginative.9 participates in a range of physical activities LS.13 communicates in a range of contexts PALS. documentaries LS.2 explores ways in which meaning is conveyed in nonverbal communication LS.MLC. characters. Programming and Assessment 10.

TV. stage management and publicity the operation of basic lighting and sound equipment.2 playbuild using a variety of stimuli to communicate dramatic meaning sequence playbuilt scenes in an ordered way LS. 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. or on computer different responses to drama.3 LS.1 LS. such as in drawing or collage. different stimuli (such as place.1. makeup. theme characters and issues) • a dramatic sequence – beginning. such as displaying empathy for a particular character in a drama.1. front of house. Programming and Assessment Life Skills Outcomes LS. anger. 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. climax. personal life • ways to create verbal and non-verbal communication such as voice. excitement in different roles • the use of performance and expressive skills in dramatic presentations such as voice. sets. lighting. publicity.3 • • production elements such as acting.1 Life Skills content Students learn about: • the characteristics of familiar roles/characters from live theatre. applying makeup. movement. literature. costumes. front of house or backstage work appreciating different performances appropriate ways of engaging in audience participation different ways to express ideas about drama. middle. sound.3. 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.3. 1 • • • • • • LS. agreeing with an idea or issue raised in a performance. situation. timing and facial expressions • developing confidence. 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.2.2. finding or making costumes. expressing enjoyment in response to a comedy.Life Skills Years 7–10: Advice on Planning. stance and gesture • the use of improvisation to explore roles/characters and relationships • playbuilding strategies such as improvisation.1. film/video. 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 .3.2 LS.2 • • • • LS. projection. helping with sets. class discussion.

roles. roles. and/or interact with others like the character Identification of the features of characters may involve exploring characters.3. Exploring the role and features of selected characters may involve exploring characters.1. LS. supports and affirms students’ involvement in exploring a character.1. LS. chef. 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.3.3.1. films/videos.2 LS. eg hats or shoes to walk or move like the character.1.1.Life Skills Years 7–10: Advice on Planning. Feedback Oral. LS.1 Students view a range of selected television programs.1 LS3.1.3. situations and actions through drama activities and/or identifying and responding to the elements of drama or theatre in performance. • identification of features of characters Teacher encourages.1 • Students explore the role and features of a selected character. This may involve: – using gestures – using simple props – using simple costume items.2 Outcomes Integrated learning experiences and assessment LS. continued 206 . 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. This may involve: – identifying characters/roles such as policeman. 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. tennis player. situations and actions through drama activities. historical documentaries and/or live theatre presentations. 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. and explore featured characters. Programming and Assessment Focus: Characters in real life Outcomes: LS. pilot.

Exploring verbal and nonverbal communication appropriate to a range of characters may involve exploring characters. modelling or advice to support and affirm students’ exploration of verbal and nonverbal communication appropriate to a range of characters. excitement.1 • Students explore verbal and nonverbal communication appropriate to a range of characters.3 • Evidence of Learning (words in italics refer to Life Skills outcomes) Exploring movement appropriate to a range of characters from television. LS.1. who do they love – how the character treats others LS. eg – use facial expression.1 • Students explore movement appropriate to a range of characters. LS.Life Skills Years 7–10: Advice on Planning. LS. film and/or live productions may involve exploring characters. Feedback Teacher encourages. 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. roles. pain Students set up and participate in a mock interview (hot seating) with one or more characters in role.3.1.3. eg what makes them happy. eg their family. happiness. gesture to communicate feelings such as pride. Students prepare and ask questions to assist in exploring: – the background of the character. situations and activities through drama activities and/or identifying and responding to the elements of drama or theatre in performances. Programming and Assessment Focus: Characters in real life (cont) Outcomes: LS. 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. assists and affirms students’ involvement in exploring movement appropriate to a range of characters.3. The role of the character may be taken by the teacher. fear – use an appropriate tone and volume of voice to communicate feelings such as anger. where they live – the feelings of the character. situations and actions through drama activities. continued 207 . roles.1.1.1.1. another adult (an outsider) or the student.2 Outcomes Integrated learning experiences and assessment LS.1. Teacher provides demonstration. Teacher provides encouragement and affirms students’ participation in mock interview activities.

Life Skills Years 7–10: Advice on Planning.1.3 • 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. missing a bus.3. eg losing a friend’s wallet. visual and/or tangible feedback and prompting to encourage. Focus: What’s my role. LS.1. LS.1.1 • Students explore real-life situations through scenarios with students in role.1. 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.1.1. at the bus stop.1. Oral.3.3 (outsiders).3.2 Outcomes Integrated learning experiences and assessment LS. 208 . Programming and Assessment Focus: Characters in real life (cont) Outcomes: LS. what’s your role? Outcomes: LS.3 LS. on the sports field Participating in scenarios to explore real-life situations may involve exploring characters. roles. guide and affirm students’ participation in role taking experiences. others in role LS.1. and/or teacher in role (as narrator). Feedback Teacher affirms student involvement in mock interview activities by highlighting the character’s response in selected video excerpts. 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.1. LS.1. making another choice if the preferred item is not available for purchase – giving an explanation for personal actions. 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.

Feedback Teacher encouragement and affirmation of students’ participation in the creation of a narrative that includes a series of scenes. what happened next. These scenes may later be used as the basis for a group/class performance.1.3 • Students create a series of scenes around an identified theme.1. with teacher assistance. from a range. These scenes may include: – using images or photographs of students participating in a celebration or school event. continued 209 . 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.1 LS. LS. landing on the moon. one character in the narrative that they would like to focus on. A student then develops a narrative to indicate what happened before.2.1 LS. descriptions of personality and appearance which match the character – creating a character profile. middle. – 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.2. LS. story or event with an identified beginning. eg walking.3 Outcomes Integrated learning experiences and assessment LS. Students may do this by identifying.2.Life Skills Years 7–10: Advice on Planning. moving in the manner of the character LS. accepting a prize after a sports carnival and developing a series of scenes to explore the sequence of events relating to the photograph.2 LS.2. developing and performing a narrative Outcomes: LS.2. from a range. LS.2. Programming and Assessment Focus: Exploring. 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. Teacher offers positive and constructive advice and encouragement on student involvement in exploring characters/roles within the framework of a narrative. Students’ exploration of characters and/or roles within the framework of the narrative may involve exploring dramatic forms and theatrical conventions.3. LS.1.3.3. story or event may involve exploring a variety of playbuilding activities and/or exploring dramatic forms and theatrical conventions. eg determining age.2. climax and end.2 LS. an image of what the character may look like – selecting.2. occupation – undertaking activities.3. what happened after. Further activities may include: – identifying items of costume that the character may wear – selecting. eg the capture of Ned Kelly. talking.1 • Evidence of Learning (words in italics refer to Life Skills outcomes) Creating a series of scenes around an identified theme.

