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

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

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

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

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

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. Programming and Assessment 2. some students may study Life Skills outcomes and content in every subject. Schools do not need to ask permission from the Office of the Board of Studies for students to access Life Skills outcomes and content. community or workplace • the time needed for addressing outcomes and content • the resources required to assist the school in meeting the needs of the student • teaching strategies that are appropriate to the age and abilities of the student • curriculum adjustments that may be required to enable the student to access the Life Skills outcomes and content • strategies for monitoring the student’s progress • ongoing collaborative planning to assist the student’s successful transition through school to adult life. However. Other students may study a combination of Life Skills outcomes and content in some subjects and regular outcomes and content in other 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. 11 . The appropriate timing of the decision will be determined by the needs of the individual student. nor is it necessary to submit planning documentation. 2. it is not possible for students to undertake a combination of regular and Life Skills outcomes within the same subject. However.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. Does the student have to undertake Life Skills outcomes and content in all subjects? No. When can a decision to access Years 7–10 Life Skills outcomes and content be made? The decision to access Life Skills outcomes and content can be made at any time during the course of Years 7–10. 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. eg school.Life Skills Years 7–10: Advice on Planning. it is not necessary to submit documentation or confirmation of a disability to the Board for students to access Life Skills outcomes and content.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.

12 . 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 do not need to complete all of the content to demonstrate achievement of a Life Skills outcome. Do students have to complete all of the content to demonstrate achievement of a Life Skills outcome? No. Programming and Assessment Can schools develop integrated programs across the key learning areas? Yes. 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.Life Skills Years 7–10: Advice on Planning. Students who are capable of achieving some or all of the regular syllabus outcomes should be encouraged to do so. 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. students do not need to address or complete all the Life Skills outcomes in a particular subject. schools may develop integrated programs using Life Skills outcomes and content from selected subjects across the key learning areas. 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. Do students have to complete all the Life Skills outcomes in a particular subject? No. Content may be selected according to the student’s learning needs. Life Skills outcomes should be selected according to the student’s learning needs.

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

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

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

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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17.4. 13. 4.7 4. 2.1.7.3 uses technology and aids to communicate with a range of audiences LS.8.10.5. 3.2.11 views and responds to a range of visual texts.1 responds to auditory cues in a range of contexts LS. 6.12 10.10 3. media and multimedia LS. 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. 14. 17.2. 5.6.5.6.4.8 17. 3.2.6. 6.4.6.7 experiences music from a variety of social.1.17 uses individual and collaborative skills in the learning process.1 experiences a variety of drama or theatre performances Life Skills Outcomes A student: LS.2.5. 14. 12. 11. 4.12 A student: LS.1. 9.5. Music Photographic and Digital Media LS. 11. 2.4 For students working towards Life Skills outcomes in regular classes. 13.2.2 undertakes graphical presentations to communicate ideas LS.10 9. 2. Links Drama Graphics Technology Information and Software Technology LS.9.5.1. 17. 14.3.6.2. 13. 6.7. 12.7.8.Life Skills Years 7–10: Advice on Planning. 12.9.8. 17.13 5.10. Programming and Assessment 5.11. 6.1.9 writes short texts for everyday purposes LS.7. 2.4 uses spoken language to interact with a range of audiences LS.6.12 communicates for a variety of purposes LS. 14. 4. situations and actions through drama activities LS. 12. 21 .6.10. 13. 17. 11. 4. 17.5 2.4 Visual Design LS.3.1 explores characters. 17.5 recognises visual texts in a range of contexts LS.2 listens for a variety of purposes in a range of contexts LS.5. 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). 10. 12. 11. roles.14 communicates with a range of audiences LS.6 uses visual texts in a range of contexts LS. 10.12. 13. 4. 6.1.13 communicates in a range of contexts LS. 12. 6.6. 2.11 11.1. 14.2.7.5.1 Viewing and reviewing film Content ‘Learn to’ and ‘Learn about’ paragraphs (see the English Years 7–10 Syllabus (pp 45–54) for details of content) 1.7.7.10 composes increasingly complex written texts LS.3. 6.1.11 12. 4. 1.8. 14.5 6.7.1 uses information and software technology to participate in and manage their environment LS. 11.7 13.8.8 14. 17.1.4.9.

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

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. 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. media and storyboard multimedia.Life Skills Years 7–10: Advice on Planning. and understanding of. 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. 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. 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. continued 23 . displaying and describing film posters. 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. may indicate recognising advertising material and other images related to visual texts in a range of their favourite film/s. Responses constitute responding to may be prompted by direct questioning and/or auditory cues in a range of visual supports. • an additional or alternative activity could include A response to the pictures collecting. It may – recounting the events verbally. film Integrated learning experiences. 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. – 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. – 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. Information identified may environments. Programming and Assessment Viewing and reviewing film Programming from Life Skills outcomes and content (b) Focus: Initial responses to. 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.

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

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

Oral. session information and censorship classifications from the print media • uses guided questions and prompts to assist students to identify information in posters and film listings. It may 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. It may indicate viewing and responding to a range of visual texts. main characters. 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. 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.Life Skills Years 7–10: Advice on Planning. 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. media and multimedia. Programming and Assessment Viewing and reviewing film Programming from Life Skills outcomes and content (b) Focus: Promotion of films. It may involve listening for a variety of purposes in a range of contexts. Identification of information contained in print media may involve reading and responding to short written texts. This may involve: – gesturing to aspects of the poster nominated by the teacher – identifying text in the poster – interpreting text in the poster – predicting the theme or genre of the film – predicting whether they would enjoy the film identify information contained in the print media regarding film listings and film session times. • 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. Students • respond to film posters. posters and reviews Integrated learning experiences.

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

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

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

8.1 recognises the personal characteristics and needs that make them similar to others yet unique.2. Health and Physical Education 30 . 7. 6.7. Programming and Assessment 5.11 11.1.2. 10. 10.10.4. 1. 11.10.2 Myself Content ‘Learn to’ and ‘Learn about’ paragraphs (see the English Years 7–10 syllabus (pp 45–54) for details of content) Life Skills Outcomes A student: LS. 14.4. 6.1.12 communicates for a variety of purposes LS. 1.6.2 explores ways in which meaning is conveyed by nonverbal communication MLS. 3. 7.1.3. 10.2 listens for a variety of purposes in a range of contexts LS. 8.10.7. Personal Development.2.6 2.1. 8.6 uses visual texts in a range of contexts LS. 12.8 9.12 8. 13.5. 3. 4. 7.14 5.1. 10.6.5.2. 11.8.4.2. 3.4.3.2.7 14.4.5. 14. 7.8 A student: LS. 4. 9.8 responds to increasingly complex written texts LS. 1. 10.11. 12.1 responds to auditory cues in a range of contexts LS.9 writes short texts for everyday purposes LS.3 reads and interprets time in a variety of situations LS.3.14 communicates with a range of audiences.7 reads and responds to short written texts LS.7.7.5.2. 9. 2.Life Skills Years 7–10: Advice on Planning. 12. 9.8.6.1.5.9 7. 4.2.1.6. 13.6.5. 3. 13.1.2.7.4. 6.1.12 10. 9. 8. 2. 6. 14. 10.5 6. 14. 2.11 views and responds to a range of visual texts. 12. 10. 5. media and multimedia LS. 1.3. 2. 10. 4. 14.3.8. 7. 6.10 composes increasingly complex written texts LS.13 communicates in a range of contexts LS.5 recognises visual texts in a range of contexts LS.9.2.4 uses spoken language to interact with a range of audiences LS. Links History Languages Mathematics 1.8.2 explores personal connections to history MLC. 5. 11. 12. 4.2 recognises and uses the language of time MLS.3.3 uses technology and aids to communicate with a range of audiences LS.5. 11.4. 13.3. 9.7 4.7 13.10.10 3. 10.11.12 12.9.9. 8.5.1. 9.4. 6. 4.2.12. 14. 10.7. 14.6.

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

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

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

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

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

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

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

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

On one hundreds chart they are asked to colour in the squares for counting by twos (from 2). 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.Life Skills Years 7–10: Advice on Planning. 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. etc is at the beginning of the next row. 30. 39 . Students could: • place the numbers 1 to 10 in the squares on one strip. 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. 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. 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 first to reach 100 wins. the numbers 11 to 20 on another strip and so on up to 91 to 100 • align the strips to form a number line from 1 to 100. Students are given the task of reassembling the pieces to produce the hundreds chart • play dice games using the hundreds chart. 20. Programming and Assessment Using a hundreds chart Students are given 10 strips of paper each containing ten squares.

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

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

NLS. 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.13 and NLS.12 A student reads and writes amounts of money.3 Money NLS.13 NLS. NLS. Reflecting. Applying Strategies.12. Programming and Assessment 6. Applying • writing amounts in dollars Strategies.13 A student uses money to purchase goods and services.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. Knowledge and Skills Working Mathematically Students learn about Students learn to NLS. and combinations of dollars and cents (Applying Strategies) • complete a cheque using words and decimal notation (Applying Strategies. 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. 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.12 NLS. Communicating) NLS.11.11 NLS. • counting notes of the same denomination Reasoning) • counting notes of different denomination • use the language of money in a range of contexts • matching a range of coins to demonstrate (Communicating) equivalence of value • check the details of purchases on receipts or dockets • matching a range of notes to demonstrate (Reflecting. NLS. NLS. Applying Strategies) equivalence of value continued 42 . dollars.14 is included below.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. NLS.Life Skills Years 7–10: Advice on Planning. refer to the relevant Mathematics Years 7–10 Life Skills outcomes and content pages. For further details. Reflecting) • write amounts of money involving cents.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.11 A student recognises and matches coins and notes.14 A student estimates and calculates with money.

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

eg student selects a ten-cent coin when asked • sequence coins and notes in order of value. 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. $1.11 Students could: • select the appropriate coin or note when requested.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. 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. five 20 cent coins to make one dollar. shelf prices. NLS. 44 . for-sale signs and on notice boards at theatres/cinemas that display admission prices. having a haircut • identify the next whole dollar amount that is more than a given amount. to purchase a magazine. NLS. eg $2 to meet a purchase of $1.14 Students could: • estimate the cost of a range of items and select the appropriate coin or note to pay for the item. 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.Life Skills Years 7–10: Advice on Planning. eg place a $5 note for an item costing $4. eg going to the movies. vending machines • match coins to prices of items in a catalogue. to rent a video/DVD • use coins or notes to pay for services. $2.80 • insert appropriate coins and/or notes in public telephones. eg to buy lunch in the school canteen. $50 and $100 • combine coins of the same value to make a specified amount less than or equal to one dollar. 10 cents. Programming and Assessment Learning Experiences and Assessment Opportunities In the following activities.12 Students could: • read money amounts in catalogues and on shop dockets. eg 5 cents.13 Students could: • identify item to be purchased and its price and determine the value of money needed to purchase the item • use coins or notes to pay for purchases. eg selects a $2 coin to pay for a can of soft drink from a vending machine. $5. eg ten 10 cent coins to make one dollar.75. dollars and combinations of dollars and cents • writing amounts of money using decimal notation • complete a cheque using numerals and words. NLS. 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. $20. eg offer $1 coin to purchase a muesli bar that costs 75 cents.99 • match notes to prices of items in a catalogue. eg a particular CD may be cheaper in a department store compared to a specialist music store. eg the change due for a purchase of $3.99 • purchase an item of food from the school canteen using the above method. a 20 cent coin and a 5 cent coin to make 75 cents • identify the smallest and largest valued coins and notes. $10. card or gift. 20 cents. $4 to meet a purchase of $3. eg place a $2 coin for an item costing $1. eg a 50 cent coin. 50 cents. to pay for items at a supermarket. NLS.

Reflecting) • recognise activities that occur on weekdays (Applying Strategies.1 • associating familiar activities involving eating.4 A student organises personal time and manages scheduled activities.3 and MLS.1.Life Skills Years 7–10: Advice on Planning.2 MLS. refer to the relevant Mathematics Years 7–10 Life Skills outcomes and content pages. MLS.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. 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.2 A student recognises and uses the language of time. Reflecting) • identify activities that occur on specific days and at specific times (Applying Strategies. MLS.2. Reflecting) • recognise activities that occur on the weekend (Applying Strategies.1 A student matches familiar activities with time frames. For further details.4 is included below. • 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.4 Time MLS.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 .3 A student reads and interprets time in a variety of situations. Reflecting) MLS. MLS.1 MLS. Programming and Assessment 6. MLS. Knowledge and Skills Working Mathematically Students learn about Students learn to MLS. MLS.

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. pictures and symbols. evening.Life Skills Years 7–10: Advice on Planning. Programming and Assessment Calendars and Planners reading the names or symbols for days of the week on a calendar • reading the months of the year on a calendar • locating special days and events on a calendar • recognising that calendars are used to plan special events and activities • identifying number of days. Reflecting) Calendars and Planners • locate birthdays of significant people on a calendar (Reflecting) • use a calendar/diary to plan for regular personal activities (Applying Strategies. and discriminate between essential and non-essential activities (Reflecting) • prepare a personal timetable for a weekend (Applying Strategies. Reflecting) • read and interpret a written timetable for TV programs (Applying Strategies. Reflecting) • Language Morning.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. months between one event and another • MLS. weeks. personal diary Links History • Timetables read and follow an individual sequence chart (timetable) for a range of activities (Applying Strategies. 46 .2 explores personal connections to history. Reflecting) • read and follow a school timetable for group or class activities (Applying Strategies. a variety of calendars.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. days of the week A student: LS.1 explores the concepts of time and chronology LS. Reflecting) • read and interpret a timetable for using community transport (Applying Strategies. afternoon.

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.

51

Predicting an animal’s changing needs for food and water may involve recognising characteristics of and changes in living things.18. 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. LS.17. 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. eg locating a convenient source of food such as mulberry leaves – care needs.2. It may also involve undertaking a variety of team and individual tasks.17. 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. eg temperature. eg silk worms. LS. LS. LS. amount of food. Programming and Assessment Focus: Investigating the needs of animals as they grow Outcomes: LS. LS. LS. food. young chickens – the appropriate environment in the classroom. LS. frequency of feeding • assist students to consider the food and water requirements for the animal as it grows and affirm predictions.21 Students learn about Students learn to Integrated learning experiences.2.Life Skills Years 7–10: Advice on Planning. This may include determining: – the animal for investigation. such as clear glass tank for silk worms – the air. instruction and assessment Teacher • assists students to investigate a selected animal’s needs for air. water and shelter. LS.9 • changes that occur in living things over time • observe changes that occur in an animal over time • predict the animal’s food and water requirements as it grows.9. continued 52 .19. This may include responding to questions and/or pictures about type of food. 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. Oral. LS.

cocoon. • observation and recording of the changes in the animal over time in a appropriate format LS2.17. 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. instruction and assessment 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. LS. LS.2. LS. Programming and Assessment Focus: Investigating the needs of animals as they grow (cont) Outcomes: LS. LS. Feedback • participate as part of a team in a scientific investigation of an observation phenomenon in the local school environment Oral. posters. multimedia presentation.19. LS.2. 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. oral and/or written report.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.18.Life Skills Years 7–10: Advice on Planning.2. LS.21 Students learn about Students learn to Integrated learning experiences.18. LS. • communication of the results of their investigation with others in an appropriate format. • 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. larva. This may include: – taking photographs and/or recording videos at regular intervals – measuring length and weight at regular intervals – recording information using tables.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. LS. chick. LS.18. 53 . eg silkworms at egg stage. 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. visual and/or tactile formats – developing a graph to show growth over time • communicate information about the investigation to others. LS. hatchling.9. This could take the form of photographs taken at regular intervals.18. moth. LS.19. chickens at egg stage.

light.9. light. bush. LS. This may include researching the needs of plants through practical observations such as growing watercress in different conditions (eg no light.18.9 • 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. no water etc).21 Students learn about Students learn to Integrated learning experiences. water and nutrients. nursery. LS. vegetables. LS.Life Skills Years 7–10: Advice on Planning. instruction and assessment Teacher • provides opportunities for students to observe. water and nutrients. recognition that plants as living things need air. light. ferns.9 • characteristics of living things • recognise some characteristics of living things • recognise that plants. shrubs. 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. wetland.2. creek. Oral feedback and prompting by the teacher to guide and affirm students’: • recognition of plants in the school/community environment • LS. Students • recognise a variety of plants in the school/community environment. grasses. and then recording and communicating their findings to others Recognising the needs of plants may involve recognising characteristics of and changes in living things. continued 54 . water and nutrients • assists students to identify the different parts of plants and their function. beach Evidence of learning (words in italics refer to Life Skills outcomes) Feedback LS. aquatic plants in the playground. park. LS. Students may observe trees.19. as living things need air. Programming and Assessment Focus: Plants and their needs as living things Outcomes: LS.

and observing the results after several hours or overnight – placing a small plant on a window sill. LS. Investigations may include: – placing a freshly cut end of stem of celery or white carnations into water coloured with food dye. LS. and observing its growth towards the light over several weeks. LS.18. LS. 55 .18.21 • 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. and observing the results after several hours or overnight – placing a small plant with roots in coloured water. LS. LS. eg stem provides support and transport of water and nutrients. record and communicate about investigations into the parts and functions of a typical plant.21 Students learn about Students learn to Integrated learning experiences. Programming and Assessment Focus: Plants and their needs as living things (cont) Outcomes: LS.9.19. Oral feedback and prompting by the teacher to guide and affirm students’ participation in an investigation. 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.Life Skills Years 7–10: Advice on Planning.2. Observing. It may also involve participating in an investigation and/or communicating information about an investigation and/or undertaking a variety of team and individual tasks. LS.9. leaves absorb light and make food.19. LS. instruction and assessment Evidence of learning (words in italics refer to Life Skills outcomes) Feedback LS.2. roots take up water and nutrients.

19.17.9. Oral.18. watercress. LS. LS. LS.21 • the scientific process – observing – questioning – planning – participating – communicating • the needs of living things • importance of light and water to plants Students • plan a fair test/controlled experiment to investigate the effect of light on plant growth. 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. LS.Life Skills Years 7–10: Advice on Planning.18. LS. conduct.2. eg marigolds. beans. LS. LS. instruction and assessment Teacher • assists students to plan.21 Students learn about Students learn to Integrated learning experiences. 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 undertaking a variety of team and individual tasks. 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. 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.9. LS.17. LS. continued 56 . 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.2. Programming and Assessment Focus: Investigating the effect of light on plant growth Outcomes: LS. The steps in the plan may be developed by the teacher and include: – selecting an appropriate type of plant to grow.

instruction and assessment LS.18.21 Students learn about Students learn to Integrated learning experiences. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • 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. LS. LS. LS.19. 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. eg they compare.9. 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. 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. 57 . LS. LS.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.18. 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. 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.2.19. Oral.9. LS.17.2. LS. This may involve: – displaying posters and graphs – producing booklets for future reference and sharing with peers – using multimedia presentations at a school assembly. Programming and Assessment Focus: Investigating the effect of light on plant growth (cont) Outcomes: LS. This should involve: – setting up two identical groups of plants (eg two groups of five plants). 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. a control group and an experimental group – following a consistent procedure for tending the plants. LS. describe and explain differences.Life Skills Years 7–10: Advice on Planning.

