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Published byBoard of Studies NSWGPO Box 5300Sydney NSW 2001Australia
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August 2004
ISBN 1 7414 7083 8
2004232
Contents
1 Introduction......................................................................................................................52 Curriculum options for students with special education needs........................................6
2.1 Inclusive curriculum...............................................................................................62.2 Collaborative curriculum planning.........................................................................72.3 Curriculum adjustments..........................................................................................72.4 Decision to access Life Skills outcomes and content.............................................92.5 School planning to implement Life Skills outcomes and content.........................112.6 Frequently asked questions on access to Life Skills outcomes and content.........11
3 Programming Life Skills outcomes and content............................................................133.1 Assessment of Life Skills outcomes.....................................................................133.2 Reporting achievement of Life Skills outcomes...................................................153.3 Model of programming from Life Skills outcomes and content...........................15
4 Introduction to the sample units of work........................................................................175 English............................................................................................................................20
5.1 Viewing and reviewing film.................................................................................215.2 Myself...................................................................................................................30
6 Mathematics...................................................................................................................356.1 Number.................................................................................................................366.2 Fractions................................................................................................................406.3 Money...................................................................................................................426.4 Time......................................................................................................................45
7 Science............................................................................................................................497.1 The needs of living things.....................................................................................507.2 Energy in everyday life.........................................................................................61
8 HSIE...............................................................................................................................688.1 History Years 7–10 Life Skills unit: Connections with History...........................698.2 Geography Years 7–10 Life Skills unit: Australian communities........................778.3 Aboriginal Studies Years 7–10 Life Skills unit: Connecting with
Aboriginal people and their cultures.....................................................................878.4 Commerce Years 7–10 Life Skills unit: Informed consumers..............................958.5 Work Education Years 7–10 Life Skills unit: The world of work......................107
9 Technological and Applied Studies..............................................................................1179.1 Technology (Mandatory) Years 7–8 Life Skills unit: What do you
make of it?...........................................................................................................1199.2 Agricultural Technology Years 7–10 Life Skills unit:
Vegetable production enterprise..........................................................................1279.3 Design and Technology Years 7–10 Life Skills unit: Storage matters...............136
9.4 Food Technology Years 7–10 Life Skills unit: Celebrations..............................1449.5 Graphics Technology Years 7–10 Life Skills unit: Stand-out logos..................1519.6 Industrial Technology Years 7–10 Life Skills unit: Timber utility box.............1599.7 Information and Software Technology Years 7–10 Life Skills unit:
School events in digital.......................................................................................1679.8 Textiles Technology Years 7–10 Life Skills unit: Creating with fabrics...........175
10 Creative Arts.................................................................................................................18110.1 Music Years 7–10 Life Skills unit: Australian music.........................................18210.2 Visual Arts Years 7–10 Life Skills unit: ‘I am’..................................................19010.3 Dance Years 7–10 Life Skills unit: Let’s dance!................................................19710.4 Drama Years 7–10 Life Skills unit: Roles, characters, action!...........................204
11 Personal Development, Health and Physical Education...............................................21211.1 Facing new challenges........................................................................................21311.2 Personal safety net..............................................................................................221
12 Languages.....................................................................................................................23112.1 Languages Years 7–10 Life Skills unit: Let’s celebrate together.......................23212.2 Aboriginal Languages Years 7–10 Life Skills unit: Families, friends
and country..........................................................................................................240
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, Programming and Assessment
2 Curriculum options for students with special education needs
2.1 Inclusive curriculum
A key principle of the K–10 Curriculum Framework, that guides K–10 syllabus development, is that the curriculum must be inclusive of all students in New South Wales.
The rationale, aim, objectives, outcomes and content of each syllabus have been designed to accommodate teaching approaches that support the learning needs of all students. The Board of Studies recognises that all teachers have students in their classrooms with a range of needs and abilities. 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.
Most students with special education needs will participate fully in learning experiences and assessment activities provided by the regular syllabus outcomes and content, although they may require additional support, including adjustments to teaching and learning activities and/or assessment. However, for a small percentage of these students, particularly those with an intellectual disability, the Life Skills outcomes and content in each syllabus can provide a more relevant, accessible and meaningful curriculum option.