3. role of ushers LS. continued 210 . eg how spotlights work. Participation in final rehearsals may involve participating in the preparation of drama works and theatrical productions. seating. 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.2 LS. Teacher gives support.2.1. Using theatrical techniques may involve participating in the preparation of drama works and theatrical productions.2 LS. visual and/or tangible feedback throughout the rehearsal process. 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.2 • Students explore and engage in activities associated with theatre productions. 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. 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.3 Outcomes Integrated learning experiences and assessment LS. developing and performing a narrative (cont) Outcomes: LS. 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. LS.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. LS. LS. encouragement and oral.2.2.2.2. Exploring and engaging in activities associated with theatre productions may involve participating in the preparation of drama works and theatrical productions. LS. Feedback Oral. preparation of programs. eg choice/selection of performance space/venue.2.1. Programming and Assessment Focus: Exploring.2. Teacher provides advice and assistance to students to clarify choices and issues. Oral.3.Life Skills Years 7–10: Advice on Planning.2. LS. Teacher provides affirmation of the effectiveness of pace and timing.2.2. sale of tickets. visual and/or tangible feedback by the teacher to guide and affirm students’ research of the elements of drama.2 Students research theatrical techniques such as the use of: – lighting techniques that enhance dramatic impact.

Teacher coordinates discussion to affirm student evaluation.2. developing and performing a narrative (cont) Outcomes: LS. LS. and/or in the school/community LS. LS. Feedback Teacher discussion with students to affirm the successful elements of the performance.Life Skills Years 7–10: Advice on Planning.3 Outcomes Integrated learning experiences and assessment LS.2. 211 . incident or scenario for others in the class.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.2. LS.1.3. Evaluating their own performance may involve identifying and responding to the elements of drama or theatre in performance.2.3. Programming and Assessment Focus: Exploring. LS.2.1.2 • Students perform the event.2.2.

2 explores own and other cultures Mathematics SGLS.Life Skills Years 7–10: Advice on Planning. Life Skills Outcomes Resources A student: LS. and the work of graphic designers and artists. 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. Links A student: English LS.2 explores a variety of materials.4 explores ways in which experiences of the world can be communicated in • Paints and drawing materials visual design artworks • Digital imaging program LS.4 uses spoken language to interact with a range of audiences LS.9 writes short texts for everyday purposes LS. Programming and Assessment 10.3 uses a variety of materials. media and multimedia Information and Software Technology LS1.4 responds to the language of position SGLS.3 uses a range of software programs A student: Languages LSMBC. magazine covers and posters.6 uses visual texts in a range of contexts LS. techniques and processes to make visual design McMahon artworks. Publicity and Propaganda’ in Visual Design Years 7–10: Advice on Programming and Assessment. 212 .5 uses the language of position in a variety of situations Visual Arts LS5.6 makes a variety of visual design artworks that reflect experiences. Martin Sharp (Luna Park posters) and Marie LS.5 recognises that various interpretations of visual design artworks are possible • Digital camera LS.3 explores the function of a variety of visual designers and audiences • Scissors and glue LS. teachers may wish to link the activities in this unit with the Stage 5 unit ‘Power.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. advertising and a range of design and layout solutions LS. techniques and processes For students working towards Life Skills outcomes in regular classes.7 explores a variety of subject matter that can be represented in visual design • Photographs of students artworks • Overhead transparencies LS.1 experiences a variety of visual design procedures to make visual design • Magazines artworks • Comics LS. techniques and processes • Images of posters.14 views and responds to a range of visual texts.9 uses a range of materials. responses • Scanner or a point of view • Photocopying LS.2 uses a range of hardware LS1.8 explores ways to develop ideas in visual design artworks • Examples of works by Redback Graphix.

assess and adopt strategies to create and maintain a safe working environment and practices in making visual design artworks. symbols. 213 . 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. Programming and Assessment Life Skills Outcomes Life Skills content Students learn about: Practice LS. logo.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.2 LS. • identify.Life Skills Years 7–10: Advice on Planning.1 LS. text colour. font size. eg a unit of work • OHS practices and a safe working environment.

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.5 LS. eg communicate. eg communicate like or dislike for visual design artwork – smile. vocalise. gesture.3 LS. 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. offer opinion in a verbal or written form • communicating personal experiences and responses • make visual design artworks that reflect personal experiences and responses.7 • responding to and interpreting visual design artworks • respond to visual design artworks. 214 .8 • the role of audiences in relation to visual design artworks Students learn to: • participate appropriately as an audience.6 LS.4 LS.Life Skills Years 7–10: Advice on Planning. eg design a cover for a personal diary • communicating issues and ideas of personal significance. Programming and Assessment Life Skills Outcomes Life Skills content Students learn about: Conceptual Framework LS. nod. • make visual design artworks that reflect issues and ideas of personal significance.

focusing on the arrangement of text and images – images – collage. LS.3. Programming and Assessment Teaching. 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. comics.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. cover. interests – films. prompting and assistance from teacher as students identify their interests. 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.Life Skills Years 7–10: Advice on Planning. painting. drawing. eg interest.) • identify their favourite magazine or comic and provide reasons why they like them. surfing.2 • make a collage titled ‘My Favourite Magazine’ using a copy or photocopied pages of their favourite magazine or comic. LS. visual and/or tangible feedback.attach a photograph of themselves to the chart .5. They can also: . favourite publications and different audiences. LS. fashion. colours. 215 . foods. These reasons could include gender. pictures. photographs of other class members who also like to read this magazine. Feedback 1. sport. and cut. Identifying why different people like different magazines may indicate an exploration of a variety of visual designers and audiences. cartoons. (These will also be used in activity 2. sports. television shows. 2 Oral. LS. Critical and historical interpretations Students 1. content. age. 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. music.7 • participate in a discussion about different types of magazines. learning and assessment activities – ‘My Magazine’ Making Students 2. eg music. LS. cars. 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. techniques and processes.1. 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. paste and arrange images.