LS. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • recognition that humans as living things need clean air.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. paper. shelter.20. 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. food and water.9. LS. 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. eg soft drink bottles. clean air. LS. • recognise that human activities produce waste • recognise items of waste. and identify items that can be recycled.21 Students learn about Students learn to Integrated learning experiences. This may involve creating a poster of natural resources to meet human needs using photographs. Students • recognise and record the natural resources that are essential to meet human needs. eg rubbish in the school and home.16. recycling. LS.18.19. Programming and Assessment Focus: Investigating how people change the environment Outcomes: LS. instruction and assessment Evidence of learning (words in italics refer to Life Skills outcomes) Feedback LS.2. eg composting. cardboard. LS. LS. pictures. LS. food and shelter • assists students to recognise what waste is. shelter.2.9 • the needs of living things • the scientific process – observing – questioning – planning – participating – communicating LS. continued 58 . images of any of food and water. other living things and/or people • recognition of waste in the school and home and the importance of recycling.17. LS.15. cleaning up the local area. food scraps – investigating ways of creating a compost heap Oral. 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. drawings. aluminium cans. 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.Life Skills Years 7–10: Advice on Planning. planting trees.

Oral. LS. LS. LS.17.21 • 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. Programming and Assessment Focus: Investigating how people change the environment (cont) Outcomes: 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. recording quantity of litter and recycled materials over a period of time. LS. LS. It may also involve participating in the development of a plan to carry out an investigation and/or participating in an investigation and/or communicating about an investigation and/or suggesting a way to solve a problem and/or undertaking a variety of team and individual tasks.16. LS.2.19. 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. eg sorting litter for recycling and composting. responsibilities of class members to publicise.17. LS.16. LS. LS.18.20. LS. continued 59 .9. videos. 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.21 Students learn about Students learn to Integrated learning experiences. tables. This may involve: – identifying examples of school waste that could be reduced or recycled – identifying an area of the school to be investigated – collecting. instruction and assessment LS.Life Skills Years 7–10: Advice on Planning.18.15.20. LS. sort and monitor progress – recording the results of their investigation at regular intervals through photographs.15. LS.19. LS.

LS. • participation in a community project and recording and communicating their observations in an appropriate format. instruction and assessment LS.16. taking photographs. LS. LS.15. LS.15. recording and communicating the changes to the local area resulting from human activity LS. eg changes to open spaces as a result of building. LS.2. photographs or videos. LS. eg school or community – recording changes in their folio/workbook.18. LS. videos. 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.19. This may include: – researching the reasons for changes in the local area and the effect of changes in the local area. multimedia presentation. eg tree/garden planting. Oral. LS. litter removal – researching information on current community activities such as Clean Up Australia Day.18.16. posters. eg annotated photographs or videos. removing litter or regenerating school gardens or bushland. article in school newsletter. written text – communicating the results of their participation in a community project through posters.20.19. LS. LS. It may also involve participating in the development of a plan to carry out an investigation and/or participating in an investigation and/or communicating about an investigation and/or undertaking a variety of team and individual tasks. It may also involve participating in an investigation and/or communicating about an investigation and/or undertaking a variety of team and individual tasks.17. letters to the editor of the local paper.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.16.21 Students learn about Students learn to Integrated learning experiences. Programming and Assessment Focus: Investigating how people change the environment (cont) Outcomes: LS. visual and/or tangible feedback and prompting by the teacher to affirm students’: • researching.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.9. 60 . using the internet. interviewing local residents – communicating the results of their investigation with others. 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. accessing local papers and newsletters – recording their participation through photographs.Life Skills Years 7–10: Advice on Planning. eg collecting newspaper articles. oral report.19. LS. LS. LS. LS. multimedia presentation.17.18. 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.

Students engage in experiences that focus on ways in which energy brings about change. LS. organises and displays data. a variety of switches LS. preparation and processing LS.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.17 participates in the development of a plan to carry out an investigation LS.14 communicates with a range of audiences LS. They are involved in identifying forms and sources of energy and in investigating ways in which energy is used in our daily lives.6 recognises some forms and sources of energy Selection of battery operated devices LS. The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests. and explore ways to reduce energy wastage in the classroom/school context.1 recognises the relationship between food properties.2 gathers.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. Links A student: A student: English Food Technology LS. Life Skills Outcomes Resources A student: Energy provider websites or local energy provider shop fronts LS.Life Skills Years 7–10: Advice on Planning.19 communicates information about an investigation LS.21 undertakes a variety of team and individual tasks.18 participates in an investigation LS.5 recognises visual texts in a range of contexts LS2. 61 . 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.12 communicates for a variety of purposes Mathematics LS.20 suggests a way to solve a problem LS.13 communicates in a range of contexts DLS.7 explores the ways that energy is used in our daily lives Simple circuit boards LS. Programming and Assessment 7.17 uses individual and collaborative skills in the learning process.

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

gas bottles for a BBQ • assists students to investigate changes to a variety of foods as a result of heat energy. sound.6. continued 63 . for example. gas bottles for a BBQ – recognising that some batteries are rechargeable and observe the ways in which they can be recharged. LS. burning candles. LS.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. eg heat. eg sun and wind to dry clothes. petrol. mobile phones Exploring the ways in which energy can be stored may involve recognising some forms and sources of energy. Students • identify and record sources of energy used in their daily lives. batteries. LS.2. eg batteries operate a Walkman. eg sun. Oral. This may include: – exploring the effect of removing batteries from different devices. LS. gas. batteries • assists students to identify different types of energy.19. light. Programming and Assessment Focus: Types and sources of energy Outcomes: LS.18.17.6 • 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. electrical (electricity) • demonstrates how energy can be stored. eg batteries for a Walkman. food. LS. instruction and assessment Teacher • assists students to recognise the sources of energy. LS.21 Students learn about Students learn to Integrated learning experiences. • observation of the use of stored energy in. electricity. eg video cameras. eg torches. electricity to operate the TV. electric wheelchairs. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • identification and exploration of sources of energy LS. batteries to use a Walkman Evidence of learning (words in italics refer to Life Skills outcomes) Feedback LS. walkmans. LS. wind.7. petrol to run a car.6. watches – exploring the ways in which stored energy can be used when other energy sources are not available.

melting ice blocks. LS. This may include: – predicting the changes to various foods as a result of the application of heat energy by responding to questions and/or pictures – cooking cakes or pancakes. Oral. LS. 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. LS. LS. 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. Programming and Assessment Focus: Types and sources of energy (cont) Outcomes: LS.21 Students learn about Students learn to Integrated learning experiences. texture.18. 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.18.6.17.21 • 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. instruction and assessment LS. chocolate or cheese and observing the changes – recording the observed changes to the food after heating such as colour. recording and communicating their observations.17.19. LS. LS. LS.6.7.2. LS. LS.2.19. 64 . 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.

This may include: – responding to questions and/or pictures about their day.6. Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • LS.18. LS. Programming and Assessment Focus: Energy usage in a typical day Outcomes: LS. LS.19. eg a Walkman uses stored energy in batteries. 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. LS. ‘What makes things work?’. oven. Oral. ‘How did you get to school?’ – sorting and matching pictures of devices and the types of energy they use.6. LS. LS. eg ‘Why do we need energy?’. 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.Life Skills Years 7–10: Advice on Planning. LS.18. a clock radio.7. LS. toaster.21 Students learn about Students learn to Integrated learning experiences. power tool and television all use electricity.7. ‘What did you use to cook breakfast?’.19.21 • 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. light. CD player. a car or bus uses petrol or diesel – developing a poster or visual sequence of energy usage in a typical day. 65 . a hot shower. It may also involve participating in an investigation and/or communicating about an investigation and/or undertaking a variety of team and individual tasks. computer. 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. cooktop and room heating use gas or electricity. LS.

Students • identify ways in which wasting energy can be reduced.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. LS.15. LS. continued 66 .19. Oral.21 Students learn about Students learn to Integrated learning experiences. 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. visual and/or tangible feedback and prompting by the teacher to affirm students’ identification of ways in which energy can be conserved. Programming and Assessment Focus: Conserving energy Outcomes: LS.Life Skills Years 7–10: Advice on Planning.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. LS. LS.18.

LS. instruction and assessment Students Evidence of learning (words in italics refer to Life Skills outcomes) Feedback LS. 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. eg lighting. close curtains or use draft excluders when heater is on. Programming and Assessment Focus: Conserving energy (cont) Outcomes: LS.21 Students learn about Students learn to Integrated learning experiences.15.Life Skills Years 7–10: Advice on Planning. 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. This may involve: – identifying the forms of energy used in the classroom. computers.19. LS. Oral. LS. LS.17. computers and heaters when not in use. LS. LS. LS. LS.20. 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.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.19. close doors and windows if air conditioning is on. LS. cooling – identifying ways to conserve energy.20. heating.18.17.18. 67 . 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. eg turn off lights. LS.15.

8. Issues and Events from 1946 to 2000.nsw. The unit addresses the following topics from the syllabus: Topic 1 Introducing History. Students also study significant people and places in Australian history and engage in individual and group investigations and site visits. This unit involves students accessing the geographical features of the school and local environment.boardofstudies.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. This unit involves students exploring needs and wants.3 Aboriginal Studies Connecting with Aboriginal people and their cultures Informed consumers 8. and/or Topic 5 Significant People. Topic 4 Significant People.edu.Life Skills Years 7–10: Advice on Planning. Students use strategies to make informed decisions when purchasing goods or services and identify areas where consumers may need protection. and identifying the ways in which people obtain goods and services in the community. Students explore cultural diversity.au). The sample units should be read in conjunction with the appropriate syllabus and support documents already distributed to schools and available on the Board of Studies website (www.4 Commerce 8. and experience a range of training and workplace environments. Unit number 8. This unit involves students developing skills and strategies to participate in personal transition planning.2 Geography Australian communities 8. the variety of groups in their local community and the distinctive features of Australia. This unit involves students exploring important features of Aboriginal cultures and the ways that Aboriginal people contribute to Australian society.5 Work Education The world of work 68 . 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. Students develop appropriate ways to interact with members of the Aboriginal community and explore the importance of land to Aboriginal people. Issues and Events from 1900 to 1945. Students explore the roles of a range of services in the community.

3 reads and interprets time in a variety of situations LS.1.MBC. former students and staff of the LS. 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. galleries LS.2 explores own and other cultures English LS.12 communicates for a variety of purposes PDHPE LS.13 communicates in a range of contexts LS. Links A student: A student: Drama Languages LS.1.MBC.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. events and issues in Australian history Museums. events and issues in Australian Access to computers and the internet history Existing textbooks LS.11 uses a variety of strategies to locate and select information Digital camera. 69 . teachers may wish to link the activities in this unit with the Stage 5 units ‘People Power and Politics in the Post-war Period’ (pp 49–54) or ‘Constructing History’ (pp 55–59) in History Years 7–10: Advice on Programming and Assessment.3 recognises the contribution of different cultures to Australian society LS.1 experiences cultural diversity understanding of ideas and feelings LS.9 writes short texts for everyday purposes MLS. The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests.Life Skills Years 7–10: Advice on Planning.2 explores personal connections to history school. Programming and Assessment 8.8 investigates the importance of significant people. solutions.3 uses technology and aids to communicate with a range of audiences MLS. For students working towards Life Skills outcomes in regular classes. audio and/or video recorder/player LS. members of local historical societies LS.3 uses a range of software programs Visual Arts LS.2 recognises and uses the language of time LS.6 makes a variety of visual design artworks that reflect experiences.3 participates in site studies to explore people. The unit addresses the following topic from the syllabus: Topic 1 Introducing History.1 explores the concepts of time and chronology People in the community such as grandparents.5 uses appropriate behaviours in social situations Information and Software Technology LS.2 listens for a variety of purposes in a range of contexts Mathematics LS. Students also study significant people and places in Australian history and engage in individual and group investigations and site visits.21 uses appropriate communication strategies in a variety of contexts LS.1 matches familiar activities with time frames LS. responses or a point of view.12 uses a variety of strategies to organise and communicate information.3 participates in drama experiences in which role-taking is used to enhance their LS.3 uses a variety of techniques to present information and software technology LS.10 composes increasingly complex written texts MLS. Life Skills Outcomes Resources A student: LS.MBC.5.

3. how and why we keep items from the past. cooking implements.Life Skills Years 7–10: Advice on Planning. 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. motor vehicles. records/CDs. LS. where. This may include: – identifying items and photographs used by the speaker – asking questions to clarify their understanding – recording key features of the presentation using audio or video formats for later discussion • group items. continued 70 . Programming and Assessment Focus: Personal connections with history Outcomes: LS. coins and bank notes. models and/or images supplied by the teacher as ‘old’ and ‘new’. • grouping of images and/or items according to time. LS. LS. Students • listen and respond to a speaker. images of people preparing and obtaining food. such as a grandparent. sharing experiences of the past using old items and/or photographs. 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. telephones.12 Students learn about Students learn to Integrated learning experiences. Examples may include irons. 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. LS.2.1. Oral.11.

LS. including models.2. 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. 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. photographs. LS. events and issues in Australian history. writing descriptions – participating in a discussion about ‘why’. 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. 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. LS. LS. This may include: – identifying items from the past – recording examples of particular items by taking photographs/videos. and souvenirs chronologically.Life Skills Years 7–10: Advice on Planning.3. ‘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. 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. 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. • organisation of items and events according to chronology. certificates. instruction and assessment Students • visit a museum or library to view items from the past.12 Students learn about Students learn to Integrated learning experiences. awards.11. photographs. Oral. Oral. continued 71 . making drawings. Programming and Assessment Focus: Personal connections with history (cont) Outcomes: LS.1. photographs.

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

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

• communication of the results of their investigation to others in an appropriate format. Programming and Assessment Focus: Connecting with people from the past (cont) Outcomes: LS. instruction and assessment Students • determine the most appropriate way to record and present the information gathered. This may involve: – displaying the recorded information in a prominent place in the classroom or school – using a multimedia presentation – presenting an oral report.3. LS. pictures. Communication of the information may indicate investigation of the importance of significant people.12 Students learn about Students learn to Integrated learning experiences. 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. 74 . LS. 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. events and issues in Australian history and/or using a variety of strategies to organise and communicate information. Responses from others provide feedback.Life Skills Years 7–10: Advice on Planning.8. LS. 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. Feedback • the contribution of significant people and/or groups • use a variety of strategies to organise and communicate information Oral.11.

organisation or institution. photographs. organisation or institution for study • assists students to identify and access the types of resources that will provide appropriate information. This may include: – participating in a group discussion/forum to discuss the information obtained – creating a scrapbook of images. This may involve: – identifying the subject of their investigation. instruction and assessment Teacher • assists students to identify and select a significant place. Programming and Assessment Focus: Connecting with places of historical significance Outcomes: LS. library. eg their school.Life Skills Years 7–10: Advice on Planning. organisation or institution may indicate exploring personal connections to history and/or participating in site studies to explore people. LS. LS. including guest speakers and site studies • assists students in determining appropriate ways to record. Oral. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • location and selection of appropriate information Determining the most appropriate way to record information from the past may involve using a variety of strategies to organise and communicate information. eg school magazines. newspaper cuttings – creating a collage of annotated photographs – retelling the history of the location through photographs. a sporting club. events and issues in Australian history. films.2. audio recordings – participating in one or more site studies to a museum. LS. pictures.3.12 Students learn about Students learn to Integrated learning experiences. multimedia presentation Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • how we discover what happened in the past • • • • • how we discover what happened in the past • experience a range of historical evidence participate in an investigation of the history of the school participate in an investigation of an historically or culturally significant location use a variety of strategies to locate and select information use a variety of strategies to organise and communicate information Exploring the history of a significant location. a building in the local community. Students • explore the history of a significant place. internet. continued 75 . caretaker of local museum. eg a former student or retired principal of the school. • selection of an appropriate way to record their information. It may also involve using a variety of strategies to locate and select information.11. eg the history of the school – identifying and accessing appropriate resources. senior citizens • determine the most appropriate way to record the information gathered for future historical reference. 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. gallery to obtain information – interviewing a guest speaker.

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

8 responds to increasingly complex written texts LS. including a LS.6 makes a variety of artworks that reflect experiences. media and multimedia DLS.11 uses a variety of strategies to locate and select information LS.12 communicates for a variety of purposes PDHPE LS.1 experiences a range of environments SBS World Guide http://www.12 uses a variety of strategies to organise and communicate information.11 views and responds to a range of visual texts.9 recognises the contribution of Aboriginal peoples and other cultures to LS. Students explore cultural diversity.3 uses a variety of techniques to present information and software technology solutions.4 explores the effects of the physical environment on peoples’ activities Photographs of the local community 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. Learning activities address selected ‘learn about’ and ‘learn to’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students.6 uses visual texts in a range of contexts LS. Programming and Assessment 8.2 moves around in the environment Other internet sources LS.2 explores own and other cultures LS.1 experiences cultural diversity LS.13 communicates in a range of contexts LS.7 explores the diversity of Australian communities Computer hardware and software appropriate to multimedia presentations.10 recognises the importance of active and informed citizenship digital camera LS. responses or a point Australian history of view.Life Skills Years 7–10: Advice on Planning. LS. Links A student: A student: English Languages LS.au/Worldguide/index. 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 communicates with a range of audiences LS.MBC. For students working towards Life Skills outcomes in regular classes.MBC. 77 .com. Life Skills Outcomes Resources A student: Existing textbooks LS. teachers may wish to link the activities in this unit with the Stage 5 unit ‘Changing Australian Communities’ in Geography Years 7–10: Advice on Programming and Assessment (pp 27–35).MBC. the variety of groups in their local community and the distinctive features of Australia.theworldnews.12 uses a variety of strategies to organise and communicate information Information and Software Technology LS.4 uses spoken language to interact with a range of audiences LS.php3 LS.11 uses a variety of strategies to locate and select information LS.21 uses appropriate communication strategies in a variety of contexts History Visual Arts LS.5.3 recognises the features of a range of environments Archival magazines and brochures LS.3 recognises the contribution of different cultures to Australian society LS.10 composes increasingly complex written texts Mathematics LS.1 reads and interprets tables and data displays LS.5 uses appropriate behaviours in social situations LS.

eg ‘come to the front of the class’. ‘the kitchen is on the top floor’. Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • geographical features of the immediate environment – school geographical language used to describe features of the environment • experience and participate in activities that focus on the immediate environment – school • respond to geographical language • Accessing features of the school may indicate experiencing a range of environments and/or moving around in the environment and/or recognising the features of the environment. ‘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’. LS.1. This may include: – taking photographs of features of the school and matching/placing these on a map with text if appropriate – following directions involving geographical language to move around the school environment. continued # See pages 213 and 216 for details of how to develop a support network card 78 . and playground. instruction and assessment Teacher • assists students to recognise. if required.Life Skills Years 7–10: Advice on Planning. LS.11. 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.12 Students learn about Students learn to Integrated learning experiences. ‘meet the teacher at the southern end of the oval’. offices. • request for assistance and safe movement in the environment. ‘I need someone to push my wheelchair over the grass to get to the football field’. Students • access features of the school by following a personal timetable and using safe practice. canteen.3. LS. ‘wait at the top of the stairs’. to access particular parts of the school using a support network card#. Programming and Assessment Focus: Our community Outcomes: LS. 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. ‘the bus leaves from the front of the building’ • indicate the need for and/or seek assistance. eg ‘I need help to get to the kitchen on the top floor’. Oral.2. 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. 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. as a pedestrian.12 Students learn about Students learn to Integrated learning experiences. LS. as a bike rider. continued 79 .2. how will you get to…’ – demonstrating their understanding of geographical language as they move around the community in the context of undertaking fieldwork. eg shopping and recreational areas. Programming and Assessment Focus: Our community (cont) Outcomes: LS. • response to questions involving geographical language. public buildings and places of interest.11. LS. 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. LS.Life Skills Years 7–10: Advice on Planning.1. 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. instruction and assessment Teacher • provides opportunities for students to engage in fieldwork to recognise.3. LS. bus or train. 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. Oral. 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. Students • recognise and explore the geographical features of the community.