Providing for students with special education needs: an overviewCollaborative curriculum planning (see section 2.2)All students with special education needs should be encouraged to choose the most appropriate curriculum options in keeping with their interests, strengths, goals and learning needs. This is best done in the context of collaborative curriculum planning with the student, parent/carer and other significant individuals in the student’s life (eg teachers, learning support personnel and community service providers as appropriate).
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. However, they may require additional support and/or adjustments to teaching and learning activities and/or assessment.
Decision to access Life Skills outcomes and content (see section 2.4)For some students with special education needs, particularly those with an intellectual disability, 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.
School planning to implement Life Skills outcomes and content (see section 2.5)The school develops a plan to implement Life Skills outcomes and content and assist the student in the learning process.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
2.2 Collaborative curriculum planning
Collaborative curriculum planning is the process by which a team of people meet to discuss and make decisions about curriculum options and adjustments that will enable a student with special education needs to access the curriculum.
These decisions need to involve those who have significant knowledge and understanding of the student. Participants should include the student and parents/carers. In addition, the principal, subject/classroom teachers, learning support personnel and community service providers may be involved. It might be necessary to provide the student with additional assistance or encouragement to enable them to be actively involved in the process.
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. Refer to the Assessment, Certification and Examination Manual (ACE Manual) for mandatory curriculum requirements.
When making decisions about curriculum options it is important to consider: the student’s interests, strengths, goals and learning needs the support and/or adjustments that may be necessary for the student to fully access the
curriculum (see section 2.3) the transition needs of the student from school to adult life.
School systems and individual independent schools are responsible for the manner in which this collaborative planning process is managed. 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.
2.3 Curriculum adjustments
Curriculum adjustments are measures or actions taken in relation to teaching, learning and assessment that enable a student with special education needs to access syllabus outcomes and content. A range of curriculum adjustments should be explored before a decision is made to access Life Skills outcomes and content. These adjustments will vary according to the needs of the individual student.
The following information outlines possible curriculum adjustments for students with special education needs. (Other forms of adjustment, including to the physical access of buildings, may also be necessary to promote active participation in all aspects of school life by students with special education needs.)
Adjustments to teaching and learningSome students may require: adjustments to classroom organisation, 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, eg the use of technology; alternative formats such as large print, disk or Braille, simplified texts, subtitled videos and DVDs; oral/sign interpreters or readers and scribes; adjustments or modifications to equipment or furniture; and adjustments to enable participation in field trips and excursions
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Life Skills Years 7–10: Advice on Planning, 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, 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, peer or volunteer tutoring, and/or other individual
assistance.
Adjustments to assessmentSome students may require: adjustments to the assessment process such as additional time, rest breaks, quieter
conditions, or the use of a reader and/or scribe or specific technology adjustments to assessment tasks such as rephrasing questions, using simplified language,
fewer questions or alternative formats for questions alternative formats for responses, eg written point form instead of essays, scaffolded
structured responses, short objective questions, multimedia presentations.
The following are more specific examples of adjustments that can be made to teaching, learning and assessment activities. They identify alternative ways for students to participate in commenting and discussing, writing or recording, reading, listening and viewing. Some of these strategies may require additional support from the teacher, 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, nod or gesture to respond to a closed question,
eg ‘Are you playing in a sports team at school?’ selecting photographs, pictures or symbols, 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, 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.
A student may participate in writing or recording by: writing short answers to questions ticking pre-prepared checklists using photographs, pictures or symbols, eg the student sequences pictures to tell a story,
combines symbols to convey meaning, circles a selection of symbols on a page to create a list
using computer software, eg the student uses a drawing program and pictures to write, uses scanned pictures and/or digital photographs in a multimedia presentation, uses assistive technology to select text or pictures from the screen.
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, CD-ROM, multimedia presentation or video following a visual sequence of instructions, a visual recipe or a visual timetable.
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Life Skills Years 7–10: Advice on Planning, 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, CD-ROM, multimedia presentation or video responding to tone of voice in conjunction with facial expressions, gestures and/or physical
prompts.
A student may participate in viewing activities by: viewing subtitled videos, DVDs reading summaries/descriptions of the visual input from photographs, slides, multimedia
presentations, films/videos/DVDs, pictures and posters listening to a peer or adult describe the visual input from photographs, slides, multimedia
presentations, films/videos/DVDs, pictures and posters while they ‘view’ the visual media or multimedia together
responding to sensory stimuli, facial expressions, gestures or physical prompts in conjunction with tone of voice.