satin. LS. centre.Life Skills Years 7–10: Advice on Planning. photographs and drawings. eg matt. questioning and suggesting alternatives as students manipulate different layouts and styles of typography against different backgrounds. Critical and historical interpretations Students 3. 5. Programming and Assessment Teaching.2. 5 Oral. middle and bottom placement. visual and/or tangible feedback. bill posters for a range of audiences. LS. LS. 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. magazine covers and advertisements and record their ideas in their Visual Design journal. This may involve consideration of: – top. 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. 216 .5 • view a range of magazine covers. visual and/or tangible feedback. LS. • explore placement of text and styles by superimposing the sheet of transparencies of their name styles against images. metallics. LS. 6 Oral. styles and sizes using a computer and simple menu or Word Art.2 • explore text and layout using their names as titles in preparation for activity (6). These may include works by Redback Graphix. Martin Sharp.7 • view examples of typography and magazine cover layout • identify and discuss different features of a magazine cover. filters. These may include: – background colour and design – subject matter and images including photos and cartoons – title and subheadings colour. pasting and feathering – resizing and rotating images – manipulating images using a variety of special effects tools such as solarisation. the effects of scale. learning and assessment activities – ‘My Magazine’ Making Students 4. size and font – date – logo – print finishes. LS. and to use the basic operations of a digital imaging software program. 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. 5 Choices made in typography and placement activities may indicate exploration of ways to develop ideas in visual design artworks. prompting. textures.5.1 • 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. LS. 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. straight or angled placement • should photocopy and record experiments in the Visual Design journal. gloss. LS. Feedback 3. This may involve: – hand lettering their names or typesetting their names in a variety of fonts. techniques and processes and an exploration of a variety of subject matter that can be represented in visual design artworks. screens and colour correction – using and placing text fields. cartoons. prompting and assistance by the teacher as students discuss and identify features of a range of posters. 6. 4 Oral.4. Evidence of learning (words in italics refer to Life Skills outcomes) 3.8. placement. A sheet of transparencies of their name styles is created. Activities may include: – opening and saving documents – scanning or importing images including digital photographs – creating layers – cutting. advertising posters. left or right aligned.

including subject matter. 9.7. or may include. 9. visual and/or tangible feedback and prompting by the teacher as students plan and work towards resolving their magazine cover/pages. images. visual and/or tangible feedback and prompting by the teacher as students identify a target audience for their magazine. LS.Life Skills Years 7–10: Advice on Planning. Critical and historical interpretations Students 7.4.9 • make a finished artwork for copying. explores ways to develop ideas in visual design artworks and use of a range of materials. including layout for a page/s of artworks. techniques and processes to make visual design artworks. members of their class. friends. a series of questions and photographs for an interview with a staff member. learning and assessment activities – ‘My Magazine’ Making Students 8. 8 Participation in production of magazine cover may indicate the making of a variety of visual design artworks that reflect experiences. LS. text and subheadings in their Visual Design journal. This may involve combinations of: – digital imaging. 8. 10 Participation in the production of a magazine. Programming and Assessment Teaching. Feedback 7 Oral. or magazine cover. family. allowing for classroom display. inclusion in the Visual Design journal and swapping between students. students groups and reports on school activities and events. Covers and/or magazine are photocopied in colour if possible. Evidence of learning (words in italics refer to Life Skills outcomes) 7. 9.6 • design a cover for a magazine/comic that reflects or celebrates their own interests. LS.2. responses or a point of view. their own name. 8. software programs. This might involve: – a cover design – internal pages and feature articles – comic strips – photocopies of work from the Visual Design journal. Opportunities for peer/audience feedback may be provided if magazine covers/pages are displayed. LS. LS. 10 Oral.8 • may extend their investigations of magazine design and layout by designing: a page/s for the school magazine. 217 . 10.6 • identify a particular audience – themselves. teachers – for their magazine cover or comic • describe the audience and their interests • plan their magazine layout. LS. digital photography – collage – drawing – cartooning • choose a name for their magazine which may be. LS. LS.

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

computer-generated images. 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. eg taking photographs using various cameras. eg locate lens.2 LS.Life Skills Years 7–10: Advice on Planning. • the development of photographic and digital media works over time • • OHS practices and a safe working environment. • 219 .9 • different photographic and digital media practices in still. collage. load and remove film. 35mm SLR and/or Polaroid Instamatic cameras and digital cameras.1 LS. cropping. assess and adopt strategies to create and maintain a safe working environment and practices in making photographic and digital works. recognise the purpose and use of various accessories including different lenses. interactive and moving forms participate in different aspects of photographic and digital media practices which may include: – still forms: camera and noncamera-based works. cutting. flashlights. Programming and Assessment Life Skills Outcomes Life Skills content Students learn about: Students learn to: • Practice LS. digital media explore the operational handling and features of a variety of photographic equipment including pinhole. eg a unit of work identify. 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. viewfinder. compact. image transfers. shutter. montage. 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. using darkroom techniques and processes • experiment with methods of importing images into a computer.

video and digital filmmakers. shading Frames LS.4 LS. digital works. gesture. photographers. 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.8 • photographic and digital artists and how they work recognise that photographic and digital artists create works for different purposes including personal. nod. lighting. eg communicate like or dislike for photographic and digital works – smile. eg view and respond to photographic and digital works in a variety of contexts respond to photographic and digital works. eg point to work and identify areas of interest.7 • responding to and interpreting photographic and digital works • • communicating personal experiences and responses • • communicating issues and ideas of personal significance. functional. recognise different colours. 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.6 LS.Life Skills Years 7–10: Advice on Planning. symbolic. eg visit a gallery to view photographs. offer opinion in a verbal or written form identify particular qualities of a photographic and digital work. • 220 . vocalise.3 LS. social. view a film or video. cultural. 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.5 LS.