80 . eg cross when traffic lights are green. Feedback • moving around the environment using safe practice • identify assistance needed to move around in the immediate environment Oral. 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. • demonstration of appropriate skills and strategies and safe movement in the community. LS. LS. stand behind the yellow line when waiting for a train. Evidence of learning (words in italics refer to Life Skills outcomes) Indicating assistance required may be a strategy for moving around in the environment. wear a helmet when riding a bike. LS.2. 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.Life Skills Years 7–10: Advice on Planning.3.12 Students learn about Students learn to Integrated learning experiences. wear a seatbelt in a car or bus.11.1. instruction and assessment Students • indicate the kind of assistance required to access particular parts of the community. Programming and Assessment Focus: Our community (cont) Outcomes: LS. LS.

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

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

3. possibly including fieldwork. LS.1. LS. community services groups – matching photographs. and what makes it unique.2. 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. instruction and assessment Students • recognise the range of groups and personnel who support the community. LS.12 Students learn about Students learn to Integrated learning experiences. LS. cultural venues) and people. 83 . 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. groups and government departments/agencies that respond to disasters caused by natural hazards Oral. Feedback • natural hazards that affect people’s lives and activities • recognise individuals. 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. Programming and Assessment Focus: Faces in the community (cont) Outcomes: LS. • creation of a collage or multimedia presentation of the features of the local community and what makes it unique.10. 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. its facilities (such as cafes. fire brigade or SES personnel.Life Skills Years 7–10: Advice on Planning. LS.11. eg police or ambulance officers. The collage may include community location. 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.

to explore and compare the effect of the physical environment and the climate on the activities of people in coastal and inland communities. 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. 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. LS. climates and/or vegetation • assist students to recognise and record the distinctive features of native Australian flora and fauna. 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. patterns of: – landforms – drainage basins – climate. possibly including fieldwork.2. Oral. LS.4. Students • identify the location of their community on a map.1. 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. LS.12 Students learn about Students learn to Integrated learning experiences. Programming and Assessment Focus: Distinctive features of Australia Outcomes: LS. instruction and assessment Teacher • assists students to recognise a map of Australia.Life Skills Years 7–10: Advice on Planning. 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. • research into the effect of the physical environment on the activities of people. 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. 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. This may include: – recognising the shape of Australia – tracing. LS.3. rainfall. climates.11. 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. continued 84 .

12 Students learn about Students learn to Integrated learning experiences.11. continued 85 . 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.1. size. Programming and Assessment Focus: Distinctive features of Australia (cont) Outcomes: LS. • identification of the most appropriate plants to grow in the local area. LS. videos. instruction and assessment Students • undertake fieldwork to recognise and record native trees/flowers in the school/local environment.4.2. Feedback • distinctive features of Australian flora recognise well-known Australian trees and flowers • recognise the distinctive features of native Australian trees and flowers • Oral. It may also involve using a variety of strategies to organise and communicate information.3. LS. eg the colour. drawings. 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. the varieties of banksias – recording their fieldwork using photographs. the feel and smell of wattle flowers and eucalyptus leaves. LS. written text. This may include: – locating native flora such as eucalyptus trees. LS.Life Skills Years 7–10: Advice on Planning. 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. banksias. shape and colour of waratahs.

This may include: – recognising native animals in a visit to a zoo. instruction and assessment Students • undertake fieldwork to recognise and record the distinctive features of native animals.3.Life Skills Years 7–10: Advice on Planning.12 Students learn about Students learn to Integrated learning experiences. • communication of the results of their fieldwork. LS. 86 .2.4. 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.11. habitats and the way they care for their young – recording their fieldwork using photographs. Programming and Assessment Focus: Distinctive features of Australia (cont) Outcomes: 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. photographing and/or videoing a variety of native animals focusing on their appearance. LS. wildlife sanctuary or in the local environment – observing. Communicating the results of their fieldwork with others may indicate using a variety of strategies to organise and communicate information. LS. LS. 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. eating habits. pictures. LS. Feedback • distinctive features of Australian fauna recognise well-known Australian animals • recognise the distinctive features of Australian animals • Oral. 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.1.

Harcourt Brace Jovanovich. Australian Aborigines Series. Tresize. Collins. Darlinghurst. ABC Series. Deadly Vibe Magazine. Traditional Aboriginal Culture and Society (Information Pack) ATSIC.au Aboriginal and Torres Strait Islander Commission http://www.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.9 uses a variety of strategies to locate and select information LS. Australian National University Press. P & Roughsey. Djugurba – Tales from the Spirit Time. Macmillan.10 uses a variety of strategies to organise and communicate information. D.1 recognises factors that contribute to an Aboriginal person’s identity LS. PO Box 810.6 explores the ways in which the wider Australian community interacts with Aboriginal Peoples and cultures LS. D. Websites Bangarra Dance Theatre http://www.com Christine Anu http://www. A & Hill. Programming and Assessment 8. reprinted by Heinemann Library. 97 Rose St Chippendale. 2008 Message Stick.net. Roughsey.8 uses appropriate protocols for working with Aboriginal Peoples and communities LS. Redfern Videos The Dreaming Series. D. 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.4 recognises the importance of self-determination and autonomy for Aboriginal Peoples LS. Sydney. Aboriginal Nations Pty Ltd. Sydney Naamarroo Employment Services.christineanu. Desert Dreamings. Sydney.au Yothu Yindi http://www.vibe.com. Life Skills Outcomes A student: LS. Canberra. Gidja.atsic. The Rainbow Serpent. Posters ATSIC.5 recognises the significant contribution of Aboriginal people to Australian society LS. 2010.au Australian Museum http://www. Sydney. 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. Collins. Aboriginal Australia Reading Series.com Deadly Vibe Magazine http://www. Sydney.au 87 . Sydney. Canberra Department of Aboriginal Affairs.com.gov.Life Skills Years 7–10: Advice on Planning. Stokes. Students develop appropriate ways to interact with members of the Aboriginal community and explore the importance of land to Aboriginal people. Resources Books Barlow. Carlton. M.bangarra. Jacaranda Press. Rushcutters Bay.amonline.yothuyindi.

techniques and processes.9 recognises the contribution of Aboriginal peoples and other cultures to Australian society.7 experiences music from a variety of social.MBC.MBC. Programming and Assessment Links A student: A student: Aboriginal Languages Information and Software Technology LS.9 appreciates a variety of music LS.Life Skills Years 7–10: Advice on Planning. 88 . events and issues in Australian history LS.4 explores the effects of the physical environment on people’s activities LS. LS. 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 ‘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.2 explores a variety of materials.11 views and responds to a range of visual texts.23 supports and cooperates with others in a range of contexts LS.1 experiences cultural diversity LS.3 uses a variety of techniques to present information and software technology LS.1 experiences a variety of artmaking activities History LS.2 explores their own and other cultures solutions English Music LS. media and multimedia PDHPE LS.2 moves around in the environment Visual Arts LS.2 listens for a variety of purposes in a range of contexts LS.3 participates in site studies to explore people. cultural and historical contexts LS.5 uses appropriate behaviours in social situations Geography LS.16 explores social and cultural issues through texts LS.5.3 uses technology and aids to communicate with a range of audiences LS.

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

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

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

Recording the results of research and presenting findings may involve using a variety of strategies to organise and communicate information. LS. Programming and Assessment Focus: Land and its significance for Aboriginal identity (cont) Outcomes: LS. • recording of results and presentation to others.1. instruction and assessment Students • undertake site studies and/or communication technology research to explore contemporary Aboriginal organisations/enterprises. 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. It may also involve using a variety of strategies to locate and select information.10 Students learn about Students learn to Integrated learning experiences. LS.9.4. 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.Life Skills Years 7–10: Advice on Planning. 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. oral and graphic forms to communicate information • • record the results of their research and present their findings to others. LS. Responses by others provide feedback. 92 . 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.

eg Sally Morgan. David Gulpilil – film and television. eg Christine Anu. 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 Linda Burney.10 Students learn about Students learn to Integrated learning experiences. Oral. 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. 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.Life Skills Years 7–10: Advice on Planning. the selected person • assists students to record their investigation in appropriate formats to share with others. LS.6. Aiden Ridgeway – human rights. Cathy Freeman – politics. LS. Students • participate in class activities to explore roles of wellknown Aboriginal people in the community.8. Bronwyn Bancroft – performing arts. Nova Peres-Kneebone.5.9. including organising a visit by. eg Deborah Mailman – sport. Selection of an Aboriginal person as the subject of a case study may indicate recognising the significant contribution of Aboriginal people to Australian society. or interview with. Individuals may be selected from the areas of: – visual arts. LS. Programming and Assessment Focus: Connecting with prominent Aboriginal people Outcomes: 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. eg Jason Gillespie. continued 93 . LS.

Programming and Assessment Focus: Connecting with prominent Aboriginal people (cont) Outcomes: LS. 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. email.10 Students learn about Students learn to Integrated learning experiences. 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. communicating with and showing respect for Aboriginal Peoples locate information using appropriate strategies select relevant information from identified sources evaluate and order information Oral. 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. • 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. photographs. LS. multimedia presentation • share their case study with others.5. newspaper cuttings – creating a collage of annotated materials – retelling the main events in the life of the selected Aboriginal person through photographs.Life Skills Years 7–10: Advice on Planning. This may involve: – creating a scrapbook of photographs. LS. films. pictures. oral and graphic forms to communicate information determine the most appropriate way to record the information gathered as part of the case study. Responses by others can provide feedback.6. 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.8. 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. videos and websites – locating and selecting information – participating in preparing questions and interviewing the selected person by phone. instruction and assessment Students • undertake the case study. 94 . LS.9. LS. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: • identification. newspaper cuttings. • communication of the results of their case study in an appropriate format. • Determining the most appropriate way to record the information gathered may indicate using a variety of strategies to organise and communicate information. 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.

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

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

petrol from a service station. a dental check at the dentist. eg prescription medicines from a chemist. 97 .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. 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. fruit from a greengrocer or supermarket – matching and labelling pictures or photographs to indicate where services may be obtained and/or purchased. Programming and Assessment Focus: Where do you get it? Outcome: LS.2 Students learn about Students learn to Integrated learning experiences. eg meat from a supermarket or butcher. 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. eg a hair cut from a hairdresser. 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. Oral. a vaccination for a dog at the veterinary clinic – participating in simulated or actual site visits to identify appropriate community providers for purchasing/obtaining goods and/or services. This may involve: – matching pictures of specific goods to a single provider or place of purchase. Students • match specific goods and services to appropriate providers.

vendors. Programming and Assessment Focus: Rights and responsibilities as a consumer Outcomes: LS.10. Students • participate in role-plays and/or discussions to develop an understanding of how ‘rights’ and ‘responsibilities’ for consumers apply in real life. LS. providers • explicitly teaches the features and conditions related to store protocols • arranges site studies to stores and/or service providers for the purpose of clarifying the rights and responsibilities of vendors/providers and students as consumers when borrowing. 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.11. This could include: – recognising conditions for entering some stores. Oral.13 Students learn about Students learn to Integrated learning experiences. continued 98 . eg taking in bags. LS.Life Skills Years 7–10: Advice on Planning. instruction and assessment Teacher • explicitly teaches the rights and responsibilities of consumers. 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.12. LS. LS. hiring or purchasing goods and services • explicitly teaches the features of basic contracts.4. 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.

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. 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.11. LS. 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. LS.10. 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.13 Students learn about Students learn to Integrated learning experiences. borrowing. An example of a contract is the offer of free time in exchange for a student completing set tasks. 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. 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.Life Skills Years 7–10: Advice on Planning.12. In detail.4. LS. • participation in drawing up a sample contract. rights and responsibilities for purchasing. LS. Programming and Assessment Focus: Rights and responsibilities as a consumer (cont) Outcomes: LS. continued 99 . Signatures of both the student and teacher represent an acceptance of the terms and conditions of the contract. restricted sale of some goods – recording terms and conditions.

conditions and legal obligations associated with entering into contracts.4. instruction and assessment Students • explore the implications of the ‘fine print’ in a range of common contracts. LS.12. Programming and Assessment Focus: Rights and responsibilities as a consumer (cont) Outcomes: LS. Feedback the need for consumer protection • support personnel and agencies in the community who can assist with commercial and legal issues • explore the features and terms of basic contracts • identify agencies. 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. personnel and other sources of assistance which individuals can access in relation to legal and commercial issues • Oral. LS.11. lay-bys. understood and agreed to before signing – legal consequences for both parties if the terms and conditions of the contract are not met.13 Students learn about Students learn to Integrated learning experiences. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of the importance and binding nature of contracts and the need for care before entering into contracts. 100 . eg ensuring that all sections of a contract are read.10. 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. eg mobile phone plans. LS. LS.

LS. LS. eg price.4. Programming and Assessment Focus: Consumer protection Outcomes: 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. Students • participate in structured role-plays to identify situations where consumers may need protection.Life Skills Years 7–10: Advice on Planning. continued 101 . LS. eg shoes have been re-soled. LS. size. 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.11.12. 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. colour – checking that a service has been provided as requested. 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. 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.13 Students learn about Students learn to Integrated learning experiences. Oral.10. participation in a range of consumer scenarios and recognition of methods of redress for consumers.

10.13 Students learn about Students learn to Integrated learning experiences. 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. 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. oral and graphic forms to communicate information • 102 . This may include: – recognising when additional assistance may be needed to redress consumer dissatisfaction.Life Skills Years 7–10: Advice on Planning. LS. LS. 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. contacting and communicating with others to redress consumer dissatisfaction. LS. personnel and other sources of assistance which individuals can access in relation to legal and commercial issues • locate information using appropriate strategies • Oral. LS.4. evaluate and order information • select and use appropriate written.12. 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. instruction and assessment Students • recognise ways of seeking additional assistance to redress consumer dissatisfaction. Programming and Assessment Focus: Consumer protection (cont) Outcomes: LS.11.

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

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

LS.Life Skills Years 7–10: Advice on Planning. legal and employment issues which affect daily life and/or making informed decision about purchasing foods and services.11. LS. catalogues and site studies to identify whether the item can be purchased from one or more outlets. LS. identifying features and value for money across suppliers – researching to identify whether items for purchase are made from recycled materials and/or are presented in recyclable packaging – recognising the guarantee and/or warranty available – identifying the conditions for return or exchange of goods Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • factors that influence consumers responsible consumer behaviour • • • factors that influence selection of goods and services • purchasing goods and services • a variety of strategies to access information to meet a particular need • • • • • • strategies for organising information • recognise the factors that influence consumer decisions identify ways in which individuals promote responsible consumer behaviour identify factors that influence consumer choices identify items for purchase locate information using appropriate strategies select relevant information from identified sources evaluate and order information Examination of influences on consumer behaviour may indicate exploring consumer. instruction and assessment Teacher • negotiates with students and/or parents a specific item that will be purchased for the classroom or home • assists students to develop a plan that reflects the issues for consideration when planning the purchase. LS.8. Students • identify and follow the steps in a process to make an informed purchase.4.3. financial.12 Students learn about Students learn to Integrated learning experiences. LS. Programming and Assessment Focus: Making an informed purchase Outcomes: LS. 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. This may include: – determining the item to be purchased and the funds available – researching through the internet.7. continued 105 . Oral. comparing costs.

LS. instruction and assessment Students • purchase the item.7. quality.Life Skills Years 7–10: Advice on Planning.4. LS. 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. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ purchase of goods and/or services. 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. Feedback • purchasing goods and services locate appropriate outlets to purchase goods • locate items to be purchased • make payment appropriately • Oral.3. LS.8. Evidence of learning (words in italics refer to Life Skills outcomes) Purchasing the item may indicate purchasing goods and services and/or making informed decisions about purchasing goods and services.12 Students learn about Students learn to Integrated learning experiences. Programming and Assessment Focus: Making an informed purchase (cont) Outcomes: LS.11. 106 . LS. LS.

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

responses or a point of view. For students working towards Life Skills outcomes in regular classes. 108 .1.4 uses spoken language to communicate with a range of audiences LS.12 communicates for a range of purposes LS.14 communicates with a range of audiences LS.Life Skills Years 7–10: Advice on Planning.3 participates in drama experiences in which role-taking is used to enhance their understanding of ideas and feelings English LS.13 communicates in a range of contexts LS.7 uses appropriate strategies to initiate and manage relationships LS.10 recognises and responds to safe and unsafe situations LS.22 uses appropriate strategies in response to at-risk situations LS.5 uses appropriate behaviours in social situations LS.26 uses problem-solving strategies in a variety of contexts Visual Arts 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).5. A student: Information and Software Technology LS.10 composes increasingly complex written texts LS.1 experiences a range of environments LS.2 moves around in the environment.17 uses individual and collaborative skills in the learning process Geography LS.11 demonstrates safe practices that promote personal wellbeing LS.3 uses a variety of techniques to present information and software technology solutions PDHPE LS. Programming and Assessment Links A student: Drama LS.6 makes a variety of artworks that reflect experiences.

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

The personal folio should be in an appropriate format with photographs and/or visual/written text and may include information about: – preferred subjects at school – preferred work environments. 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.12 Students learn about Students learn to Integrated learning experiences.11. Programming and Assessment Focus: Planning ahead (cont) Outcomes: LS. 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. training and employment. LS. eg inside/outside – preferred hobbies and interests – personal attributes such as negotiation/communication/listening skills. LS. personal care and presentation • participate in simulated transition planning meetings. continued 110 . LS. patience. LS.6. • participation in simulated transition planning meetings and communication of personal preferences and choices.10.Life Skills Years 7–10: Advice on Planning. LS. resolve conflict. 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. 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.7. Feedback • identifying personal skills and strengths • identify personal skills and strengths Oral. deal with criticism. 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.5. punctuality. Students may use their folios as the basis for asking questions and seeking clarification about options for further education. perseverance.

eg expressing a point of view – listening. LS. This may include: – using the information in their folio to express preferences – participating in decision-making processes.Life Skills Years 7–10: Advice on Planning.5. training and employment and/or evaluating personal skills and strengths to facilitate participation in pathways planning. Evidence of learning (words in italics refer to Life Skills outcomes) Participation in a transition planning meeting may indicate communicating personal preferences and choices within the context of planning for transition to further education. identifying and recording actions to be taken following the meeting – determining the timeframe for subsequent meetings – undertaking actions agreed to at the meeting. LS. Programming and Assessment Focus: Planning ahead (cont) Outcomes: LS.10.12 Students learn about Students learn to Integrated learning experiences.11. LS.7. LS.6. instruction and assessment Students • participate in a scheduled transition planning meeting. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ active participation in the transition planning meeting. LS. 111 . Feedback • linking personal skills to pathways planning • participate in pathways planning Oral.