Decisions are made at school level to offer adjustments to students with special education needs in course work and assessment tasks. However, the application for special provisions in external examinations is a separate process. Refer to section 7 of the ACE Manual for further information about special provisions in the School Certificate tests.
2.4 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) with consideration to curriculum adjustments (see section 2.3) with regard to the student’s pattern of study for the School Certificate (refer to section 5 of
the ACE Manual).
In coming to the decision to access Life Skills outcomes and content, the planning team members should: consider carefully the student’s priorities, competencies and learning needs establish that the regular outcomes of the particular Years 7–10 syllabus are not appropriate
to meet the needs of the student, eg note the curriculum adjustments that have already been implemented for the student and why these alone are not appropriate to meet the student’s present and future needs
record the adjustments to instruction, 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.
The following flow chart outlines a process that might be helpful when considering whether a student should access Life Skills outcomes and content.
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Life Skills Years 7–10: Advice on Planning, 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.
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1. Can the student access some or all of the regular syllabus outcomes in a particular subject without adjustments?
If yes, then the student should follow a regular syllabus program in that subject without adjustments.
2. Can the student access some or all of the regular syllabus outcomes in a particular subject with adjustments to teaching, learning and/or assessment?
If no, then consider Life Skills outcomes and content in the relevant syllabus.
If yes, then the student should follow a regular syllabus program in that subject with appropriate adjustments.
3. Are the student’s interests, strengths, goals and present and future learning needs best addressed by Life Skills outcomes and content in one or more subjects?
5. What further adjustments are required to teaching and learning?
7. Will the student’s pattern of study meet the requirements for the award of the School Certificate?
8. What are the implications for the student’s future study and transition to adult life?
If yes, then the student should access Life Skills outcomes and content in one or more subjects.
4. In which subjects will the student access Life Skills outcomes and content?
6. What further adjustments are required to assessment?
If no, then consider a range of curriculum adjustments.
Life Skills Years 7–10: Advice on Planning, Programming and Assessment
2.5 School planning to implement Life Skills outcomes and content
When it has been decided that a student should access Life Skills outcomes and content in one or more subjects, school planning to support the student in the learning process should address: the selection of appropriate personnel to be involved in the design and implementation of
the pattern of study for the student the selection of Life Skills outcomes and content that will form the basis of the student’s
program of study in a particular subject the most appropriate contexts for the student to demonstrate achievement of outcomes,
eg school, 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.
Schools do not need to ask permission from the Office of the Board of Studies for students to access Life Skills outcomes and content, nor is it necessary to submit planning documentation.
2.6 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. However, it is not necessary to submit documentation or confirmation of a disability to the Board for students to access Life Skills outcomes and content.
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. The appropriate timing of the decision will be determined by the needs of the individual student. 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.
Does the student have to undertake Life Skills outcomes and content in all subjects?No, some students may study Life Skills outcomes and content in every subject. Other students may study a combination of Life Skills outcomes and content in some subjects and regular outcomes and content in other subjects.
However, it is not possible for students to undertake a combination of regular and Life Skills outcomes within the same subject.
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.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Can schools develop integrated programs across the key learning areas?Yes, 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.
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, schools should first explore a range of curriculum adjustments for a student with special education needs and decide whether these will enable the student to access some or all of the regular syllabus outcomes and content. Students who are capable of achieving some or all of the regular syllabus outcomes should be encouraged to do so.
Do students have to complete all the Life Skills outcomes in a particular subject?No, students do not need to address or complete all the Life Skills outcomes in a particular subject. Life Skills outcomes should be selected according to the student’s learning needs.
Do students have to complete all of the content to demonstrate achievement of a Life Skills outcome? No, students do not need to complete all of the content to demonstrate achievement of a Life Skills outcome. Each syllabus has content for each outcome – in the form of ‘Students learn about’ and ‘Students learn to’ – which forms the basis of the learning activities for students. Content may be selected according to the student’s learning needs.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
3 Programming Life Skills outcomes and content
3.1 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.