Life Skills Years 7–10: Advice on Planning. their own shadows. 2 Understanding the relationship between object. Programming and Assessment Teaching. 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. learning and assessment activities – ‘Shapes and Shadows’ Making Students 1. techniques and processes. outline and edge. object and cast shadow. LS. 3 Oral. Evidence of learning (words in italics refer to Life Skills outcomes) 1. These may include: – Indonesian shadow puppets – silhouette portraits – works of the contemporary American artist Kara Walker – Olive Cotton’s Tea Cup Ballet. Critical and historical interpretations Students 3. The Photographic and Digital Media journal can be used to record the making experiences throughout the unit. LS. 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. This may involve: – arranging objects such as bottles. shadow. plastic cutlery.2. flowers. 221 . • 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. 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. LS. • record examples of silhouettes and outlines and their effects in their Photographic and Digital Media journal. and shadows from other objects outside using chalk – labelling the outline with features of the shape such as geometric. visual and/or tangible feedback and prompting by the teacher to direct and guide student identification of relationships between light sources. or have drawn. Drawing around shadows or indicating outlines may demonstrate evidence of student understanding of shadow and outline and an exploration of a variety of materials. 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.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. chairs. 2. organic. Feedback 1.3 • view and discuss images that employ shadows. LS.

6. 7 Oral. and evidence student understanding of safe working practices.4 • identify and photograph the shadows cast by objects outside. 7 Using a digital camera. Programming and Assessment Teaching. visual and/or tangible feedback and prompting by the teacher to guide and develop students’ understanding of the relationships between objects.2.2 • explore relationships between light source. LS.2 • experiment with the basic operations of a digital camera to take photographs. in particular the use of gloves. taking and downloading of photographs may indicate experience of photographic and digital procedures as well as materials.Life Skills Years 7–10: Advice on Planning. 6. This may include: – using the viewfinder to select and frame a view – using the zoom function to refine their selection – using the autofocus button. 222 . 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.1. grey in between areas and white areas. 7. Feedback 4.5 • view a selected black-and-white photograph • identify the darkest areas. Critical and historical interpretations Students 5. LS. 8 Oral. LS. 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. LS. This may involve: – reinforcing safe working practices in the darkroom. 5 Oral. and sorting photographs may indicate recognition that various interpretations of photographic and digital works are possible. 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. 8. 5 Study of rayograms may involve exploration of the function of photographic and digital artists and how they work. 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.3. learning and assessment activities – ‘Shapes and Shadows’ Making Students 4. LS. LS. LS. LS. LS. LS. 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.1. visual and/or tangible feedback and prompting by teacher can affirm students’ observations about the structure and effects of photographs.1.7 • 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. techniques and processes and the ways in which experiences of the world can be communicated in photographic and digital works. 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. some or lots of light through for photograms. light conditions and the visual effects they create. 8 Making judgements about. interrupting object and cast shadow by making photograms in a photographic darkroom if available. 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. 6.

visual and/or tangible feedback and prompting by the teacher as students extend and develop ideas about the world in digital or photographic works. LS.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’. 11.6 • 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. visual and/or tangible feedback and prompting by the teacher as students participate in the process of a photographic exhibition and/or publication. 223 . A photocopy of the catalogue is produced for each student.9 The resolved image is printed for a class exhibition. 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.8. 10 Participation in selecting. responses or a point of view. LS. 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. 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. LS. 11. 12. Evidence of learning (words in italics refer to Life Skills outcomes) 9.6 • 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. Critical and historical interpretations Students 9.Life Skills Years 7–10: Advice on Planning. 12 Oral.8. Feedback 9. LS. 11. • experiment with manipulating and enhancing the image using Photoshop or a simple public domain paint program. learning and assessment activities – ‘Shapes and Shadows’ Making Students 10. LS. 10 Oral. LS. Programming and Assessment Teaching.

This card includes information on support people in the school and/or community. In this unit students learn to develop and use strategies that promote their personal safety and wellbeing in a wide range of situations. 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.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. if required. 224 .au). (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. Health and Physical Education key learning area. 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.boardofstudies. positive and friendly social interactions between students are promoted. and the type of support they can provide. Through structured opportunities. and use a personal support network card to seek assistance from others.nsw. In the context of physical activities. including their location in the school and/or the community. students demonstrate behaviours.Life Skills Years 7–10: Advice on Planning. Unit number Unit title Unit description 11. skills and strategies in a range of scenarios. Programming and Assessment 11 Personal Development. Students examine ways in which they can access help and support and how they can support their peers.edu.2 Personal safety net Students in these units develop a support network card. 11.) The support network card should be made in a format that is appropriate to the needs of individual students.

A student: Languages LS.1.17 identifies the appropriate and inappropriate use of substances. including their location in the school and/or the community.5 uses the language of position in a variety of situations SGLS. 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).2.6 makes a variety of artworks that reflect experiences.) The support network card should be made in a format that is appropriate to the needs of individual students.11 demonstrates safe practices that promote personal wellbeing LS. By participating in enjoyable physical activities. Links A student: Dance LS.1 explores the elements of dance to create movement and communicate ideas Drama LS. Resources Photographs of students and school staff members Charts to record student characteristics such as size. 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.6 uses simple maps and plans Visual Arts LS.3 participates in drama experiences in which role-taking is used to enhance their understanding of ideas and feelings English LS. 225 .1 experiences cultural diversity Mathematics SGLS.9 participates in a range of physical activities 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. These challenges and the people and resources available to students if they need help and advice are identified.4 uses strategies to manage feelings and emotions LS. This card includes information on support people in the school and/or community.3 uses technology and aids to communicate with a range of audiences LS.14 recognises and assists with routine health care procedures LS. Life Skills Outcomes A student: LS. For students working towards Life Skills outcomes in regular classes.17 uses individual and collaborative skills in the learning process.MBC.8 demonstrates a range of movement skills across environments LS.4 uses spoken language to interact with a range of audiences LS.3 recognises the feelings and emotions associated with adolescence LS. Programming and Assessment 11.5 uses appropriate behaviours in social situations LS. positive and friendly social interactions between students are promoted.1 recognises the personal characteristics and needs that make them similar to others yet unique LS. and the type of support they can provide.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. Students examine ways in which they can access help and support and how they can support their peers.13 communicates in a range of contexts LS.Life Skills Years 7–10: Advice on Planning. (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. new environments and/or meeting new people. responses or a point of view. 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 different from. • identification and recording of the characteristics they have in common with other students and those that are different.4.1. Students • participate in a range of icebreaker and other group activities. 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. LS. eg their favourite food. Programming and Assessment Focus: Getting to know you Outcomes: LS. 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.3.9 Students learn about Students learn to Integrated learning experiences. Oral. This may include: – passing an object around a circle – shaking hands around a circle – responding to questions from other students about themselves.Life Skills Years 7–10: Advice on Planning. LS. songs. 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. LS. 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. video segments and/or discussion. 226 . games. 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. each other • facilitates opportunities for students to share feelings and concerns about new situations with others.