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

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. she sells jewellery and she works in a department store – recording the information obtained on a poster or multimedia presentation. unpaid and voluntary work. LS. where specific work is undertaken. 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. 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. part-time or casual work.1. alone or with others. strategies for organising information • formats for communicating information • • • 113 . full-time. 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. Programming and Assessment Focus: What’s work all about Outcomes: LS. Oral. 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. he is a builder and he works outside. and the reasons why people work.12 Students learn about Students learn to Integrated learning experiences. Students • explore different types of work. where specific jobs are done and the reasons why people work may indicate exploring a range of current work and employment issues and/or identifying skills for effective participation in the workplace.Life Skills Years 7–10: Advice on Planning. oral and graphic forms to communicate information Exploring different types of work.11. eg she is a doctor and she works in a hospital. LS.

food service – training sites in the community. eg train guard.6. LS. machine operators in a factory. training and workplace environments • assists students to participate in workplace experiences. cashiers and assistants in retail outlets. eg panel-beating. parks and gardens personnel at council facilities. This may include visits to: – a TAFE or community college to observe training programs/workshops. council parks and gardens – individual or team workplaces. instruction and assessment Teacher • organises site visits to a range of education.8. 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.12 Students learn about Students learn to Integrated learning experiences.9. trainees working at a child care centre – indoor/outdoor workplaces. training and employment • the types and variety of workplaces visit a range of education. eg apprentices working at a smash repair shop. Oral. eg green or pink ladies at a hospital. continued 114 . 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. LS. training and employment and/or investigating the nature of work and the workplace. 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. 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. Programming and Assessment Focus: Experiencing training and workplace environments Outcomes: LS. eg retail outlets. 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.10. LS. fast food outlet – voluntary and paid work. • recording their observations and experiences of work and training site studies in an appropriate format.Life Skills Years 7–10: Advice on Planning. LS. 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.1. training and employment environments to observe the work of packers. LS.

enthusiasm Oral. reliability. LS. training and employment • • • • recognise factors that lead to effective participation in the workplace • identify factors necessary for effective participation in training and/or workplace experiences such as punctuality.12 Students learn about Students learn to Integrated learning experiences. LS.9. continued 115 . Recording the skills they already have may involve evaluating personal skills and strengths to facilitate participation in pathways planning.6. Programming and Assessment Focus: Experiencing training and workplace environments (cont) Outcomes: LS. establish preferences and choices in relation to education. LS. LS.Life Skills Years 7–10: Advice on Planning.8. outline their preferences for participation in training and/or workplace experiences.1. 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. instruction and assessment Students within structured role-plays. 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. LS. Identifying factors necessary for effective participation in training and/or workplace experiences may involve recognising skills for effective participation in the workplace. training and employment employee responsibilities demonstrate skills that lead to effective participation in the workplace • set goals.10. appropriate personal and interpersonal skills. Feedback • employee responsibilities • planning and managing the transition to further education.

10. appropriate personal and interpersonal skills.9. locate and communicate with appropriate personnel in the workplace who can provide assistance if needed. work habits and enthusiasm – comply with rules and requirements for workplaces such as wearing and using appropriate protective equipment – identify. Feedback • a range of workplace experiences • participate in workplace experiences • participate in a range of training and/or workplace experiences in the community. LS. honesty. LS. LS.Life Skills Years 7–10: Advice on Planning. LS.6.8. Programming and Assessment Focus: Experiencing training and workplace environments (cont) Outcomes: LS. 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. 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. Participating in training and/or workplace experiences in the community may involve investigating the nature of work and the workplace. 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. 116 . 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. Oral.12 Students learn about Students learn to Integrated learning experiences. reliability. LS.1.

au). 117 9. This unit involves students exploring storage solutions and producing and evaluating their own storage device. 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. techniques and/or computer technology.5 Graphics Technology Stand-out logos 9.edu. 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. Students design their own timber utility box. tools and techniques by students is essential in the Agriculture Technology course. Safe and responsible use of materials. development and production of a timber utility box.nsw.Life Skills Years 7–10: Advice on Planning.1 Syllabus Technology (Mandatory) Unit title What do you make of it? Unit description This unit involves students in designing. planter box or toy (Industrial Design) or T-shirt (Fashion Design). individualise a design provided by the teacher or embellish a completed storage device.boardofstudies. This unit involves the planting. materials and tools in the plant production process. tools and techniques by students is essential in the Technology (Mandatory) course and teachers should consider this when delivering this unit. This unit involves students in the development of either a personal or group logo to personalise a variety of items.2 Agricultural Technology Vegetable production enterprise 9. producing and evaluating an individual project that may include a bag (Accessories Design). Students use a variety of plants. Students plan and prepare a range of food items in the context of small-scale catering activities for celebrations within the school. Safe and responsible use of materials. A range of technologies may be used in constructing and/or embellishing the storage device. A variety of growing environments may be used such as pots. Teachers should consider this when delivering this unit of work. Students explore the function of logos and design their own personal or group logo. hydroponics and/or garden plots. This unit involves students participating in a range of practical activities that highlight the importance and role of food in celebrations.3 Design and Technology Storage matters 9. They demonstrate safe handling. Unit number 9. Students may develop their own designs.4 Food Technology Celebrations 9. This unit involves students in the design. The logo design is produced using a variety of media. growing and harvesting of vegetables and the marketing of vegetable products. bracelet (Jewellery Design). A range of technologies and materials may be used to make a product. personalise a design or embellish an existing timber box with appropriate decorations.6 Industrial Technology Timber utility box . preparation and storage of food items in the context of these projects.

Life Skills Years 7–10: Advice on Planning. Students may design a decorated fabric item. This unit involves students creating with fabrics to produce decorated fabric items. Programming and Assessment Unit number 9.8 118 . personalise a design or embellish an existing fabric item with appropriate decorations.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. 9. Students learn to operate a variety of computer hardware and software in the creation of a multimedia presentation to record a significant school event.

jewellery design projects thread. scanners and software such as LS 1. wood stain. planter boxes and T-shirts LS 2. transfers. producing and evaluating an individual project that may include a bag (Accessories Design). stickers LS 2. tools and techniques by students is essential in the Technology (Mandatory) course and teachers should consider this when delivering this unit. Learning activities address selected ‘learn about’ and ‘learn to’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students.5 responds to the language of measurement in everyday contexts Information and Software Technology MLS. equipment and materials for specific design A variety of finishes that could include paint.2 evaluates the design of everyday products in terms of intended use. planter box or toy (Industrial Design) or T-shirt (Fashion Design). Safe and responsible use of materials.12 communicates for a variety of purposes MLS. timber. uses a variety of techniques to present information and software technology MLS. tools and equipment in the context of producing a design project LS 3. 119 . handles LS 3. Life Skills Outcomes Resources A student: Access to computer hardware such as digital cameras. canvas.11 views and responds to a range of visual texts. 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). organises and displays data LS.4 cares for materials. bracelet (Jewellery Design).1 evaluates the success of completed design projects LS 6.3 demonstrates safe practices in the use of materials.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.1 experiences a variety of artmaking activities LS.1 gathers and uses information in the context of producing design projects A variety of embellishments such as tassels.6 uses the language of measurement in everyday contexts LS. bracelets.1 recognises that a process is used to produce design projects word-processing LS 1. calico. A range of technologies and materials may be used to make a product. For students working towards Life Skills outcomes in regular classes. sequins. closing devices. Programming and Assessment 9. Links A student: A student: English Mathematics LS. lacquer projects A variety of tools and equipment for the making of the product LS 3. hessian. media and multimedia DLS. denim.1 participates in producing design projects LS 6.8 estimates and measures length and distance solutions. plastic. shells.2 gathers.2 selects the appropriate tools. techniques and processes. leather.2 explores a variety of materials. tools and equipment LS 5. vinyl. studs. 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.5 uses the language of position in a variety of situations Visual Arts LS. stencils.4 responds to the language of position SGLS.2 recognises factors that influence design Examples and images of bags.5. SGLS.2 uses a variety of techniques to communicate ideas in the context of producing A variety of materials that could include beads.

planter boxes and T-shirts. bracelets (Jewellery Design).2. LS.1.6. durability – stability. bracelets. eg consider the appeal of bracelets.Life Skills Years 7–10: Advice on Planning. planter boxes. Oral. ‘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. finish. safety and stability of planter boxes. LS. LS. school and the local community. toys (Industrial Design) or T-shirts (Fashion Design).2.2.1. 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. bracelet (Jewellery Design). Students • explore the function of a variety of products such as bags (Accessories Design).2 Students learn about Students learn to Integrated learning experiences. This may include: – collecting and exploring examples and/or pictures of a variety of products from home. appeal – usefulness. the construction. continued 120 . 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 – materials used Exploring the different uses of products may involve evaluation of the design of everyday products in terms of intended use. 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.2. eg ‘Which bag is the most useful for taking to the beach?’. Programming and Assessment Focus: Function of a variety of products Outcomes: LS. instruction and assessment Teacher • displays a variety of products that may include a bag (Accessories Design). ergonomics – construction.

finish. Programming and Assessment Focus: Function of a variety of products (cont) Outcomes: LS. the weight of materials used for planter boxes. the durability of decorations or embellishments on T-shirts. 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. 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. appeal – usefulness. 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.2. LS.2 Students learn about Students learn to Integrated learning experiences. Oral. 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. LS.2. durability – stability. instruction and assessment Students • recognise features that enhance the functions of various products. ergonomics – construction.1. 121 .Life Skills Years 7–10: Advice on Planning. 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. 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. eg closing devices for bags and bracelets.2.6.1.2. LS.

calico. Oral. 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. eg bags made from different materials such as denim. Programming and Assessment Focus: Selecting a product design Outcomes: LS 1. bracelets made using different materials such as shells or beads. participate in designing and producing a product 122 . T-shirts with screen printing or embellishments. decorations – generating designs that take into account the function and purpose of the project using computer graphics software. 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. eg colour. LS 2. planter boxes with different finishes such as stained or painted.2 Students learn about Students learn to Integrated learning experiences.2. a variety of wooden toys • provides access to computer technology and internet to assist students in the design process.Life Skills Years 7–10: Advice on Planning. LS 2.1. size. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ selection of an appropriate project. instruction and assessment Teacher • provides examples of completed projects. Students • select a project from either the examples provided or from their own research and personal preference.

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. instruction and assessment Teacher • provides a personalised step-by-step plan of the steps in the production process. Oral. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ identification of the steps needed to produce a design project. Programming and Assessment Focus: Planning steps for producing a product Outcomes: LS. Students • recognise the steps in the personalised step-by-step plan. equipment and materials – producing a design project – evaluating a design project Identification of steps in the production process may indicate recognising that a process is used to produce design projects. 123 .1 Students learn about Students learn to Integrated learning experiences.Life Skills Years 7–10: Advice on Planning. 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.1.

equipment and tools that make them dangerous use safe work practices when using materials. Oral. 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. LS.Life Skills Years 7–10: Advice on Planning. LS. continued 124 .3. instruction and assessment Teacher • introduces the specific tools necessary for the project • explicitly teaches and models safe work practices when using the identified materials.1.3. 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. Students • select tools. tools and equipment – using materials. tools and equipment and provides opportunities for supervised practice • explicitly teaches and demonstrates care and storage of tools and equipment used in the project. 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. tools equipment. tools and equipment.4 Students learn about Students learn to Integrated learning experiences. Programming and Assessment Focus: Safe use of tools.3. equipment and materials for specific design projects.2. equipment and materials may indicate selecting appropriate tools. LS. tools and equipment in the context of producing a design project.3.3. This may include: – recognising rules for the safe use of materials. equipment and materials in producing a product Outcomes: LS. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: • identification of appropriate materials. tools equipment • demonstration of safe use of materials.

2. and/or – embellishing/decorating a bag. 125 . Programming and Assessment Focus: Safe use of tools. tools and equipment store materials. tools and equipment. planter box or toy using the selected design and materials. modelling each activity as required. eg bag. T-shirt or toy using the selected design and materials. tools and equipment to their storage space after use – tidying the work area – reporting any faults or damage to tools and equipment.3. Students • participate in the production process for the project according to the personalised step-by-step plan. equipment and materials in producing a product (cont) Outcomes: LS.5. instruction and assessment Students • store materials.3. 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. • • follow the steps to complete a design project Oral. tools and equipment appropriately • keep workplace clean and clear of hazards • Oral. LS. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ demonstration of following the plan and use of materials. Focus: Producing the product Outcome: LS. Feedback • caring for materials. T-shirt. This may involve: – making a product. planter box. bracelet. tools and equipment in the production process.3. tools and equipment appropriately during the production process.3.4 Students learn about Students learn to Integrated learning experiences.1.3. LS.Life Skills Years 7–10: Advice on Planning. LS. • 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.1 Teacher • reviews the personalised step-by-step plan for the production of the project. 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. This may include: – returning materials.

LS. Oral.1 Students learn about Students learn to Integrated learning experiences. 126 . instruction and assessment Teacher • assists students to evaluate the product • facilitates students sharing their experiences of the production process with others.2. This may include: – responding to questioning such as.2. • sharing their information with others in an appropriate format. 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. 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. Students • evaluate their product in terms of function and aesthetics. Programming and Assessment Focus: Evaluating the completed product Outcomes: LS. 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. ‘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.6. 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.Life Skills Years 7–10: Advice on Planning.

Students use a variety of plants. fertiliser. Kondinin Group LS. hydroponics and/or garden plots.11 views and responds to a range of visual texts. R and McGregor.8 purchases goods and services MLS.6 uses visual texts in a range of contexts LS. Hanlon. HarperCollins Publishers (Australia) LS. growing and harvesting of vegetables and the marketing of vegetable products. soil.3 uses a variety of techniques to present information and software technology solutions community Mathematics LS.2 listens for a variety of purposes in a range of contexts Science LS. L.4 explores how agricultural production contributes to our daily lives McGraw-Hill LS.14 maintains and cares for equipment. hose. materials and tools in the plant production process.7 reads and responds to short written texts Visual Arts LS. hoe. S. Melbourne: Nelson and present information related to an agricultural enterprise Australia LS. (1990) Agriculture and You. New York: McGraw Hill requirements of an agricultural enterprise • Workboot series books and resources Cloverdale.14 recognises that living things depend upon each other and on their environments LS. rake. LS. seedlings. R. sprinkler.. potting mix. Life Skills Outcomes Resources A student: Books LS. organise • Francis. W. and Gant.2 recognises ways in which people obtain goods and services in the local LS.5 participates in the production process of an agricultural enterprise • Brown. media and multimedia.6 makes a variety of artworks that reflect experiences. materials and tools • Yates (2002) Yates Garden Guide.A. Sydney: LS.2 investigates some environmental factors that affect plant and animal Macmillan Education Australia production • Brown. tools and techniques by students is essential in the Agriculture Technology course. Programming and Assessment 9. R.9 writes short texts for everyday purposes LS.13 demonstrates safe practice in the use of equipment. responses or a point of view. materials and tools. hand tools Materials/Equipment such as pots.1 experiences a range of plant and animal production enterprises • Bannerman. L. Tools such as garden spade. B. R. L. Safe and responsible use of materials.6 participates in marketing an agricultural product McGraw-Hill LS.9 recognises characteristics of and changes in living things LS. (1999) Dynamic Agriculture Book 2. A variety of growing environments may be used such as pots. (2001) Enterprising Agriculture. seeds. garden bed.Life Skills Years 7–10: Advice on Planning. materials and tools to meet the • Sutherland. face masks. S. gloves. Hindmarsh. 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). Hindmarsh. 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.5. water.6 uses the language of measurement in everyday contexts LS. 127 . J. R and McGregor. Sydney: LS. Thornthwaite. pest control products Links A student: A student: Commerce Information and Software Technology LS.A. Teachers should consider this when delivering this unit of work. (1980) Introduction to Agriculture. M.5 recognises visual texts in a range of contexts LS. Sydney: LS. The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests.12 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.5 responds to the language of measurement in everyday contexts English MLS. and Ramsay. (1998) Dynamic Agriculture Book 1.10 uses information and communication technologies to collect. For students working towards Life Skills outcomes in regular classes..

organise and present information related to an agricultural enterprise. 128 . LS. 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. • 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. 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. This may include: – distinguishing between unprocessed and processed vegetables by viewing. 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. Oral.Life Skills Years 7–10: Advice on Planning.10 Students learn about Students learn to Integrated learning experiences. 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. feeling. Programming and Assessment Focus: Vegetable products Outcomes: LS. Students • experience vegetables in their unprocessed and processed states.4. eg prepare salad ingredients for a BBQ. 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. 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. using safe and hygienic practices • assists students in recording their involvement at each step of the production process in a folio/workbook.

6. eg access to sunlight and rainfall.5. This may involve students considering: – environmental factors necessary for germination and growth of plants.2. instruction and assessment Teacher • assists students to determine the nature. LS.Life Skills Years 7–10: Advice on Planning. Selection of an appropriate location for plant germination and growth may indicate investigating environmental factors that affect plant and animal production. LS. 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. Students • determine the nature of the enterprise. protection from wind – available resources – accessibility Oral. time frame and planning steps of the production process • arranges site studies to retail outlets to explore and determine products that may be marketed. 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. LS. continued 129 . LS. 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. Programming and Assessment Focus: Planning and preparation Outcomes: LS. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • identification of the nature of the enterprise and the vegetable product that will be produced • selection of an appropriate location for the enterprise. • 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.1.12 Students learn about Students learn to Integrated learning experiences. materials and equipment. location.

pots. equipment and materials to meet the requirements of an agricultural enterprise and/or participating in the production process of an agricultural enterprise. LS. LS. harvesting and marketing vegetable products. 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. materials and equipment Evidence of learning (words in italics refer to Life Skills outcomes) Determination and selection of items may indicate selecting appropriate tools. identification of steps involved in growing. fertiliser – appropriate numbers of packets of seeds/punnets of seedlings – the necessary tools.Life Skills Years 7–10: Advice on Planning. 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. 130 . 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. Programming and Assessment Focus: Planning and preparation (cont) Outcomes: LS.2.1. Determination of the planning steps may indicate experiencing a range of plant and animal production enterprises and/or participating in marketing an agricultural product. materials and equipment needed for the production process. This may include: – growth media.6. Feedback • the nature and purpose of a range of tools.12 Students learn about Students learn to Integrated learning experiences. instruction and assessment Students • determine and gather/purchase the tools. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • selection of appropriate tools. LS.5. recognising the activities at each step. LS.

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

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

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

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

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

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. Programming and Assessment 9.2 demonstrates safe practices in the use of materials.1.3 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.1 selects and uses appropriate processes and techniques in the context of producing design projects LS.6. tools and techniques by students is essential in the Design and Technology course. individualise a design provided by the teacher or embellish a completed storage device. scanners and computer software LS.5. multimedia LS. 136 . techniques and processes. 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. word-processing.6.5.6.6 uses the language of measurement in everyday contexts LS.6. LS.4 cares for materials. A range of technologies may be used in constructing and/or embellishing the storage device.2.2.1 selects and uses appropriate materials to undertake projects LS.1 evaluates the success of projects Information and Software Technology LS. tools and equipment.5.4 responds to the language of position LS. Life Skills Outcomes Resources A student: A variety of storage devices and items to be stored Access to computer hardware such as digital cameras. tools and equipment SGLS. Safe and responsible use of materials.5 responds to the language of measurement in everyday contexts Industrial Technology MLS.12 communicates for a variety of purposes MLS.6.1 gathers and uses information to generate design solutions Examples and images of completed projects and modifications/embellishments LS.3.2 participates in producing design projects LS.1.2 selects appropriate tools to undertake projects Visual Arts LS. spreadsheets.3 demonstrates safe practices in the use of equipment and the implementation of techniques LS.1 evaluates the work of designers in terms of the benefits to the individual. Materials.1 recognises that a process is used to develop design solutions such as graphics. 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).1. tools and equipment appropriate to the selected project society and environments Off-cuts and samples of materials for practice purposes LS.3 uses a variety of techniques to present information and software technology solutions. Teachers should consider this when delivering this unit of work.5 uses the language of position in a variety of situations LS. Students may develop their own designs. Links A student: A student: English Mathematics LS. For students working towards Life Skills outcomes in regular classes.2 considers factors that influence design Access to books and other print and electronic media for research LS.1 recognises that a process is used to design and make projects SGLS. eg cake boxes and gift bags LS.3. desktop publishing.2 explores a variety of materials.2 uses a variety of technologies to present design solutions Prefabricated templates from which to construct the project.