LS. Students • recognise.Life Skills Years 7–10: Advice on Planning.8.3. 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. LS. continued 227 . Programming and Assessment Focus: Support networks Outcomes: LS. where necessary. 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.11. LS. medication or equipment – communicating concerns and managing feelings about school rules. 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. This may include: – finding a particular person. situations in which assistance from others may be required. Oral. their support network card to seek advice and support. LS.17 Students learn about Students learn to Integrated learning experiences. class or specialist room – communicating concern about losing an item of clothing.5.14.4. LS. collaboratively.

• development and use of a support network card of trusted adults. instruction and assessment Students • identify trusted adults or other students in the school and/or community contexts. 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. bribes.5. bribes. bribes. bullying or harassment • the appropriate and inappropriate use of substances • • • • • • • strategies to communicate dissatisfaction and distress in relation to unwanted touching. bullying or harassment Oral. unwanted touch or harassment at school and/or in community contexts – dealing with situations when medication.4. LS.14. LS. 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.17 Students learn about Students learn to Integrated learning experiences. threats. 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.8. Feedback the management of feelings and emotions during adolescence • personal health care • strategies to communicate dissatisfaction and distress in relation to unwanted touching. 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. Programming and Assessment Focus: Support networks (cont) Outcomes: LS. LS.3. contact and communicate with trusted adults or students who can provide assistance in school and/or community contexts. threats. through photographs or by naming. LS. threats. locate.Life Skills Years 7–10: Advice on Planning.11. LS. LS. 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. continued 228 .

LS.4. LS. harassment or inappropriate touch by others – reporting bullying. locate and communicate with specific and appropriate people to seek help or advice in the school context. rail or bus staff.Life Skills Years 7–10: Advice on Planning. 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. threats. continued 229 . 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. 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. life guards at a pool/beach. instruction and assessment Students • participate in structured role-plays that involve using their support network card to identify. bribes. LS. LS. 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 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.17 Students learn about Students learn to Integrated learning experiences. LS. Possible scenarios include: – dealing with leaving a bag.3. LS. • identification of appropriate/trusted adults in the community who can provide help in various situations.8.5. Feedback • the management of feelings and emotions during adolescence strategies to communicate dissatisfaction and distress in relation to unwanted touching.14. 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.11. eg police.

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. instruction and assessment Students • participate in structured role-plays that involve using their support network card to identify. LS. 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. swimming pool – locating a lift.17 Students learn about Students learn to Integrated learning experiences. bribes. bribes. Programming and Assessment Focus: Support networks (cont) Outcomes: LS. threats. This may include: – negotiating escalators. LS.Life Skills Years 7–10: Advice on Planning. bus and kerb – moving safely and in an orderly way in crowded environments such as shopping centres. 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. buses. lifts. LS. bullying or harassment • Oral. 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.3. Feedback • moving around in the environment strategies to communicate dissatisfaction and distress in relation to unwanted touching. threats. LS.5. moving walkways – judging the gap between train and platform. information staff or life guards for help in locating a toilet at a shopping centre. Possible scenarios for role-plays may include: – asking a store manager. lifts before entering. LS.11.14. handling. ramp.8. 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. 230 .4. • demonstration of moving efficiently around the school and community environment. LS. locate and communicate with specific and appropriate people to seek help or advice in the community. railway stations – negotiating stairs of different gradients – negotiating different surfaces – waiting appropriately in a queue for service – waiting for others to leave trains.

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

use facilities/equipment appropriately. Programming and Assessment Focus: Getting active (cont) Outcomes: LS. Feedback participating in physical activities • participating in physical activities. 232 . look after equipment and return it to storage area. 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. LS. eg accepting the umpire’s decision.8.9 Students learn about Students learn to Integrated learning experiences. instruction and assessment Students • participate in a variety of games and/or sports. eg take turns. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ participation in a range of activities. This may include: – following the rules when participating in physical activities. 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. 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.Life Skills Years 7–10: Advice on Planning.

9 demonstrates skills for effective participation in the workplace. 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.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.6 makes a variety of artworks that reflect experiences.17 uses individual and collaborative skills in the learning process.4 identifies appropriate support personnel and agencies in the community LS. skills and strategies in a range of scenarios.1.11 demonstrates safe practices that promote personal wellbeing to get away from the unsafe situation and to seek help.) LS.4 uses spoken language to interact with a range of audiences Work Education LS. scanners and software such as word-processing Links A student: A student: Drama Mathematics LS. Child Protection Education: Support materials to assist teachers of students with high support needs Videos. and use a personal support network card to seek assistance from others. 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 identifies the appropriate and inappropriate use of substances. LS. 2002.4 responds to the language of position understanding of ideas and feelings Visual Arts English LS.3 participates in drama experiences in which role-taking is used to enhance their SGLS. access to computer hardware such as digital cameras.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. 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: Social skills program resources LS. For students working towards Life Skills outcomes in regular classes. LS. It involves the skills required to say no in threatening situations. Programming and Assessment 11.3 uses technology and aids to communicate with a range of audiences of view LS. 233 . if required. Child Protection guidelines material NSW Department of Education and Training.13 communicates in a range of contexts LS. advice and support.10 recognises and responds to safe and unsafe situations threatening situations. Through structured opportunities students demonstrate behaviours.Life Skills Years 7–10: Advice on Planning. photographs.

11 Students learn about: Students learn to: Integrated learning experiences. 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.5. continued 234 . instruction and assessment Teacher • uses videos. Programming and Assessment Focus: Safety in the environment Outcomes: LS. Oral. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ recognition of safe and unsafe situations.10. 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. Students • view pictures/videos of specific scenarios that focus on safe and appropriate behaviour for both individuals and groups in a range of situations.Life Skills Years 7–10: Advice on Planning. LS. LS.

pictures. Feedback • safe and unsafe situations • recognise factors that contribute to safety in the environment Oral. images of scenarios into ‘safe’ and ‘unsafe’ and indicate reasons for their choice – identify. playing indoor or outdoor games/sport. using recreation areas in the community. national parks rangers.5. road/bike safety consultants. match. 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. fire personnel.Life Skills Years 7–10: Advice on Planning. train safe officers or station master. match and sort photographs. local swimming pool life guards. continued 235 . as a passenger in a vehicle. in or near water • indicate appropriate ways to respond to potential hazards in the environment. as a pedestrian. LS.10. instruction and assessment Students • view and listen to presentations about specific aspects of safety from appropriate personnel such as road safety consultants/local police. As a result of these presentations students may: – identify. 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. Programming and Assessment Focus: Safety in the environment (cont) Outcomes: LS. as a bicycle rider.11 Students learn about: Students learn to: Integrated learning experiences. surf life savers. 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. sort. • appropriate response to potentially dangerous situations. LS. as a passenger waiting for a train.