2. tubs. eg fridge. 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. plastic bottles • displays a variety of items to be stored. cupboards. 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. string bags.1. cupboards.Life Skills Years 7–10: Advice on Planning. Oral.1. canisters.2 Students learn about Students learn to Integrated learning experiences. eg lockers. eg CDs. LS.5. bags. Students • identify storage devices that are commonly used in the home and the items that are stored in them. continued 137 . Experimenting with a range of storage devices to store and carry a range of items may involve considering factors that influence design. storerooms • factors that influence design • • experiment with storing and carrying items in a range of devices. wardrobes. LS.1. 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. instruction and assessment Teacher • displays a variety of storage devices. Programming and Assessment Focus: Function of storage devices Outcomes: LS. This may involve: – placing and carrying items in a range of devices – recording the number/volume of items able to be stored in a variety of devices – choosing appropriate devices to store and carry a range of items Identification of a range of storage devices in the school and their uses may indicate considering factors that influence design. clothes • facilitates discussion of the function and purpose of storage devices • organises a visit to a retail outlet specialising in storage solutions • assists students to record their involvement at each step of the storage design project in a folio. eg plastic bags. shoe boxes.

security and privacy that influence the way people store items.1.5.1. LS.1. Oral. eg chemicals and medication in childproof containers.2. 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. instruction and assessment Students • explore factors such as safety. knives in knife blocks. eg cash and valuables in lockable cash box or safe – privacy. 138 . 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. These may include: – safety. 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. LS.Life Skills Years 7–10: Advice on Planning. 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. Programming and Assessment Focus: Function of storage devices (cont) Outcomes: LS. 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.2 Students learn about Students learn to Integrated learning experiences. food in refrigerator or cool pack – security.

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

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

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

Evidence of learning (words in italics refer to Life Skills outcomes) Feedback producing a design project • techniques used to develop projects across a range of technologies • follow the steps to complete a design project • uses techniques to produce design projects across a variety of technologies • Engagement in the production of the storage design project may indicate selecting and using appropriate processes and techniques in the context of producing design projects and/or participating in producing design projects.1. 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.Life Skills Years 7–10: Advice on Planning. and/or – personalising an existing storage device.6. Oral.6. Students • engage in the process for producing a storage device by following the personalised step-by-step plan.2 Students learn about Students learn to Integrated learning experiences. Programming and Assessment Focus: Producing a storage design project Outcomes: LS. 142 . This may include selecting and using appropriate processes and techniques in: – constructing a storage device. 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.

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.2.1. 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. 143 . aesthetics. Oral.6. Students • evaluate their storage design project in terms of dimensions. 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. portability and durability.Life Skills Years 7–10: Advice on Planning. • a variety of communication techniques • use techniques to communicate ideas • share the information in their folio with others. 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.2 Students learn about Students learn to Integrated learning experiences. Oral. Feedback from others on the folio. LS. Programming and Assessment Focus: Evaluating the storage design project Outcomes: LS 5. Peer and self-feedback on the storage device. LS. instruction and assessment Teacher • assists students to evaluate their project’s suitability for intended use.6. 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.

Safe and responsible use of materials. handling and Ingredients.4.6 uses the language of measurement in everyday contexts MBC.6.4.13 demonstrates appropriate behaviours associated with eating and drinking Visual Arts LS.2 explores their own and other cultures MLS.6 uses fractions in everyday contexts LS1.10 estimates and measures mass MBC. Personal Development.2 demonstrates safe practices in the use of materials.1 gathers and uses information from a variety of sources Recipes and images of celebration foods LS. techniques and processes LS. preparation and storage of food items in the context of small-scale catering projects.2 uses a variety of communication techniques Access to electronic and print media for research LS. tools and equipment MLS.3 recognises the contribution of different cultures to Australian society. tools and techniques by students is essential in the Food Technology course and teachers should consider this when delivering this unit.5.9 estimates and measures capacity MBC.5.1. Health and Physical Education LS.5.2 listens for a variety of purposes in a range of contexts NLS.2 uses appropriate equipment and techniques in making a variety of food items LS. Students plan and prepare a range of food items in the context of small-scale catering activities for celebrations within the school.2 recognises the significant role of food in society.3 demonstrates safe practices in the making of food items LS.12 makes healthy nutritional choices LS.2 explores a variety of materials. For students working towards Life Skills outcomes in regular classes. Life Skills Outcomes Resources A student: Examples of foods served at special occasions and celebrations LS.8 responds to increasingly complex written texts NLS.Life Skills Years 7–10: Advice on Planning.5. equipment and appliances necessary for the preparation and serving storage of food of celebration foods LS.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.1 demonstrates hygienic and safe practices in the selection. Students demonstrate safe handling.1 recognises language that is descriptive of number LS.1 participates in making food items Access to computers and appropriate software to present information LS.6 makes a variety of artworks that reflect experiences. 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). Links A student: A student: English Mathematics LS. responses or a point of view.5 recognises fractions in everyday contexts Industrial Technology NLS. 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. material. Programming and Assessment 9.1 experiences cultural diversity MLS.5 responds to the language of measurement in everyday contexts Languages MLS.4 cares for equipment LS. 144 . 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.

Students • recognise food eaten on a daily basis. 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. lunch at school.2.Life Skills Years 7–10: Advice on Planning.4. LS. BBQ with friends. Identification of foods eaten on special occasions may indicate recognising the significant role of food in society. LS. 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. 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. continued 145 . celebrations • recognise food associated with celebrations and special occasions.2 Students learn about Students learn to Integrated learning experiences.1. eg breakfast at home.4. 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.6. Oral. • recognise meals that are shared with others in the home. school and community. Programming and Assessment Focus: The significance of food in celebrations Outcomes: LS.

and the foods traditionally served. menus.Life Skills Years 7–10: Advice on Planning.1. • • using a variety of communication techniques • use techniques to communicate ideas Evidence of learning (words in italics refer to Life Skills outcomes) Establishing and maintaining a folio may indicate gathering and using information from a variety of sources and/or using a variety of communication techniques.2. Feedback Oral. 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. 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. • communication of their information on the role of food in society to others in an appropriate format. instruction and assessment establish and maintain a folio recording their involvement throughout the unit in a folio. religious or social.6. 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. eg cultural. 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. LS. This may include: – bringing photographs from home of family celebrations – sharing information about family celebrations with others – locating and selecting information from a variety of sources such as photographs. internet.2 Students learn about Students learn to Integrated learning experiences.4. 146 . Programming and Assessment Focus: The significance of food in celebrations (cont) Outcomes: LS. recipes. LS.4.

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

2 Students learn about Students learn to Integrated learning experiences. LS. Students • identify a variety of food items suitable for a special occasion such as a birthday celebration for a class member. 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. 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.1.5.1. tasting and selecting food items from a variety provided by the teacher – locating recipes appropriate to the occasion from a variety of sources.4.4. continued 148 .5.2.1.3. Oral.4. LS. 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. LS. LS.1.5. utensils and appliances. print media. eg recipe books. a thank you morning tea or a multicultural day.2. the internet. Programming and Assessment Focus: Special occasion catering Outcomes: LS. internet.5. library. LS. ingredients. LS.Life Skills Years 7–10: Advice on Planning.6. CD-ROM Identification of a range of food options may involve gathering and using information from a variety of sources. This may include: – indicating the special occasion and/or invited guests being catered for – examining. LS.

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

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

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

Feedback

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

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

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

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

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

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

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

demonstration of care in handling a range of materials

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

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

demonstration of safe work practices when using electrical appliances. continued

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

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

Feedback

routines for care of equipment including utensils and appliances

regularly clean equipment after use

the role of food in society

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

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

the role of food in society

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

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

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

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

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

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

Responses by others to the food items can provide feedback.

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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).

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

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

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

Feedback

the role of graphics in society

recognise the use of graphics in society

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

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

the role of graphics in society • features of graphical presentation

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

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

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

continued

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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

letterhead • explicitly teaches the use of freehand sketches to express ideas. 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. Oral. 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. Programming and Assessment Focus: Developing a logo design Outcomes: LS. instruction and assessment Teacher • assists students to develop a logo design for personal or group identification. • using a design process in the context of a project • refine ideas using a variety of techniques • refine ideas about preferred logo design.1. 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. Students • identify a preferred logo design. LS. 154 .1. eg badge.1. simple conventions for making drawings and techniques for refining ideas.Life Skills Years 7–10: Advice on Planning. team T-shirt.2 Students learn about Students learn to Integrated learning experiences.

visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ identification of the steps involved in producing their project. Programming and Assessment Focus: Planning steps to produce the logo Outcome: LS.1. 155 . instruction and assessment Teacher • assists students to develop a step-by-plan for producing the logo.1 Students learn about Students learn to Integrated learning experiences. 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. 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. Students • recognise the steps in the personalised step-by-step plan. Oral.

Students’ demonstration of the safe use and storage of tools and materials. eg drawing regular geometric shapes. resizing objects. Programming and Assessment Focus: Producing the graphics project using appropriate equipment and techniques Outcomes: LS. eg sketching straight lines and curves • explicitly teaches and demonstrate the skills for manual drawing techniques.1.1 Students learn about Students learn to Integrated learning experiences. Teacher demonstration of skills and techniques. materials and techniques in undertaking a project. continued 156 . Students’ demonstration of skills and techniques in the context of producing a logo.1. Safe and appropriate use and storage of equipment may indicate demonstrating safe practices in the use of tools. LS.2. shade. tone • explicitly teaches and demonstrates the skills for freehand drawing. using simple geometric constructions.4.1. This may include: – gripping equipment appropriately – returning equipment to correct storage containers – using all equipment appropriately and according to safety regulations as specified by the teacher Applying skills and techniques safely in the context of producing a logo may indicate demonstrating safe practices in the use of tools. 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.5. instruction and assessment Teacher • explicitly teaches the skills to use. care for and store drawing equipment and drawing media safely and appropriately • explicitly teaches and demonstrates appropriate drawing techniques. compass • explicitly teaches and demonstrates skills for using paint/draw programs and making computer-aided drawings. LS. use of colour.1. eg using tool bars to create shapes. eg using set squares.Life Skills Years 7–10: Advice on Planning. LS. materials and techniques in undertaking a project. grouping objects.

2.4. 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. LS. 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.1.1.5. • completion of final drawings.Life Skills Years 7–10: Advice on Planning. Programming and Assessment Focus: Producing the graphics project using equipment and techniques (cont) Outcomes: LS. LS.1. Oral. 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. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • demonstration of the use of appropriate drawing media in the context of making drawings for producing a logo design • demonstration of the use of appropriate drawing techniques in the context of making drawings for producing a logo design Completing final drawings may indicate participating in the development of graphics projects. This may include responding to teacher instruction and demonstration by: – drawing lines of various thickness and orientation – matching and selecting various colours for parts of the logo – applying shade and shadow to the logo – creating a design by importing images – drawing two and three dimensional shapes – resizing. LS. 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.1.1 Students learn about Students learn to Integrated learning experiences. instruction and assessment Students • recognise and experiment with drawing media in the context of producing a logo design. continued 157 .

1.1.1 Students learn about Students learn to Integrated learning experiences. 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. This may include: – obtaining feedback from others – answering questions such as. 158 . LS.2.1.2. Others provide feedback on the success of the logo. Programming and Assessment Focus: Producing the graphics project using equipment and techniques (cont) Outcomes: LS. instruction and assessment Students • produce and apply logo design to items for personal or group identification. 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. Students • evaluate the success of the logo design in terms of aesthetics and function.5. 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. It may involve using computerbased presentation techniques.1. 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. 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. LS. Oral. Focus: Evaluating the logo design Outcomes: LS.1. LS. 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.Life Skills Years 7–10: Advice on Planning.4. This may include incorporating the logo onto personal and/or group items such as: – badges – team T-shirts – letterhead.1.4.1 Teacher • assists students to evaluate their logo design • assists students to share their logo design with others.

Life Skills Years 7–10: Advice on Planning.5. tools and equipment Pre-cut pieces and/or kits for construction LS. 159 . Students design their own timber utility box. Life Skills Outcomes Resources A student: Examples of timber boxes. For students working towards Life Skills outcomes in regular classes. Learning activities address selected ‘learn about’ and ‘learn to’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students.6 makes a variety of artworks that reflect experiences.2 demonstrates safe practices in the use of materials. 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).2 explores a variety of materials.3 uses a variety of techniques to present information and software technology solutions.1.4.1 recognises safe and unsafe conditions in the context of undertaking a project Hand and power tools LS.2 participates in producing design projects of view LS.6 evaluates the success of projects. responses or a point LS. Information and Software Technology LS.1 recognises that a process is used to design and make projects Images and designs of projects and completed projects LS.1.9 demonstrates skills for effective participation in the workplace.2 considers factors that influence design MLS. personalise a design or embellish an existing timber box with appropriate decorations.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.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. development and production of a timber utility box. Links A student: A student: Design and Technology Mathematics 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.5 responds to the language of measurement in everyday contexts LS.5.1 recognises that a process is used to develop design solutions MLS. tools and techniques by students is essential in the Industrial Technology course.1.6. materials. The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests.6. Safe and responsible use of materials.6.4.3 demonstrates safe practices in the use of equipment and the implementation Work Education of techniques LS. and decorative finishes LS. techniques and processes producing design projects LS.1.6 uses the language of measurement in everyday contexts LS. Teachers should consider this when delivering this unit.2.1 develops innovative design solutions Visual Arts LS.1 selects and uses appropriate processes and techniques in the context of LS. Programming and Assessment 9.

Programming and Assessment Focus: Exploring the function of a variety of timber boxes Outcome: LS. strength and type of handles. 160 . Students • explore the function and features of a range of timber boxes. eg Would I store my tools in a trinket box? – recognise the features that enhance the function of a variety of timber boxes. 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. number of compartments.Life Skills Years 7–10: Advice on Planning.1 Students learn about Students learn to Integrated learning experiences. equipment and materials – make project – evaluate project Exploration of the function and features of a range of timber boxes may indicate recognising that a process is used to design and make projects. Oral. 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. eg lids. This may include: – collecting pictures of timber boxes from catalogues or bringing examples from home – recognising and sorting boxes for different purposes.2. closing devices. instruction and assessment Teacher • displays a variety of timber boxes • assists students to consider the features and purpose of a range of timber boxes.

This may involve: – following through each step of the plan recognising the activities at each step. instruction and assessment Teacher • provides examples of completed timber box projects that could be produced. 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. Programming and Assessment Focus: Choosing a timber box project Outcomes: LS.1.1 Students learn about Students learn to Integrated learning experiences. LS. 161 .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.2. Students • select a project from the range of options provided according to their personal preference. 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. Students • recognise the steps in the personalised step-by-step plan to complete the project.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.Life Skills Years 7–10: Advice on Planning. box for tools/sports equipment/games/CDs. eg trinket box for jewellery. Recognising the planning steps to complete the project may indicate recognising that a process is used to design and make projects. • 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. Oral.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.

LS. Oral. 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. tools and equipment. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ demonstration of safe practice in specialist rooms. tools and equipment Outcomes: LS. continued 162 . 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. eg mask. Students • demonstrate safe practice in specialist rooms.2. equipment and tools which make them dangerous • explicitly teaches and demonstrates the use of a range of hand tools. tools and equipment. chisels • provides opportunities for supervised practice in the use of materials.1.1. instruction and assessment Teacher • reviews factors that influence safety in a specialist area • explains the properties of materials. eg hammers. screwdrivers.Life Skills Years 7–10: Advice on Planning. Programming and Assessment Focus: Safe use of materials.1.1.3 Students learn about Students learn to Integrated learning experiences. LS.

tools and equipment to their storage space after use – tidying the work area – reporting unsafe equipment and or dangerous situations. applying paint/varnish in a well-ventilated area – using materials. tools and equipment safely – use materials. safe use of adhesives. 163 . tools and equipment safely • undertake regular checks of hand tools. LS. materials. tools and equipment. power tools and machines.3 Students learn about Students learn to Integrated learning experiences.1. safe carrying techniques for a length of timber.Life Skills Years 7–10: Advice on Planning. tools and equipment (cont) Outcomes: LS. tools and equipment. join and finish materials Evidence of learning (words in italics refer to Life Skills outcomes) Using materials. • demonstration of the safe storage of materials. This may involve responding to teacher instruction.1. This may include: – returning materials. tools and equipment safely and appropriately under supervision to mark. Caring for and storing materials. tools and equipment during the production process. hazardous substances • • care for and store materials.2.1. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • demonstration of safe and appropriate use of materials. instruction and assessment Students • use materials. LS. modelling and prompting in: – recognising the rules for the safe use of materials. tools and equipment handling and using a variety of equipment including machine tools and computer equipment • caring for hand tools. tools and equipment appropriately and safely under supervision. equipment and tools that make them dangerous. 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.1. Programming and Assessment Focus: Safe use of materials. safe passing techniques for chisels. equipment. 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. power tools and machines • recognise factors that influence safety in specialist rooms – storage: tools. eg – flammability – toxicity – sharpness – weight – temperature – moving parts – electrical operation Oral. power tools and machines • factors that influence safety • carry and transfer materials. tools and equipment during the production process may indicate caring for hand tools. cut shape. eg safe handling of a hammer. measure.

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

Teacher guides and reinforces students’ skill development in the context of producing the project.2. 165 . equipment and tools that make them dangerous.1 Students learn about Students learn to Integrated learning experiences. LS. eg – flammability – toxicity – sharpness – weight – temperature – moving parts – electrical operation • Teacher demonstration of skills and techniques. Oral. 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.1. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of the steps needed to produce the project.5. 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. 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. Programming and Assessment Focus: Producing a timber box (cont) Outcomes: LS.Life Skills Years 7–10: Advice on Planning.

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

5.5.1 demonstrates communication skills in the development of information and software technology solutions LS. current and emerging information technologies LS. scanner. digital camera. internet access LS.2 evaluates information and software technology solutions LS.2 uses collaborative skills in the development of information and software technology solutions LS.4. 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. environment data projector.3 uses a variety of techniques to present information and software technology solutions.3 uses a range of software programs LS. graphics.1 explores the impact of past.2. tools and techniques by students is essential in the Information and Software Technology course. Teachers should consider this when delivering this unit of work.Life Skills Years 7–10: Advice on Planning. 167 .1 uses information and software technology in solving a range of problems LS. adaptive technology LS. printer.1.1.2 uses a range of hardware 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.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.1 uses information and software technology to participate in and manage their Hardware: personal computer. voice output device. Programming and Assessment 9.1. Safe and responsible use of materials. Students learn to operate a variety of computer hardware and software in the creation of a multimedia presentation to record a significant school event. Life Skills Outcomes Resources A student: Software: word-processing.5.2.

1 uses skills and processes in a variety of contexts and projects LS.1 recognises the use of graphics technology in a variety of contexts Industrial Technology LS.1 recognises appropriate techniques for a variety of projects LS.MLC. For students working towards Life Skills outcomes in regular classes.2.1 selects and uses appropriate processes and techniques in the context of producing design projects LS.4 explores ways in which meaning is conveyed by written language Mathematics SGLS. Programming and Assessment Links A student: Design and Technology LS.4.1 evaluates the success of projects Languages LS.5. teachers may wish to link the activities in this unit with the Stage 5 unit ‘Option 4.6. A student: Graphics Technology LS.12 communicates for a variety of purposes LS. Digital Media Project’ in Information and Software Technology Years 7–10: Advice on Programming and Assessment (pp 41–48).5 uses the language of position in a variety of situations.6.6.5 recognises visual texts in a range of contexts LS.1 uses computer-based presentation techniques LS.4.6 uses visual texts in a range of contexts LS.4.2 uses a variety of techniques to present design solutions LS. 168 .2 uses a variety of communication techniques.10 composes increasingly complex written texts LS.Life Skills Years 7–10: Advice on Planning.2 undertakes graphical presentations to communicate ideas LS.4.MLC.4 responds to the language of position SGLS.1 gathers and uses information from a variety of sources LS.3 explores ways in which meaning is conveyed by spoken language LS.1 uses a variety of communication techniques in the context of undertaking projects LS.6.2 participates in producing design projects English LS.5.1.14 communicates with a range of audiences Food Technology LS.3 uses technology and aids to communicate with a range of audiences LS.

Students • recognise their own personal technology devices.3 Students learn about Students learn to Integrated learning experiences.1. continued 169 . 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. 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.5.4. Programming and Assessment Focus: Exploring current and emerging technologies Outcomes: LS.1. 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. Oral. 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. • demonstration of use of personal technology devices in the context of managing their environment.5.1. LS.Life Skills Years 7–10: Advice on Planning. LS.1. LS.

170 . LS. eg mobile phones. LS. game boys. email – identifying technology items that have impacted on personal and group recreation and leisure activities such as television.5.1.4. Walkman. • recording of their participation in the design process in an appropriate format. in both the home and school. 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.1. 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. current and emerging information technologies. instruction and assessment Students • identify ways in which technology impacts on daily life.1.Life Skills Years 7–10: Advice on Planning.1.5. videos. Programming and Assessment Focus: Exploring current and emerging technologies (cont) Outcomes: LS.3 Students learn about Students learn to Integrated learning experiences. digital cameras – including examples of identified items in their folio • establish and maintain a record of their involvement throughout the design project in a folio. Feedback • the impact of changing technology in school and community contexts • explore the changes that technology has made to daily life Oral. 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.

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

publicity.1.2.Life Skills Years 7–10: Advice on Planning. 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. LS. 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. multimedia software and word-processing.2. LS. continued 172 .3 Students learn about Students learn to Integrated learning experiences.2. 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. Programming and Assessment Focus: Following the plan to produce the project Outcomes: LS. computer peripherals such as scanner • assists students to develop a step-by-step plan to produce the multimedia presentation of the significant school event. Oral. LS.1.5. instruction and assessment Teacher • demonstrates and explicitly teaches students to operate a range of hardware and software. 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. eg digital and video camera.3. authors. 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. audio recorder.

3. Programming and Assessment Focus: Following the plan to produce the project (cont) Outcomes: LS. 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.2.1. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: • compilation of the final presentation • • use multimedia software to present information to a group present the slideshow to an audience using a data projector. 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. LS.2.3 Students learn about Students learn to Integrated learning experiences.Life Skills Years 7–10: Advice on Planning. 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. Students may: – activate the application – monitor the presentation and cue slides – make adjustments to the presentation. LS. 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. continued 173 . LS.2.5.1. eg volume. 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. Oral.

1. ‘What did other people like about the presentation?’. cost.2. effectiveness • • evaluate strategies makes suggestions for improvement Oral. LS.3. instruction and assessment Students • evaluate their project in terms of its effectiveness. time.2. 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. Evidence of learning (words in italics refer to Life Skills outcomes) Evaluating their project may indicate evaluating information and software technology solutions. Programming and Assessment Focus: Following the plan to produce the project (cont) Outcomes: LS.Life Skills Years 7–10: Advice on Planning. 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?’.5.2. LS. 174 . Feedback • evaluating a project in terms of available resources. ‘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.3 Students learn about Students learn to Integrated learning experiences. LS.

1. LS. Students may design a decorated fabric item.5 uses the language of position in a variety of situations 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.4. embellishments. personalise a design or embellish an existing fabric item with appropriate decorations.5.Life Skills Years 7–10: Advice on Planning.5.4 responds to the language of position Industrial Technology SGLS. Life Skills Outcomes Resources A student: Stimulus materials such as fabrics. eg dyes.1 evaluates the success of projects.2 demonstrates safe practices in the use of materials.4.12 communicates for a variety of purposes LS. tools and equipment Visual Arts LS.1 applies appropriate evaluation techniques to a textiles project.5. Programming and Assessment 9. For students working towards Life Skills outcomes in regular classes. tools and techniques by students is essential in the Textiles Technology course.2.5. techniques and processes.1 evaluates the design of clothing and household items in terms of function and Digital camera.1 gathers and uses information for design purposes the project LS.2 explores a variety of materials. 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).1.6.1 demonstrates skills and techniques in the context of a textiles project LS.6 uses the language of measurement in everyday contexts undertaking a project SGLS.6. stencils LS.2 uses a variety of techniques to present design ideas and solutions LS. computer and appropriate software aesthetics Wall chart or handout illustrating a flow chart or step-by-step instructions for producing LS.5. yarns and fibres appropriate to intended use Equipment and materials for decoration.3 undertakes textiles projects LS.1 demonstrates safe practices in the use of tools.1 selects fabrics. completed projects LS. lace.1 selects and uses appropriate materials to undertake projects LS. glue.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. 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. materials and techniques in MLS.3. Teachers should consider this when delivering this unit of work. Safe and responsible use of materials. fabric paints.3 uses a variety of techniques to present information and software technology LS.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. 175 . Links A student: A student: English Information and Software Technology LS.

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

2. or – making and decorating an item.5. Oral. Selecting appropriate techniques for making fabric items may indicate demonstrating skills and techniques in the context of a textiles project. eg a bandanna for a school dance party • select techniques for producing the item. iron-on tape. fabric paint. 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. eg a T-shirt or quilt cover. appliqué and embroidery. 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. eg iron-ons. sequins. eg cushion cover for their bedroom. tie dying/batik printing. eg glueing.Life Skills Years 7–10: Advice on Planning.3 Students learn about Students learn to Integrated learning experiences. Programming and Assessment Focus: Selecting a fabric design project Outcomes: LS. LS. instruction and assessment Teacher • assists students to select a fabric design item. • selection and demonstration of appropriate designs and techniques for decorating their fabric item. beads. This may include indicating a preference for: – decorating an existing item.1.4. 177 . LS. Selecting appropriate designs and techniques for decoration may indicate demonstrating skills and techniques in the context of a textiles project. or – making and/or decorating an item. Students • determine their preferred fabric design item.5.

Life Skills Years 7–10: Advice on Planning. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ demonstration of safe use of materials. Programming and Assessment Focus: Safe use of tools and equipment Outcome: LS.2 Students learn about Students learn to Integrated learning experiences.5. 178 . tools and equipment. Oral. Students • use materials. instruction and assessment Teacher • explicitly teaches and models techniques and safe use of equipment in the context of making and/or decorating fabric items. equipment and appropriate techniques safely under supervision in the context of making and/or decorating fabric items. 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.

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

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

au).edu. in pairs and as part of a group. casts and/or masks. Students experiment with light sources to produce and manipulate shadows. Students also experiment with musical sounds. Using the concept of ‘I am’. stencils. Students participate in scenarios where role-taking is used to expand and enhance students’ participation in real-life experiences. Unit number 10.Life Skills Years 7–10: Advice on Planning. prints. and the work of graphic designers and artists. In this unit students explore the design of magazines. In this unit students appreciate and respond to dance performances.5 Visual Design My Magazine 10.6 Photographic and Digital Media Shapes and Shadows 181 . colours and textures to represent themselves.2 Visual Arts ‘I am’ 10. 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. In this unit students are introduced to light and shadow as phenomena in the world around them. roles. shadow and shape. Students investigate 2D and 3D forms such as painting and collage techniques and stencil-making. 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.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.4 Drama Roles. students develop self-portraits that may include photographs. A variety of wet and digital photographic activities are suggested as ways of extending this structural exploration of light. explore the relative opacity/translucency of objects and record the shapes caused by shadows. experiment with body movements and create and perform movement/dance sequences. their personality and interests to an audience. characters. group and whole class activities. In this unit students learn about portraits and self-portraits.nsw.3 Dance Let’s dance! 10. 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. 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. They explore the work of artists and participate in the development of their own artworks over time. 10. action! 10. situations and actions through a range of activities. Students use safe dance practices to engage in activities individually.boardofstudies. and explore ways in which environmental sounds may be incorporated into musical works. magazine covers and posters. In this unit students explore characters.

1 uses movement.1 recognises repeating patterns.3 recognises and responds to ordinal terms PALS. eg Yothu Yindi.1. Click Go the Shears.10 engages in performing. and explore ways in which environmental sounds may be incorporated into musical works.10 composes increasingly complex written texts Geography LS. composing and listening experiences for enjoyment. selects and sequences movement to express feelings and ideas English LS.4 experiments in making musical sounds LS.MBC.2 explores. For students working towards Life Skills outcomes in regular classes.1 recognises language that is descriptive of number NLS. Life Skills Outcomes Resources A student: Examples of the following types of music – Aboriginal & Torres Strait Islander.9 appreciates a variety of music LS. Botany 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. Australian folk music. LS. Christine Anu.7 explores the diversity of Australian communities.8 communicates responses to a variety of music LS. LS.1 Music Years 7–10 Life Skills unit: Australian music Unit title: Australian music Description: In this unit students explore a wide variety of traditional and contemporary Australian music through experiences in listening and performing that may involve individual.3 vocalises. Students also experiment with musical sounds. sings or plays an instrument eg Waltzing Matilda. vocalisation or instruments to respond to a range of music Contemporary Aboriginal music. Programming and Assessment 10. group and whole class activities. cultural and historical contexts LS.5 experiments in organising musical sounds LS. teachers may wish to link the activities in this unit with the Stage 4 unit ‘Australian Music’ in Music Years 7–10: Advice on Programming and Assessment (pp 24–30).2. LS. 182 . sings or plays an instrument as part of a group Dreamtime stories LS. Links A student: Dance LS.1 demonstrates a range of movement skills LS.6 experiments in representing and recording musical sounds LS.Life Skills Years 7–10: Advice on Planning.7 experiences music from a variety of social.9 recognises the contribution of Aboriginal peoples and other cultures to Australian society Languages LS.1 responds to auditory cues in a range of contexts LS. A student: History LS.MBC.2 explores own and other cultures Mathematics NLS.2 vocalises.1 experiences cultural diversity 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.

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

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.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 .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.

cultural and historical contexts and/or communicating responses to a variety of music and/or appreciating a variety of music. Programming and Assessment Life Skills Outcomes LS. Simulating the sounds of traditional instruments may involve engaging in performing. eg for ceremonial. and to pass on stories.1 LS.8 LS. cultural and historical contexts and/or using movement. composing and listening experiences for enjoyment. social and sacred occasions. tapping legs.Life Skills Years 7–10: Advice on Planning. instruction and assessment P C L • Teacher plays examples of traditional music of Aboriginal and Torres Strait Islander Peoples and explains how this music was used for a variety of purposes. 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. customs and traditions Students listen to examples of traditional music and respond using: – body movements such as nodding head. 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.7 LS. drums and rain sticks ✓ • ✓ ✓ Evidence of learning (words in italics refer to Life Skills outcomes) Listening and responding to traditional music may involve experiencing music from a variety of social. triangle.10 Integrated learning experiences. P – Performing C – Composing L – Listening 185 .9 LS. 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. waving arms – body percussion such as clapping hands. composing and listening experiences for enjoyment. to communicate between groups. vocalisation or instruments to respond to a range of music and/or engaging in performing. Feedback Oral.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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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 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

3. responses or a point of view.4.12 communicates for a variety of purposes LS. interpretive or critical Geography LS.2. 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 explores ways in which meaning is conveyed in nonverbal communication.6 makes a variety of artworks that reflect experiences. ‘Saturday Night LS.8 demonstrates a range of movement skills across environments LS. pitch.4 responds to the language of position SGLS. (Note: In the syllabus this outcome is incorrectly numbered as LS. in pairs and as part of a group. Programming and Assessment 10. Life Skills Outcomes Resources A student: • Videos of ‘Swan Lake’.1 engages in dance activities. ‘Sleeping Beauty’.3 demonstrates an awareness of safe dance practices tempo and volume LS.2 listens for a variety of purposes in a range of contexts LS.2 uses dance technique to communicate • Music from a range of cultural backgrounds.1. Students use safe dance practices to engage in activities individually.1 responds to auditory cues in a range of contexts LS. For students working towards Life Skills outcomes in regular classes.3 recognises and responds to ordinal terms PALS.1 experiences a variety of dance performances LS.1 explores the elements of dance to create movement and communicate ideas LS.7 explores the diversity of Australian communities Languages LS.9 participates in a range of physical activities Visual Arts LS. teachers may wish to link the activities in this unit with the Stage 5 unit ‘Shapes in Space’ in Dance Years 7–10: Advice on Programming and Assessment (pp 16–31).5 uses the language of position in a variety of situations Music LS. ‘Strictly Ballroom’. music with different rhythm. media and multimedia LS.15 draws on background and experiences to respond to texts in ways that are imaginative.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 recognises repeating patterns SCLS. vocalisation or instruments to respond to a range of music PDHPE LS.1 uses movement.1 demonstrates a range of movement skills Fever’ and/or Aboriginal Dreamtime stories conveyed through dance LS.Life Skills Years 7–10: Advice on Planning.MLC.14 communicates with a range of audiences LS.2 responds to the elements of dance in performance LS.11 views and responds to a range of visual texts.5.1 recognises language that is descriptive of number NLS. A student: Mathematics NLS. 197 . selects and sequences movement to express feelings and ideas LS.2 explores. experiment with body movements and create and perform movement/dance sequences.1.2. 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. LS.3.1.1) Links A student: English LS.

3. expression.Life Skills Years 7–10: Advice on Planning.1. time and dynamics within the context of dance composition LS.2 • using elements of dance to communicate through movement and dance LS.1 • the elements of space. taking account of body position. 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 . eg energy.3.1 using movement in controlled ways to participate in dance LS. 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. 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. feelings and ideas through a structured dance • extend their dance performance skills.2.4.2. time and dynamics to create and communicate meaning • create and organise movement to convey meaning that can be perceived.1 LS. interpretation.3 • safe dance practices LS.1. 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.2 • • selecting and sequencing movements to express feelings and ideas structuring movement to express feelings or ideas LS.1. direction.2 • • appreciating dance performances appreciating dance as an audience member LS.

eg ‘What feelings or ideas are communicated through the dance?’. ‘Sleeping Beauty’. eg ‘Swan Lake’.2 Teacher assists students to recognise the elements of the dance that make the dance performance engaging. drawings and/or written description to focus on the elements of dance and how they were used to make the performance exciting. ‘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. sad • Students demonstrate their appreciation of the dance by applauding at appropriate times • ✓ Oral. images. rhythmic patterns) and space (shapes) and aspects of relationships that make the performance exciting.3. Feedback LS.3.3.1 LS. eg the integration of movements.2 LS.Life Skills Years 7–10: Advice on Planning. 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.2 LS. 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. rhythmic patterns and stillness contribute to the story?’ • Students record their responses to the dance performances in a journal. ‘How does the movement in the dance tell the story?’ ‘What shapes are used and how do they communicate meaning?’. ‘How do the tempo. stillness. 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. joyful. Recording responses to dance performances in a journal may involve responding to the elements of dance in performance.2 Students view one or more live narrative dance performances by visiting groups. P – Performance C – Composition A – Appreciation 199 . by other students in the school and/or on video excerpts. joyful. sad • ✓ Expression of appreciation of dance performances may involve responding to the elements of dance in performance. using photographs of performers. • 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.3.3. ‘Strictly Ballroom’. Sharing their responses to the elements of the dance may indicate responding to the elements of dance in performance.

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

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

sequence and structure movement to express the ideas in the narrative/story provided by the teacher ✓ • Oral.3 LS. select.4. Selecting appropriate dance movement to communicate a narrative/story may involve exploring.1. P – Performance C – Composition A – Appreciation continued 202 . or create their own. selecting and sequencing movements to express feelings and ideas.2. and tell the story through dance. in pairs or groups using safe dance practices Students explore. 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.3 LS. and using costumes or props if appropriate ✓ ✓ ✓ • exploration. Feedback LS.4.1 • ✓ ✓ Using dance movements to perform the story sequence may involve exploring. selection and sequence of movements LS. This may involve students working individually. • performance of the story sequence.1.2. 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 LS.1.1 • Students select a narrative/story sequence.2 LS. 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.1 LS.2. selecting and sequencing movements to express feelings and ideas. visual and tangible feedback prompting by the teacher to guide and affirm students’: • retelling of a narrative/story using safe dance practices LS.2 LS.2 • Teacher provides a narrative/story sequence and assists students to re-tell the story using a range of dance movements.Life Skills Years 7–10: Advice on Planning.2.

Feedback LS. 203 .3.3.Life Skills Years 7–10: Advice on Planning. visual and tangible feedback prompting by the teacher to guide and affirm students’ journal entries. visual and tangible feedback prompting by the teacher to guide and affirm students’ focus and positive response to dance performed by others.2 • Students view and respond appropriately to the dances performed by others ✓ Oral. Maintenance of the journal may involve responding to the elements of dance in performance. LS. 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.1 LS.3.2 Teacher assists students to maintain their journal to reflect their activities throughout their learning experiences. 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.

5 uses the language of position in a variety of situations imaginative. videos and DVDs. 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).3.2 participates in the preparation of drama works and theatrical productions LS. LS.1.14 communicates with a range of audiences SCLS. For students working towards Life Skills outcomes in regular classes. documentaries LS.1. Students participate in scenarios where role-taking is used to expand and enhance students’ participation in real-life experiences.12 communicates for a variety of purposes NLS.11 demonstrates safe practices that promote personal wellbeing. The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests.2 listens for a variety of purposes in a range of contexts Mathematics LS.3 participates in drama experiences in which role-taking is used to enhance their understanding of ideas and feelings 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.2.1 recognises repeating patterns LS.16 explores social and cultural issues through texts.4 Drama Years 7–10 Life Skills unit: Roles.2 explores a variety of playbuilding activities Video camera LS. roles.Life Skills Years 7–10: Advice on Planning.1 experiences a variety of drama or theatre performances LS. Life Skills Outcomes Resources A student: LS. characters.13 communicates in a range of contexts PALS.1 responds to auditory cues in a range of contexts LS. characters.4 responds to the language of position LS. situations and actions through a range of activities. situations and actions through drama activities A range of taped segments from television shows.1 explores characters.1.3 recognises and responds to ordinal terms LS. roles.3.3 recognises that drama and theatre performances can communicate meaning and ideas.2 explores ways in which meaning is conveyed in nonverbal communication LS.11 views and responds to a range of visual texts.3.2. 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.MLC.15 draws on background and experiences to respond to texts in ways that are SGLS.2 identifies and responds to the elements of drama or theatre in performances LS.9 participates in a range of physical activities LS. 204 . action! Unit title: Roles. interpretive or critical PDHPE LS. Programming and Assessment 10. Links A student: A student: English Languages LS.1 explores dramatic forms and theatrical conventions LS. action! Description: In this unit students explore characters. media and multimedia NLS.1 recognises language that is descriptive of number LS.