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. Programming and Assessment Focus: Safety in the environment (cont) Outcomes: LS. Students’ responses may indicate recognising and responding to safe and unsafe situations in the environment. 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.10. 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. Possible scenarios for role-plays may include: – recognising and using safe places to cross roads – locating and wearing seat belts appropriately – recognising. avoiding and reporting hazards such as we floors.5.Life Skills Years 7–10: Advice on Planning.11 Students learn about: Students learn to: Integrated learning experiences. LS. 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. instruction and assessment Students • develop a practical set of guidelines for general safety in the environment using pictures. 236 . Such guidelines may include ways to identify indicators of unsafe situations. broken glass. photographs and/or written formats. LS.

5. Oral.Life Skills Years 7–10: Advice on Planning.17 Students learn about: Students learn to: Integrated learning experiences. LS. Sorting images of scenarios into safe and unsafe may indicate recognising and responding to safe and unsafe situations. pictures. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ recognition of safe and unsafe situations. LS. Programming and Assessment Focus: Personal safety and wellbeing Outcomes: 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. instruction and assessment Teacher • uses videos. • 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 . 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.

5.17 Students learn about: Students learn to: Integrated learning experiences. Programming and Assessment Focus: Personal safety and wellbeing (cont) Outcomes: LS. 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. instruction and assessment • their right to privacy. 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. LS. eg using change rooms at the local swimming pool • sort or match pictures to indicate behaviour which is appropriate for particular situations. rock concerts.11. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ recognition of safe practice in a range of situations. eg sport. Feedback Oral.Life Skills Years 7–10: Advice on Planning. continued 238 . 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. LS.

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. 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. threats.17 Students learn about: Students learn to: Integrated learning experiences. • development of a list of trusted adults who can provide support in relation to personal safety and wellbeing issues. LS. continued 239 . 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. locate. bribes. 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. harassment.5. bribes. 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. 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. 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. bribes. Programming and Assessment Focus: Personal safety and wellbeing (cont) Outcomes: LS. 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.11. 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. threats.Life Skills Years 7–10: Advice on Planning. LS.

who they are going with. instruction and assessment Students • develop a set of practical guidelines for personal safety and wellbeing in a range of situations using pictures. LS. bribes.17 Students learn about: Students learn to: Integrated learning experiences. LS.Life Skills Years 7–10: Advice on Planning.11. 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). This involves the skills required to: – say no in threatening situations – get away from the unsafe situation – seek help. 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. 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. Programming and Assessment Focus: Personal safety and wellbeing (cont) Outcomes: LS. continued 240 . • demonstration of strategies for maintaining personal safety and wellbeing in unsafe or threatening situations. 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.5. photographs and/or written formats: – letting others know where they are going. 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.

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. 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. Programming and Assessment Focus: Personal safety and wellbeing (cont) Outcomes: LS. LS.Life Skills Years 7–10: Advice on Planning.11. 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.17 Students learn about: Students learn to: Integrated learning experiences. continued 241 . instruction and assessment Students • demonstrate the application of guidelines for personal safety and wellbeing in the context of structured role-plays. LS.5.

242 .11. Feedback • behaviour that is appropriate to a range of situations • demonstrate behaviours that are socially appropriate in a range of situations Oral.Life Skills Years 7–10: Advice on Planning. LS. This may include demonstrating: – appropriate and safe personal behaviours – appropriate use of their support network card. Programming and Assessment Focus: Personal safety and wellbeing (cont) Outcomes: LS. instruction and assessment Students • demonstrate appropriate behaviours in school and community situations with teacher-structured controlled variables. 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. 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.17 Students learn about: Students learn to: Integrated learning experiences.5.

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. 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. Unit number 12. and record their own experiences using visual and written text. expressions and language structures within this context. Students also listen. In this unit students develop language skills through exploring the cultural features of their school community. Students participate in a range of experiences that focus on using language within the context of a school cultural celebration. They acquire vocabulary.edu. read and respond to texts.au). In this unit students develop language skills through cultural and community activities and explore a theme relating to community activities at the river/waterway.2 Aboriginal Languages Families.Life Skills Years 7–10: Advice on Planning.boardofstudies. 12.nsw. They also extend these skills through community-based activities. 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. friends and country 243 .

CD-ROMs.9 recognises the contribution of Aboriginal peoples and other cultures to LS.Life Skills Years 7–10: Advice on Planning.4 uses spoken language to interact with a range of audiences Information and Software Technology LS.5.10 composes increasingly complex written texts LS.1 experiences a variety of artmaking activities LS. materials for language games.2 explores own and other cultures.UL.6. 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 • ordering food and drink in a restaurant LS. 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.2 uses dance technique to communicate LS.2 explores ways in which meaning is conveyed by nonverbal communication • naming items that are eaten and drunk LS.5 recognises visual texts in a range of contexts LS. audiocassettes.MLC.4 explores ways in which meaning is conveyed by written language • using culturally appropriate language LS. videos. Resources Samples and images of food and drink. responses or a point of LS.5.1. internet. opportunity to visit local restaurant/café.7 experiences music from a variety of social. For students working towards Life Skills outcomes in regular classes.UL.12 communicates for a variety of purposes Visual Arts Food Technology LS.1 recognises words and phrases in [Language] • identifying food and drink vocabulary LS. Students participate in a range of experiences that focus on using language within the context of a school cultural celebration.3 obtains and gives information in [Language] • expressing likes and dislikes LS.6 makes a variety of artworks that reflect experiences. 244 . Life Skills Outcomes Languages Functions and Structures A student: Language functions and structures include: LS.1 participates in making food items LS. Links A student: A student: Dance Geography LS.4 uses written [Language] to communicate • describing food and drink LS.9 writes short texts for everyday purposes Music LS.7 reads and responds to short written texts solutions LS. textbooks. 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.1 experiences a variety of dance performances History English LS.UL.2 uses [Language] to interact in everyday activities • identifying traditional foods LS. Programming and Assessment 12.MBC.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.MLC.MBC. view.3 uses a variety of techniques to present information and software technology LS.2 listens for a variety of purposes in a range of contexts Australian society LS.3. recipe books.7 explores the diversity of Australian communities LS.2 recognises the significant role of food in society. 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. ingredients for traditional foods. They also extend these skills through community-based activities. cooking equipment and utensils. cultural and historical contexts LS.UL.

eg participate in making a mural • participation of cultural diversity within the school and wider community. 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. songs/chants. festivals/special occasions. myths and legends – learning a dance associated with a particular festival – exploring the movement. greetings. Programming and Assessment Focus: Coming together Outcomes: LS. eg photographs. Oral. 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. 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. songs. stories • introduces students to appropriate [Language] vocabulary in the context of participating in a range of cultural activities. LS. 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.Life Skills Years 7–10: Advice on Planning. clothing/costumes. music/musical instruments. eg dance.1. traditions.2 Students learn about Students learn to Integrated learning experiences. traditional costumes.MBC. dancing – sharing in cultural activities alongside community members. continued 245 . recognising features that are the same and different across cultures. feel and sound produced by musical instruments from a range of cultures – listening to/viewing cultural presentations by members of the community. Students • bring items from home that reflect features of their cultural background to share with others.MBC. music. eg painting. 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.

Programming and Assessment Focus: Coming together (cont) Outcomes: LS. continued 246 . model or multimedia presentation to illustrate a particular cultural aspect may involve exploring their own and other cultures.UL1. • 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. This may include: – whistling.1. festivals. instruction and assessment Students make a poster/model/multimedia presentation to illustrate a particular cultural aspect. model or multimedia presentation. eg costumes worn for particular occasions such as weddings. waving in response. LS. Oral.2 Students learn about Students learn to Integrated learning experiences. bowing in return.2. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ appropriate responses to nonverbal greetings. Evidence of learning (words in italics refer to Life Skills outcomes) Making a poster.MBC.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. 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. 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.MLC.Life Skills Years 7–10: Advice on Planning. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ creation of a poster. LS.MBC. LS. Students • respond appropriately to nonverbal greeting by others in the school and community.

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

MBC.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. phrases and simple sentences recognise symbols. This may involve: – matching pictures.UL. letters and syllables in print in [Language] • recognise and/or use [Language] vocabulary to identify food and drink items associated with a particular culture. LS. 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. 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.1. photographs.2 Students learn about Students learn to Integrated learning experiences. Programming and Assessment Focus: Let’s do lunch – at school Outcomes: LS. LS. 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]. LS.Life Skills Years 7–10: Advice on Planning. LS. phrases and simple sentences to identify meaning identify known words and phrases identify known words and phrases in conversation read whole words.3.4.2.MBC. 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.UL. 248 . 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.1.

UL. LS. parents. magazines • Oral.3. members of the community – selecting traditional music and making decorations • determine the menu for the cultural celebration using [Language].MBC.UL. eg other students.2 Students learn about Students learn to Integrated learning experiences. eg use examples from the internet.1. LS.Life Skills Years 7–10: Advice on Planning. 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. LS.4. LS. 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. 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.MBC.2. 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]. 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. • demonstration of use of [Language] to name food items and the development of a printed menu using [Language]. continued 249 . Programming and Assessment Focus: Let’s do lunch – at school (cont) Outcomes: LS. 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. LS. This may include: – determining the nature and type of the celebration and who will participate.UL.UL. Designing printed menus may involve recognising words and phrases in [Language] and/or using written [Language] to communicate information.1. menus from restaurants/cafes.

MBC. Programming and Assessment Focus: Let’s do lunch – at school (cont) Outcomes: LS.UL. LS. 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.MLC. LS. instruction and assessment Students • participate in a cultural celebration at school. LS.3.Life Skills Years 7–10: Advice on Planning.4.1. LS. 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. 250 .2 Students learn about Students learn to Integrated learning experiences.2.1. 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. LS.UL.UL. • demonstration of use of written words and phrases in [Language] in the context of designing thank you notes. Writing thank you notes may indicate using written [Language] to communicate.UL.

Oral. ‘Can I have another drink please?’ ‘Thanks.UL4.2 Students learn about Students learn to Integrated learning experiences. LS.1. • 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. 251 . LS.1. 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. eg ‘This is good’.MBC. LS.3. I enjoyed that’ – record their experiences at a [Language] café/restaurant in a multimedia presentation using [Language].UL.2. Recording their experiences at a [Language] café/restaurant may involve obtaining and giving information in [Language] and/or using written [Language] to communicate. instruction and assessment Teacher extends students’ experiences of using [Language] in the context of eating and drinking.MBC.UL.Life Skills Years 7–10: Advice on Planning. Programming and Assessment Focus: ‘Let’s go out for lunch’ Outcomes: LS. 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]. 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. LS.

) Gayrr nguungu … LS. LS.2 Aboriginal Languages Years 7–10 Life Skills unit: Families. (I went. (We live at Walgett. friends and country Description: In this unit students develop language skills by exploring a theme relating to community activities at the river. animals • model written text for reading activity – recount of an event at the river 252 . (My name is Harry. They acquire vocabulary. and record their own experiences using visual and written text.MBC. (I am fishing.) Ngaya milan banay.4 uses written Aboriginal language to communicate gubiyaanha.) Ganungu gayrr … LS. Gaay Yuwaalaraay Winanga-li-gu website at: http://www. (I have three brothers.) LS.org Teacher-made Resources • photographs. (We cooked fish. eg Ngaya yanaanhi.) • Recounting past events. Giacon J and Lissarrague (ed) 2003.) Resources Published Resources Yuwaalayaay Dictionary – Ash.1 recognises words and phrases in Aboriginal languages (Their names are …) Gunii ngay nhalay.UL.1 experiences cultural diversity (He is making a fire. picture flashcards of family members. Life Skills Outcomes Language Functions and Structures A student: • Introducing family.3 explores ways in which meaning is conveyed by spoken language • Exchanging information about family activities. 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. eg Minyanda nginda? (What are LS.UL. (She is eating.UL. Programming and Assessment 12. eg Gayrr ngay Harry.) Gulibaa ngay dhagaan .MLC.4 explores ways in which meaning is conveyed by written language you doing?) Minyaaya dhaadhaa? (Where is grandfather?) Wii wiimaldanha nguu. nguu.2 explores their own and other cultures.Life Skills Years 7–10: Advice on Planning.2 uses Aboriginal languages to interact in everyday activities (Her name is …) Ngiyani wilay-la-nha Walgett-ga.MLC. expressions and language structures within this context. (This is my mother.) Ngiyani guduu yilamay. (I am eleven. read and respond to texts.) 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. IAD Press. activities. eg Ngaya yinabildanha.) Minyaaya baawaa ngay? (Where is my sister?) Dhaldanha LS.3 obtains and gives information in Aboriginal languages • Describing present activities.MBC.UL. Alice Springs We are Speaking Gamilaraay – Yuwaalaraay (book and CD) Yaama Maliyaa – An Aboriginal Languages Textbook Learn Yuwaalaraay. (She is swimming. Students also listen.) Nguu LS.yuwaalaraay. A. friends and country Unit title: Families.