2.3. Programming and Assessment Life Skills Outcomes LS.2 playbuild using a variety of stimuli to communicate dramatic meaning sequence playbuilt scenes in an ordered way LS. movement. such as in drawing or collage. 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. situation. makeup. stage management and publicity the operation of basic lighting and sound equipment. front of house.1.1 LS. TV.2 • • • • 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.2. agreeing with an idea or issue raised in a performance.3 • • production elements such as acting. sets. personal life • ways to create verbal and non-verbal communication such as voice. 1 • • • • • • LS.3. applying makeup. or on computer different responses to drama. middle. 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 . costumes.1. excitement in different roles • the use of performance and expressive skills in dramatic presentations such as voice. literature. lighting. such as displaying empathy for a particular character in a drama. anger.3. theme characters and issues) • a dramatic sequence – beginning. front of house or backstage work appreciating different performances appropriate ways of engaging in audience participation different ways to express ideas about drama. climax. 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.2 LS.3 LS. expressing enjoyment in response to a comedy. different stimuli (such as place. stance and gesture • the use of improvisation to explore roles/characters and relationships • playbuilding strategies such as improvisation.1. timing and facial expressions • developing confidence. film/video. sound. publicity. class discussion. finding or making costumes. 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. projection.Life Skills Years 7–10: Advice on Planning. helping with sets.1 Life Skills content Students learn about: • the characteristics of familiar roles/characters from live theatre.

situations and actions through drama activities and/or identifying and responding to the elements of drama or theatre in performance.1. Feedback Oral. 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.3.1 Students view a range of selected television programs. and explore featured characters.3.1 LS3. historical documentaries and/or live theatre presentations. LS. pilot. tennis player.1. supports and affirms students’ involvement in exploring a character. films/videos. roles. LS. This may involve: – identifying characters/roles such as policeman.3. This may involve: – using gestures – using simple props – using simple costume items. Programming and Assessment Focus: Characters in real life Outcomes: LS. and/or interact with others like the character Identification of the features of characters may involve exploring characters. 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. roles. chef.2 LS.1.2 Outcomes Integrated learning experiences and assessment LS. • identification of features of characters Teacher encourages. 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. LS. eg hats or shoes to walk or move like the character. situations and actions through drama activities.3.1.1 • Students explore the role and features of a selected character. Exploring the role and features of selected characters may involve exploring characters. 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.Life Skills Years 7–10: Advice on Planning. continued 206 .1.1.

Teacher provides demonstration. 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. LS. eg what makes them happy.1.1 • Students explore verbal and nonverbal communication appropriate to a range of characters.1. modelling or advice to support and affirm students’ exploration of verbal and nonverbal communication appropriate to a range of characters. LS. LS.1.3. Exploring verbal and nonverbal communication appropriate to a range of characters may involve exploring characters. eg – use facial expression. excitement.3.1 • Students explore movement appropriate to a range of characters.1.3. happiness.1. where they live – the feelings of the character. Feedback Teacher encourages. another adult (an outsider) or the student.1.Life Skills Years 7–10: Advice on Planning. continued 207 . roles. pain Students set up and participate in a mock interview (hot seating) with one or more characters in role.2 Outcomes Integrated learning experiences and assessment LS. Students prepare and ask questions to assist in exploring: – the background of the character. gesture to communicate feelings such as pride. eg their family. situations and activities through drama activities and/or identifying and responding to the elements of drama or theatre in performances. The role of the character may be taken by the teacher.1.3 • Evidence of Learning (words in italics refer to Life Skills outcomes) Exploring movement appropriate to a range of characters from television. Teacher provides encouragement and affirms students’ participation in mock interview activities. roles. situations and actions through drama activities. 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. who do they love – how the character treats others LS. assists and affirms students’ involvement in exploring movement appropriate to a range of characters. fear – use an appropriate tone and volume of voice to communicate feelings such as anger. film and/or live productions may involve exploring characters. Programming and Assessment Focus: Characters in real life (cont) Outcomes: LS.

Programming and Assessment Focus: Characters in real life (cont) Outcomes: LS.2 Outcomes Integrated learning experiences and assessment LS. LS. others in role LS.1. what’s your role? Outcomes: LS.3 (outsiders).1. LS.1. and/or teacher in role (as narrator).1. situations and actions through drama activities and/or participating in drama experiences in which role-taking is used to enhance understanding of ideas and feelings. on the sports field Participating in scenarios to explore real-life situations may involve exploring characters.3 LS. missing a bus. LS.Life Skills Years 7–10: Advice on Planning.1.1 • Students explore real-life situations through scenarios with students in role. Oral.1. eg losing a friend’s wallet. Feedback Teacher affirms student involvement in mock interview activities by highlighting the character’s response in selected video excerpts. making another choice if the preferred item is not available for purchase – giving an explanation for personal actions. 208 .1. LS. 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.1.3.1.3. visual and/or tangible feedback and prompting to encourage.1. Focus: What’s my role. at the bus stop. roles. guide and affirm students’ participation in role taking experiences. 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.3.3 • 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.

LS. accepting a prize after a sports carnival and developing a series of scenes to explore the sequence of events relating to the photograph. 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.2 LS. Programming and Assessment Focus: Exploring. story or event with an identified beginning.1.2. what happened after.1. from a range.2. from a range.2. eg the capture of Ned Kelly. occupation – undertaking activities. A student then develops a narrative to indicate what happened before.1 • Evidence of Learning (words in italics refer to Life Skills outcomes) Creating a series of scenes around an identified theme. eg walking.2. LS. one character in the narrative that they would like to focus on. Students may do this by identifying. with teacher assistance.3 • Students create a series of scenes around an identified theme.3.1 LS.3. descriptions of personality and appearance which match the character – creating a character profile. LS. Further activities may include: – identifying items of costume that the character may wear – selecting.Life Skills Years 7–10: Advice on Planning.2.2. middle. developing and performing a narrative Outcomes: LS. 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.3 Outcomes Integrated learning experiences and assessment LS. LS. an image of what the character may look like – selecting. eg determining age.1. what happened next. Students’ exploration of characters and/or roles within the framework of the narrative may involve exploring dramatic forms and theatrical conventions. These scenes may include: – using images or photographs of students participating in a celebration or school event. climax and end. – 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. Feedback Teacher encouragement and affirmation of students’ participation in the creation of a narrative that includes a series of scenes. story or event may involve exploring a variety of playbuilding activities and/or exploring dramatic forms and theatrical conventions.1 LS.3. landing on the moon.2 LS. talking.2. continued 209 . Teacher offers positive and constructive advice and encouragement on student involvement in exploring characters/roles within the framework of a narrative.3. These scenes may later be used as the basis for a group/class performance. moving in the manner of the character LS.2.

2 • Students explore and engage in activities associated with theatre productions.2.3 Outcomes Integrated learning experiences and assessment LS. Feedback Oral. Oral. Participation in final rehearsals may involve participating in the preparation of drama works and theatrical productions. LS.2. encouragement and oral. LS. Using theatrical techniques may involve participating in the preparation of drama works and theatrical productions.2. role of ushers LS.1. visual and/or tangible feedback throughout the rehearsal process. seating. continued 210 . Teacher gives support. sale of tickets.2. LS. 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. developing and performing a narrative (cont) Outcomes: LS.2 LS. eg how spotlights work. LS.2. 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. visual and/or tangible feedback by the teacher to guide and affirm students’ research of the elements of drama. how lighting can be dimmed to create mood – sound effects that can be produced using technology and/or real objects – music that creates and enhances the atmosphere – costumes.3. LS.2.1.2 • 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. eg choice/selection of performance space/venue.Life Skills Years 7–10: Advice on Planning. 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.2. This may involve the use of: – appropriate lighting techniques to enhance dramatic impact – sound effects appropriate to the action – music to create and enhance the atmosphere – costumes.2.2 Students research theatrical techniques such as the use of: – lighting techniques that enhance dramatic impact.2.2 LS. Teacher provides advice and assistance to students to clarify choices and issues. Exploring and engaging in activities associated with theatre productions may involve participating in the preparation of drama works and theatrical productions. preparation of programs. Programming and Assessment Focus: Exploring. Teacher provides affirmation of the effectiveness of pace and timing.3.2.

2.3.2.2. Teacher coordinates discussion to affirm student evaluation.3 Outcomes Integrated learning experiences and assessment LS.2.2 • Students perform the event. LS.1.2. Feedback Teacher discussion with students to affirm the successful elements of the performance.3. 211 . incident or scenario for others in the class.Life Skills Years 7–10: Advice on Planning.1. LS.2. LS. Programming and Assessment Focus: Exploring. Evaluating their own performance may involve identifying and responding to the elements of drama or theatre in performance. developing and performing a narrative (cont) Outcomes: LS.2.2 • 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. LS. and/or in the school/community LS.

6 makes a variety of visual design artworks that reflect experiences. techniques and processes • Images of posters.5 recognises that various interpretations of visual design artworks are possible • Digital camera LS. 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. techniques and processes For students working towards Life Skills outcomes in regular classes.4 explores ways in which experiences of the world can be communicated in • Paints and drawing materials visual design artworks • Digital imaging program LS. teachers may wish to link the activities in this unit with the Stage 5 unit ‘Power.3 explores the function of a variety of visual designers and audiences • Scissors and glue LS. and the work of graphic designers and artists.1 experiences a variety of visual design procedures to make visual design • Magazines artworks • Comics LS.3 uses a variety of materials.4 uses spoken language to interact with a range of audiences LS. Publicity and Propaganda’ in Visual Design Years 7–10: Advice on Programming and Assessment. 212 . magazine covers and posters. media and multimedia Information and Software Technology LS1.4 responds to the language of position SGLS.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.2 explores a variety of materials. advertising and a range of design and layout solutions LS.6 uses visual texts in a range of contexts LS.5 uses the language of position in a variety of situations Visual Arts LS5.Life Skills Years 7–10: Advice on Planning.9 writes short texts for everyday purposes LS. Martin Sharp (Luna Park posters) and Marie LS.3 uses a range of software programs A student: Languages LSMBC. techniques and processes to make visual design McMahon artworks.8 explores ways to develop ideas in visual design artworks • Examples of works by Redback Graphix. responses • Scanner or a point of view • Photocopying LS.2 explores own and other cultures Mathematics SGLS. Links A student: English LS. Life Skills Outcomes Resources A student: LS.7 explores a variety of subject matter that can be represented in visual design • Photographs of students artworks • Overhead transparencies LS.9 uses a range of materials.14 views and responds to a range of visual texts. Programming and Assessment 10.2 uses a range of hardware LS1.

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

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

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

A sheet of transparencies of their name styles is created. Martin Sharp. These may include works by Redback Graphix. the effects of scale. 6 Oral. photographs and drawings. questioning and suggesting alternatives as students manipulate different layouts and styles of typography against different backgrounds. prompting and assistance by the teacher as students discuss and identify features of a range of posters. centre. magazine covers and advertisements and record their ideas in their Visual Design journal.2. 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. metallics. pasting and feathering – resizing and rotating images – manipulating images using a variety of special effects tools such as solarisation. Programming and Assessment Teaching. LS.5 • view a range of magazine covers.4. techniques and processes and an exploration of a variety of subject matter that can be represented in visual design artworks. middle and bottom placement.5.2 • explore text and layout using their names as titles in preparation for activity (6). prompting. gloss. cartoons. LS. 216 . LS. straight or angled placement • should photocopy and record experiments in the Visual Design journal. 5 Oral. and to use the basic operations of a digital imaging software program. 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. visual and/or tangible feedback. LS. learning and assessment activities – ‘My Magazine’ Making Students 4. 4 Oral. LS.Life Skills Years 7–10: Advice on Planning.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. visual and/or tangible feedback. 5 Choices made in typography and placement activities may indicate exploration of ways to develop ideas in visual design artworks. Evidence of learning (words in italics refer to Life Skills outcomes) 3. eg matt. 6. 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. Activities may include: – opening and saving documents – scanning or importing images including digital photographs – creating layers – cutting.8. LS. satin. • explore placement of text and styles by superimposing the sheet of transparencies of their name styles against images. 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.7 • view examples of typography and magazine cover layout • identify and discuss different features of a magazine cover. Feedback 3. screens and colour correction – using and placing text fields. LS. This may involve: – hand lettering their names or typesetting their names in a variety of fonts. left or right aligned. LS. bill posters for a range of audiences. textures. This may involve consideration of: – top. These may include: – background colour and design – subject matter and images including photos and cartoons – title and subheadings colour. styles and sizes using a computer and simple menu or Word Art. Critical and historical interpretations Students 3. 5. size and font – date – logo – print finishes. placement. filters. advertising posters.

9. software programs. LS. 10 Oral. This may involve combinations of: – digital imaging. a series of questions and photographs for an interview with a staff member. 9.7. including subject matter. Opportunities for peer/audience feedback may be provided if magazine covers/pages are displayed. or may include. digital photography – collage – drawing – cartooning • choose a name for their magazine which may be. visual and/or tangible feedback and prompting by the teacher as students identify a target audience for their magazine.2. LS.9 • make a finished artwork for copying.6 • design a cover for a magazine/comic that reflects or celebrates their own interests. LS. family. responses or a point of view. 8.6 • identify a particular audience – themselves. LS. learning and assessment activities – ‘My Magazine’ Making Students 8.Life Skills Years 7–10: Advice on Planning. or magazine cover. LS. Feedback 7 Oral. Evidence of learning (words in italics refer to Life Skills outcomes) 7.8 • may extend their investigations of magazine design and layout by designing: a page/s for the school magazine. This might involve: – a cover design – internal pages and feature articles – comic strips – photocopies of work from the Visual Design journal. visual and/or tangible feedback and prompting by the teacher as students plan and work towards resolving their magazine cover/pages. images. 10 Participation in the production of a magazine. Programming and Assessment Teaching. 8 Participation in production of magazine cover may indicate the making of a variety of visual design artworks that reflect experiences. their own name. LS. 10. Critical and historical interpretations Students 7. inclusion in the Visual Design journal and swapping between students. Covers and/or magazine are photocopied in colour if possible. students groups and reports on school activities and events. teachers – for their magazine cover or comic • describe the audience and their interests • plan their magazine layout. explores ways to develop ideas in visual design artworks and use of a range of materials. allowing for classroom display. members of their class. friends. including layout for a page/s of artworks.4. 9. text and subheadings in their Visual Design journal. techniques and processes to make visual design artworks. LS. 217 . 8. LS.

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

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

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

2. LS. These may include: – Indonesian shadow puppets – silhouette portraits – works of the contemporary American artist Kara Walker – Olive Cotton’s Tea Cup Ballet. or have drawn. 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. learning and assessment activities – ‘Shapes and Shadows’ Making Students 1. 3 Oral. 2. This may involve: – arranging objects such as bottles. Evidence of learning (words in italics refer to Life Skills outcomes) 1.3 • view and discuss images that employ shadows. object and cast shadow. outline and edge. organic. and shadows from other objects outside using chalk – labelling the outline with features of the shape such as geometric. plastic cutlery. their own shadows.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. visual and/or tangible feedback and prompting by the teacher to direct and guide student identification of relationships between light sources. shadow. Feedback 1. LS. • explore the features of shadows using the outlines created in (2) eg how the shadow has edge and outline but no internal detail. Drawing around shadows or indicating outlines may demonstrate evidence of student understanding of shadow and outline and an exploration of a variety of materials. 2 Understanding the relationship between object. Critical and historical interpretations Students 3. LS. 221 . chairs.4 • explore the relationships between light source. 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. LS. Programming and Assessment Teaching. The Photographic and Digital Media journal can be used to record the making experiences throughout the unit.Life Skills Years 7–10: Advice on Planning. techniques and processes. flowers. 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. 2. • record examples of silhouettes and outlines and their effects in their Photographic and Digital Media journal. 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.

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

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

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

Links A student: Dance LS. For students working towards Life Skills outcomes in regular classes. and the type of support they can provide. The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests.6 uses simple maps and plans Visual Arts LS.2. 225 .11 demonstrates safe practices that promote personal wellbeing LS.5 uses appropriate behaviours in social situations LS.1 recognises the personal characteristics and needs that make them similar to others yet unique LS.1 Facing new challenges Unit title: Facing new challenges Description: In this unit students develop strategies to manage some of the challenges associated with adolescence. Resources Photographs of students and school staff members Charts to record student characteristics such as size.3 uses technology and aids to communicate 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.6 makes a variety of artworks that reflect experiences.Life Skills Years 7–10: Advice on Planning. responses or a point of view.9 participates in a range of physical activities LS. Programming and Assessment 11.13 communicates in a range of contexts LS.1. These challenges and the people and resources available to students if they need help and advice are identified. (This activity is similar to that outlined in the Stage 4 unit ‘Meeting new people – facing new challenges’ in the PDHPE Years 7–10: Advice on Programming and Assessment pp 30–32. Students examine ways in which they can access help and support and how they can support their peers. A student: Languages LS.1 experiences cultural diversity Mathematics SGLS.4 uses spoken language to interact with a range of audiences LS.4 uses strategies to manage feelings and emotions LS.17 uses individual and collaborative skills in the learning process. By participating in enjoyable physical activities. including their location in the school and/or the community.3 participates in drama experiences in which role-taking is used to enhance their understanding of ideas and feelings English LS.) The support network card should be made in a format that is appropriate to the needs of individual students.3 recognises the feelings and emotions associated with adolescence LS. This card includes information on support people in the school and/or community.5 uses the language of position in a variety of situations SGLS.1 explores the elements of dance to create movement and communicate ideas Drama LS. Life Skills Outcomes A student: LS.14 recognises and assists with routine health care procedures LS. positive and friendly social interactions between students are promoted.8 demonstrates a range of movement skills across environments LS.17 identifies the appropriate and inappropriate use of substances. 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. 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). new environments and/or meeting new people.MBC.

3. video segments and/or discussion. 226 . clothes and indicating the interests or preferences they have in common – taking turns to lead a game or activity – assisting others to participate in a game or activity • identify and record characteristics and feelings that they have in common and those that are different from other students using class photographs. each other • facilitates opportunities for students to share feelings and concerns about new situations with others.Life Skills Years 7–10: Advice on Planning.9 Students learn about Students learn to Integrated learning experiences. 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. • identification and recording of the characteristics they have in common with other students and those that are different. games. Oral. songs.4. 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. 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. Programming and Assessment Focus: Getting to know you Outcomes: LS.1. and different from. 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. eg their favourite food. LS. Students • participate in a range of icebreaker and other group activities. LS. This may include: – passing an object around a circle – shaking hands around a circle – responding to questions from other students about themselves.