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

Exploring Aboriginal cultural items may involve exploring their own and other cultures. items of traditional apparel. eg photographs. 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. constructing/decorating items in the classroom/school to represent a theme. songs. 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.Life Skills Years 7–10: Advice on Planning. LS. This may include: – listening to traditional and contemporary Aboriginal music associated with a range of celebrations – listening to/viewing stories.2. Programming and Assessment Focus: Coming together Outcomes: LS. music.1.3 Students learn about Students learn to Integrated learning experiences. 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. eg painting. continued 254 . 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. feel and sound produced by musical instruments – listening to/viewing cultural presentations by members of the Aboriginal community. eg participating in making a mural. Students • bring items from home that reflect features of their cultural background to share with others. eg Dreamtime stories – observing and participating in a dance associated with a particular occasion or ceremony – exploring the movement. Oral.UL. dancing – sharing in cultural activities alongside community members. LS.UL.UL.

Programming and Assessment Focus: Coming together (cont) Outcomes: LS. 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. Evidence of learning (words in italics refer to Life Skills outcomes) Making a poster.UL. share and label family photographs in a personal album in English and Yuwaalaraay • explicitly teaches the language to identify family members by speaking Yuwaalaraay. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ creation of a poster. book and CD • assists students to recognise.UL. participation and responses. LS.1.UL. LS. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ listening. continued 255 .UL.UL.3 Students learn about Students learn to Integrated learning experiences. Focus: Family and friends Outcomes: LS. model or multimedia presentation.2.1. model or multimedia presentation to illustrate a particular aspect of Aboriginal culture may involve exploring their own and other cultures.UL. 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.Life Skills Years 7–10: Advice on Planning.4 Teacher • plays the song ‘We are one family’ from ‘We are speaking Yuwaalaraay’. LS.2. Oral. instruction and assessment Students • explore a particular aspect of Aboriginal culture through the creation of a poster/multimedia presentation. 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.

UL.UL. 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. 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. eg ‘John is my brother’.2.UL. Programming and Assessment Focus: Family and friends (cont) Outcomes: LS. ‘Cathy is my cousin’.Life Skills Years 7–10: Advice on Planning. • demonstration and use of their personal album to introduce others to their family.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. Using an album to introduce others to their family may involve using Aboriginal languages to interact in everyday activities. 256 .4 Students learn about Students learn to Integrated learning experiences. ‘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. • • • • identify family members in photographs in a personal album by speaking Yuwaalaraay. LS. LS.

This may include: – whistling.2. Oral. LS. continued 257 . 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.MLC. Students • respond appropriately to nonverbal greetings by others in the school and community.UL.2 Students learn about Students learn to Integrated learning experiences.UL. waving in response. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ response to nonverbal greetings.1. LS. Programming and Assessment Focus: Meet and greet Outcomes: LS.Life Skills Years 7–10: Advice on Planning. bowing in return. LS.UL3. 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.

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. instruction and assessment Students • use appropriate words in Yuwaalaraay to meet/greet and farewell others in the school and members of the community. 258 . LS.. maintain and conclude a conversation • respond to and use vocabulary in Yuwaalaraay within the context of a conversation. eg My name is. LS. LS.UL3.UL. eg hello. Responding to and using vocabulary in Yuwaalaraay in the context of engaging in conversation may involve using Aboriginal languages to interact in everyday activities.. I am 12 years old. Programming and Assessment Focus: Meet and greet (cont) Outcomes: LS. What is your name? Where do you live? Oral.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’: • use of appropriate words in Yuwaalaraay to meet. greet and farewell others in the school and community • use of appropriate words in Yuwaalaraay in the context of a conversation.. how are you.1.MLC.2. I live at….UL. 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.Life Skills Years 7–10: Advice on Planning. goodbye. This may include responding to and answering the following.

LS.UL.3. 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.4 Students learn about Students learn to Integrated learning experiences. ‘That is a good fire’.2.Life Skills Years 7–10: Advice on Planning. instruction and assessment Teacher • tells. reads or displays (using picture sequences) the cartoon story of ‘A Day at the River’ in English and Yuwaalaraay. continued 259 . eg ‘He is fishing’. ‘The fish is good’. Using vocabulary to describe a story may involve recognising words and phrases in Aboriginal languages. LS. Participating in a discussion may involve using Aboriginal languages to interact in everyday activities. 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.1. to suggest and talk about activities which they could undertake during a day at a river/waterway • Oral.UL. 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.UL. phrases and simple sentences to identify meaning Listening to and retelling a story may involve recognising words and phrases in Aboriginal languages.UL. LS. 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. • use of appropriate words in Yuwaalaraay to participate in a discussion. • 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. using Yuwaalaraay. Programming and Assessment Focus: A day at the river Outcomes: LS.

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. LS. LS. 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. LS. maintain and conclude a conversation • Oral.4 Students learn about Students learn to Integrated learning experiences. what are you going to do?’ ‘I am cooking lunch’.2.UL. 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. making a poster.UL. 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.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. using words and phrases in Yuwaalaraay in the form of thought. ‘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.3. eg ‘I am going fishing. Feedback • the use of language in the context of conversation engage in conversation • initiate. 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.UL. Oral. 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.1.Life Skills Years 7–10: Advice on Planning. 260 .

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