LS. continued 227 . 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. collaboratively. 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. Oral. situations in which assistance from others may be required. LS. Students • recognise.5.Life Skills Years 7–10: Advice on Planning.11.4. 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.8. class or specialist room – communicating concern about losing an item of clothing. their support network card to seek advice and support. LS. Programming and Assessment Focus: Support networks Outcomes: LS. LS. where necessary.3. medication or equipment – communicating concerns and managing feelings about school rules. LS.14.17 Students learn about Students learn to Integrated learning experiences. LS.

threats. threats. bullying or harassment • the appropriate and inappropriate use of substances • • • • • • • strategies to communicate dissatisfaction and distress in relation to unwanted touching. 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.5. 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. Feedback the management of feelings and emotions during adolescence • personal health care • strategies to communicate dissatisfaction and distress in relation to unwanted touching. bullying or harassment Oral. The card could be developed using a range of formats such as: – photographs of trusted staff and other adults in the school – photographs of trusted adults in community situations – photographs of other students in the school – names and contact details of staff and/or other students Developing and using a support network card may indicate using strategies to manage feelings and emotions and/or demonstrating safe practices that promote personal wellbeing. contact and communicate with trusted adults or students who can provide assistance in school and/or community contexts. locate. LS. LS. bribes. threats.Life Skills Years 7–10: Advice on Planning. instruction and assessment Students • identify trusted adults or other students in the school and/or community contexts. LS.4. bribes. bribes.11.3. LS. through photographs or by naming.14. LS. unwanted touch or harassment at school and/or in community contexts – dealing with situations when medication. Programming and Assessment Focus: Support networks (cont) Outcomes: LS.17 Students learn about Students learn to Integrated learning experiences. LS. continued 228 .8. 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. 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. • development and use of a support network card of trusted adults.

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. Programming and Assessment Focus: Support networks (cont) Outcomes: LS.8. rail or bus staff. LS. LS. • identification of appropriate/trusted adults in the community who can provide help in various situations. life guards at a pool/beach.5. 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. eg police. 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.17 Students learn about Students learn to Integrated learning experiences. locate and communicate with specific and appropriate people to seek help or advice in the school context.4. harassment or inappropriate touch by others – reporting bullying.3.Life Skills Years 7–10: Advice on Planning. bribes. LS. Possible scenarios include: – dealing with leaving a bag. 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. instruction and assessment Students • participate in structured role-plays that involve using their support network card to identify. LS. threats. continued 229 .11. Feedback • the management of feelings and emotions during adolescence strategies to communicate dissatisfaction and distress in relation to unwanted touching. 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.14. LS.

lifts. bus and kerb – moving safely and in an orderly way in crowded environments such as shopping centres.Life Skills Years 7–10: Advice on Planning. Feedback • moving around in the environment strategies to communicate dissatisfaction and distress in relation to unwanted touching. LS. Programming and Assessment Focus: Support networks (cont) Outcomes: LS. bribes. This may include: – negotiating escalators. • demonstration of moving efficiently around the school and community environment. 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. LS. bribes. LS. instruction and assessment Students • participate in structured role-plays that involve using their support network card to identify.3. information staff or life guards for help in locating a toilet at a shopping centre. LS. Evidence of learning (words in italics refer to Life Skills outcomes) Participation in structured role-plays where students practise using their support network card in the community may indicate managing feelings and emotions and/or using strategies to manage feelings and emotions.5.11. buses. locate and communicate with specific and appropriate people to seek help or advice in the community.4. lifts before entering.17 Students learn about Students learn to Integrated learning experiences. threats. bullying or harassment • demonstrate movement skills in the context of everyday environments • develop and use individualised strategies to communicate with trusted adults in relation to inappropriate touching. 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. Possible scenarios for role-plays may include: – asking a store manager. 230 . LS. LS. ramp. handling. threats. railway stations – negotiating stairs of different gradients – negotiating different surfaces – waiting appropriately in a queue for service – waiting for others to leave trains. moving walkways – judging the gap between train and platform. swimming pool – locating a lift.8. 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. bullying or harassment • Oral.14.

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

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

advice and support. 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. LS.4 responds to the language of position understanding of ideas and feelings Visual Arts English LS. It involves the skills required to say no in threatening situations.13 communicates in a range of contexts LS.4 uses spoken language to interact with a range of audiences Work Education LS.11 demonstrates safe practices that promote personal wellbeing to get away from the unsafe situation and to seek help. 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 use a personal support network card to seek assistance from others.3 uses technology and aids to communicate with a range of audiences of view LS. Through structured opportunities students demonstrate behaviours.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. responses or a point LS.3 participates in drama experiences in which role-taking is used to enhance their SGLS. Child Protection Education: Support materials to assist teachers of students with high support needs Videos.10 recognises and responds to safe and unsafe situations threatening situations. scanners and software such as word-processing Links A student: A student: Drama Mathematics LS. For students working towards Life Skills outcomes in regular classes. photographs.17 uses individual and collaborative skills in the learning process.) LS.4 identifies appropriate support personnel and agencies in the community LS. if required.1. LS.Life Skills Years 7–10: Advice on Planning. Child Protection guidelines material NSW Department of Education and Training.6 makes a variety of artworks that reflect experiences. Programming and Assessment 11. 2002. access to computer hardware such as digital cameras. skills and strategies in a range of scenarios. 233 .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. 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).17 identifies the appropriate and inappropriate use of substances. Life Skills Outcomes Resources A student: Social skills program resources LS.9 demonstrates skills for effective participation in the workplace.

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. 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. Oral. LS.Life Skills Years 7–10: Advice on Planning. LS.5. Students • view pictures/videos of specific scenarios that focus on safe and appropriate behaviour for both individuals and groups in a range of situations. continued 234 . Programming and Assessment Focus: Safety in the environment Outcomes: LS. instruction and assessment Teacher • uses videos. 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 these presentations students may: – identify. sort. LS. as a passenger in a vehicle. train safe officers or station master. road/bike safety consultants. fire personnel. as a bicycle rider. surf life savers. 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 pedestrian. local swimming pool life guards. 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.Life Skills Years 7–10: Advice on Planning. match. match and sort photographs. 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.11 Students learn about: Students learn to: Integrated learning experiences. using recreation areas in the community. LS.10. national parks rangers. Feedback • safe and unsafe situations • recognise factors that contribute to safety in the environment Oral. 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. in or near water • indicate appropriate ways to respond to potential hazards in the environment. continued 235 .5. images of scenarios into ‘safe’ and ‘unsafe’ and indicate reasons for their choice – identify. as a passenger waiting for a train. Programming and Assessment Focus: Safety in the environment (cont) Outcomes: LS. • appropriate response to potentially dangerous situations. playing indoor or outdoor games/sport. pictures.

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

Programming and Assessment Focus: Personal safety and wellbeing Outcomes: LS. LS. Oral.Life Skills Years 7–10: Advice on Planning. Sorting images of scenarios into safe and unsafe may indicate recognising and responding to safe and unsafe situations. pictures. • 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 .11. visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ recognition of safe and unsafe situations.17 Students learn about: Students learn to: Integrated learning experiences.5. 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. LS. 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.

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

threats.Life Skills Years 7–10: Advice on Planning.17 Students learn about: Students learn to: Integrated learning experiences. 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. 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. 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. threats. 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. Programming and Assessment Focus: Personal safety and wellbeing (cont) Outcomes: LS.5. continued 239 .11. LS. threats or bullying behaviour (No-Go-Tell routine) – personal strategies to reject medication or illegal drugs or substances • develop a personal list of trusted adults and/or other students who can be approached for support in relation to personal safety and wellbeing issues. LS. locate. harassment. contact and communicate with trusted adults and/or other students in relation to personal safety and wellbeing issues Evidence of learning (words in italics refer to Life Skills outcomes) Responding to teacher questioning and participating in structured role-plays may assist students in recognising and responding to safe and unsafe situations and/or demonstrating safe practices that promote personal wellbeing. bribes. 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. bribes. 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. bribes. • development of a list of trusted adults who can provide support in relation to personal safety and wellbeing issues. 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.

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

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.5.17 Students learn about: Students learn to: Integrated learning experiences. 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. Programming and Assessment Focus: Personal safety and wellbeing (cont) Outcomes: LS. LS. instruction and assessment Students • demonstrate the application of guidelines for personal safety and wellbeing in the context of structured role-plays. This may involve demonstrating: – appropriate personal behaviours in a variety of scenarios – strategies to deal with inappropriate behaviour by others in a variety of scenarios (‘No-Go-Tell’) – appropriate use of their support network card in the context of specific scenarios – strategies to reject medication or illegal drugs or substances Evidence of learning (words in italics refer to Life Skills outcomes) Students participation in structured role-plays may indicate demonstrating safe practices that promote personal wellbeing and/or recognising and responding to safe and unsafe situations.Life Skills Years 7–10: Advice on Planning.11. LS. continued 241 .

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

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

UL. Programming and Assessment 12.2 uses [Language] to interact in everyday activities • identifying traditional foods LS.9 writes short texts for everyday purposes Music LS.7 experiences music from a variety of social.2 explores own and other cultures. internet. view.1 recognises words and phrases in [Language] • identifying food and drink vocabulary LS. materials for language games. They also extend these skills through community-based activities. 244 . For students working towards Life Skills outcomes in regular classes.6 makes a variety of artworks that reflect experiences.Life Skills Years 7–10: Advice on Planning. ingredients for traditional foods. textbooks.2 uses dance technique to communicate LS.3.UL.UL. 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.1 participates in making food items LS.1 Languages Years 7–10 Life Skills unit: Let’s celebrate together Unit title: Let’s celebrate together! Description: In this unit students develop language skills through exploring the cultural features of their school community. teachers may wish to link the activities in this unit with the Stage 4 unit ‘Eating and Drinking’ in the selected language Stages 4 and 5: Advice on Programming and Assessment.4 uses written [Language] to communicate • describing food and drink LS.10 composes increasingly complex written texts LS.MBC.3 obtains and gives information in [Language] • expressing likes and dislikes LS. Links A student: A student: Dance Geography LS.5. Students participate in a range of experiences that focus on using language within the context of a school cultural celebration. CD-ROMs.1. opportunity to visit local restaurant/café.5.MLC.1 experiences cultural diversity • ordering food and drink in a restaurant LS.5 recognises visual texts in a range of contexts LS.12 communicates for a variety of purposes Visual Arts Food Technology LS.UL. Resources Samples and images of food and drink. 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.4 explores ways in which meaning is conveyed by written language • using culturally appropriate language LS. audiocassettes.2 explores ways in which meaning is conveyed by nonverbal communication • naming items that are eaten and drunk LS.7 reads and responds to short written texts solutions LS. cooking equipment and utensils.MLC.2 recognises the significant role of food in society.4 uses spoken language to interact with a range of audiences Information and Software Technology LS. responses or a point of LS. videos.9 recognises the contribution of Aboriginal peoples and other cultures to LS.1 experiences a variety of dance performances History English 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 Languages Functions and Structures A student: Language functions and structures include: LS.7 explores the diversity of Australian communities LS. recipe books. cultural and historical contexts LS.3 uses a variety of techniques to present information and software technology LS.6.1 experiences a variety of artmaking activities LS.2 listens for a variety of purposes in a range of contexts Australian society LS.MBC.

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

MBC.MLC. eg costumes worn for particular occasions such as weddings. continued 246 . LS. • 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.1. Students • respond appropriately to nonverbal greeting by others in the school and community. 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.2. instruction and assessment Students make a poster/model/multimedia presentation to illustrate a particular cultural aspect.2 Students learn about Students learn to Integrated learning experiences. model or multimedia presentation. bowing in return. LS. festivals. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ creation of a poster. Oral.MBC. Programming and Assessment Focus: Coming together (cont) Outcomes: LS.UL2 • identify features of traditional lifestyle • compare aspects of their own lifestyle and beliefs with those of other communities • demonstrate respect for diverse cultural practices • • Oral. waving in response. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ appropriate responses to nonverbal greetings. LS. This may include: – whistling.UL1. 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. model or multimedia presentation to illustrate a particular cultural aspect may involve exploring their own and other cultures.Life Skills Years 7–10: Advice on Planning. Evidence of learning (words in italics refer to Life Skills outcomes) Making a poster.

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

Life Skills Years 7–10: Advice on Planning. LS.UL. This may involve: – matching pictures. phrases and simple sentences to identify meaning identify known words and phrases identify known words and phrases in conversation read whole words. 248 .UL.MBC.1. 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. LS. LS. Programming and Assessment Focus: Let’s do lunch – at school Outcomes: LS. photographs. LS.MBC. phrases and simple sentences recognise symbols.2 Students learn about Students learn to Integrated learning experiences.2. 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.UL.1. letters and syllables in print in [Language] • recognise and/or use [Language] vocabulary to identify food and drink items associated with a particular culture. 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].4.3. LS.UL. 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. • 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. Students • participate in a talk/presentation by parents/members of the local community on the food and drink associated with their culture Evidence of learning (words in italics refer to Life Skills outcomes) Feedback • features of lifestyles and belief systems in diverse cultures • compare aspects of their own lifestyles and with those of [Language] communities Identifying the variety of food and drink items associated with a particular culture may indicate experiencing cultural diversity.

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

UL. LS.Life Skills Years 7–10: Advice on Planning.UL.MLC. LS.UL. LS.UL. LS.MBC. LS.4. • demonstration of use of written words and phrases in [Language] in the context of designing thank you notes.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. instruction and assessment Students • participate in a cultural celebration at school. 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. Programming and Assessment Focus: Let’s do lunch – at school (cont) Outcomes: LS.3. Writing thank you notes may indicate using written [Language] to communicate.2 Students learn about Students learn to Integrated learning experiences. 250 .1. Feedback • communication of meaning in nonverbal ways • words and phrases in a variety of spoken contexts • the use of language in the context of a conversation ways to use written text to communicate information respond to gestures and facial expressions use language for enjoyment • identify known words and phrases • identify known words and phrases in conversation • engage in a conversation • Oral.

UL. LS.MBC. 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].UL4.2 Students learn about Students learn to Integrated learning experiences.UL. LS.MBC. I enjoyed that’ – record their experiences at a [Language] café/restaurant in a multimedia presentation using [Language]. • 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. Programming and Assessment Focus: ‘Let’s go out for lunch’ Outcomes: LS.1. eg ‘This is good’.UL. ‘Can I have another drink please?’ ‘Thanks. instruction and assessment Teacher extends students’ experiences of using [Language] in the context of eating and drinking. LS. 251 . Recording their experiences at a [Language] café/restaurant may involve obtaining and giving information in [Language] and/or using written [Language] to communicate.1.3.2. 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. Oral.Life Skills Years 7–10: Advice on Planning. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ use of [Language] in the context of a visit to cafe/restaurant. LS.

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

2 explores Aboriginal culture and cultural expression History LS.Life Skills Years 7–10: Advice on Planning. media and multimedia.1 recognises factors that contribute to an Aboriginal person’s identity LS.9 writes short texts for everyday purposes LS.3 uses technology and aids to communicate with a range of audiences LS.2 listens for a variety of purposes in a range of contexts Music LS.2 uses dance technique to communicate Information and Software Technology LS. For students working towards Life Skills outcomes in regular classes.5.6 makes a variety of artworks that reflect experiences.4 uses spoken language to interact with a range of audiences Visual Arts LS.9 recognises the contribution of Aboriginal peoples and other cultures to Dance Australian society LS.3. responses or a point LS. of view. 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).3 uses a variety of techniques to present information and software technology English solutions LS. 253 .11 views and responds to a range of visual texts.1. Programming and Assessment Links A student: A student: Aboriginal Studies Geography LS.7 experiences music from a variety of social. cultural and historical contexts LS.7 explores the diversity of Australian communities LS.3 recognises the importance of families and communities to Aboriginal people LS.1 experiences a variety of artmaking activities LS.7 reads and responds to short written texts LS.1 experiences a variety of dance performances LS.

feel and sound produced by musical instruments – listening to/viewing cultural presentations by members of the Aboriginal community. This may include: – listening to traditional and contemporary Aboriginal music associated with a range of celebrations – listening to/viewing stories.3 Students learn about Students learn to Integrated learning experiences.2.1. LS. 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. 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. eg Dreamtime stories – observing and participating in a dance associated with a particular occasion or ceremony – exploring the movement. dancing – sharing in cultural activities alongside community members. LS. Exploring Aboriginal cultural items may involve exploring their own and other cultures.UL. constructing/decorating items in the classroom/school to represent a theme.Life Skills Years 7–10: Advice on Planning. music.UL. eg photographs. eg participating in making a mural. Students • bring items from home that reflect features of their cultural background to share with others.UL. Programming and Assessment Focus: Coming together Outcomes: LS. songs. Oral. continued 254 . 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. items of traditional apparel. eg painting. 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.

share and label family photographs in a personal album in English and Yuwaalaraay • explicitly teaches the language to identify family members by speaking Yuwaalaraay. LS.UL.UL.3 Students learn about Students learn to Integrated learning experiences. model or multimedia presentation. book and CD • assists students to recognise.2.2. model or multimedia presentation to illustrate a particular aspect of Aboriginal culture may involve exploring their own and other cultures. participation and responses.4 Teacher • plays the song ‘We are one family’ from ‘We are speaking Yuwaalaraay’. Evidence of learning (words in italics refer to Life Skills outcomes) Making a poster.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. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ creation of a poster. 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. LS. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ listening. LS. Oral. 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.1. Programming and Assessment Focus: Coming together (cont) Outcomes: LS.1.UL.Life Skills Years 7–10: Advice on Planning. continued 255 . Focus: Family and friends Outcomes: LS. instruction and assessment Students • explore a particular aspect of Aboriginal culture through the creation of a poster/multimedia presentation. LS.

Using an album to introduce others to their family may involve using Aboriginal languages to interact in everyday activities. 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.2. 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.1. • • • • identify family members in photographs in a personal album by speaking Yuwaalaraay. 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.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.UL.Life Skills Years 7–10: Advice on Planning.UL. LS. • demonstration and use of their personal album to introduce others to their family. 256 .UL. LS. ‘Cathy is my cousin’. Programming and Assessment Focus: Family and friends (cont) Outcomes: LS. eg ‘John is my brother’.

waving in response.1.2. visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ response to nonverbal greetings. continued 257 . Programming and Assessment Focus: Meet and greet Outcomes: LS. bowing in return. LS. Students • respond appropriately to nonverbal greetings by others in the school and community. 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.UL3.2 Students learn about Students learn to Integrated learning experiences.UL. Oral.Life Skills Years 7–10: Advice on Planning. 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. This may include: – whistling.UL. LS. LS.

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

eg ‘He is fishing’. LS. LS. 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. 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.2.3. Programming and Assessment Focus: A day at the river Outcomes: LS. phrases and simple sentences to identify meaning Listening to and retelling a story may involve recognising words and phrases in Aboriginal languages.4 Students learn about Students learn to Integrated learning experiences. using Yuwaalaraay. instruction and assessment Teacher • tells. • 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.UL. This may involve: – sequencing pictures to make sentences to describe activities – selecting and matching words and phrases – reading simple sentences • respond to pictures/films/videos shown by the teacher and participate in a discussion.UL. ‘The fish is good’.UL. LS. Using vocabulary to describe a story may involve recognising words and phrases in Aboriginal languages. • use of appropriate words in Yuwaalaraay to participate in a discussion. 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. to suggest and talk about activities which they could undertake during a day at a river/waterway • Oral.1. Participating in a discussion may involve using Aboriginal languages to interact in everyday activities. ‘That is a good fire’. continued 259 . reads or displays (using picture sequences) the cartoon story of ‘A Day at the River’ in English and Yuwaalaraay.UL.Life Skills Years 7–10: Advice on Planning.

Oral. Feedback • the use of language in the context of conversation engage in conversation • initiate. 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. maintain and conclude a conversation • Oral.UL. making a poster. eg ‘I am going fishing.4 Students learn about Students learn to Integrated learning experiences. 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. 260 .Life Skills Years 7–10: Advice on Planning. LS.UL.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. 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. 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. what are you going to do?’ ‘I am cooking lunch’. 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.1. LS.UL. Programming and Assessment Focus: A day at the river (cont) Outcomes: LS.3.2. 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. 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.

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