The Board’s revised Years 7–10 syllabuses advocate assessment for learning principles. The principles of assessment for learning reinforce good teaching practice. Assessment is a regular part of the teaching and learning cycle for all students including students undertaking Life Skills outcomes and content. It informs decisions about the student’s current level of skill development in relation to Life Skills outcomes, and supports further learning. Ongoing assessment provides information about the student’s ability to maintain and generalise their knowledge and skills to a range of contexts. Teachers may also design specific assessment tasks to assess achievement at particular points.
The diagram on the following page emphasises that Life Skills outcomes are central to the teaching and learning cycle.
After selecting the appropriate Life Skills outcomes, 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, 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.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Developing integrated teaching, learning and assessment activities
The following diagram demonstrates one method of programming from Life Skills outcomes and content that incorporates ongoing assessment.
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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.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, including modifications to equipment, furniture and environment; verbal, visual and/or physical prompts; and physical assistance.
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.
Information gathered as part of the teaching, learning and assessment cycle will inform any changes that are needed to instruction and teaching strategies.
Teachers should identify opportunities for maintenance of knowledge and skills and generalisation of achievement of outcomes.
Outcomes need to be revisited and reviewed often to ensure maintenance and generalisation of knowledge, understanding and skills.
Feedback to studentsAppropriate feedback during and at the end of activities guides and affirms student behaviour towards achievement of outcomes.
Teachers should consider the most effective form of feedback for individual students. This may include oral, visual or tangible forms.
Content and learning experiencesEach 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. The content forms the basis of the learning activities for students and also provides opportunities for teachers to make judgements on student achievement.
Teachers plan the instruction, teaching and learning experiences appropriate to the outcomes. It is important that teachers develop whole-of-class programs that can accommodate the learning needs of all students.
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, design portfolio
responses using augmentative and alternative communication (AAC) systems
oral reports and presentations visual displays such as
collage, sketching/graphic communication.
The selection of Life Skills outcomes for individual students is central to the teaching and learning cycle.
Identify the Life Skills outcomes that will be addressed in the particular syllabus or unit of work.
Students do not need to address all the Life Skills outcomes in each syllabus. The student’s learning needs should determine which Life Skills outcomes and content are addressed.
Life Skills Years 7–10: Advice on Planning, Programming and Assessment
3.2 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.
Schools will advise the Board of a student’s individual achievement of Life Skills outcomes using Schools Online. 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. The School Certificate Testamur, 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.
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.nsw.edu.au/manuals/pdf_doc/sc_credent_specialneeds.pdf).
The mechanism for regular reporting on a student’s progress to parents/carers should be decided by the school.
3.3 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. The model is a suggested process only and teachers may vary the sequence of the planning steps.
Programming from Life Skills outcomes and contentNote: The selection of Life Skills outcomes and content is informed by collaborative curriculum planning.
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. 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.
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 complete all the content associated with an outcome to demonstrate achievement of that outcome.
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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 Syllabus Support documentsEnglish English Years 7–10 Syllabus English Years 7–10 Syllabus: Advice on
Programming and AssessmentMathematics Mathematics Years 7–10 Syllabus Mathematics Years 7–10 Syllabus: Advice on
Programming and AssessmentScience Science Years 7–10 Syllabus Science Years 7–10: Advice on Programming
and AssessmentHuman Society and Its Environment
History Years 7–10 Syllabus History Years 7–10: Advice on Programming and Assessment
Geography Years 7–10 Syllabus Geography Years 7–10: Advice on Programming and Assessment
Aboriginal Studies Years 7–10 Syllabus Aboriginal Studies Years 7–10: Advice on Programming and Assessment
Commerce Years 7–10 Syllabus Commerce Years 7–10: Advice on Programming and Assessment
Work Education Years 7–10 Syllabus Work Education Years 7–10: Advice on Programming and Assessment
Technological and Applied Studies
Technology (Mandatory) Years 7–10 Syllabus
Technology (Mandatory) Years 7–10: Advice on Programming and Assessment
Agricultural Technology Years 7–10 Syllabus
Agricultural Technology Years 7–10: Advice on Programming and Assessment
Design and Technology Years 7–10 Syllabus
Design and Technology Years 7–10: Advice on Programming and Assessment
Food Technology Years 7–10 Syllabus Food Technology Years 7–10: Advice on Programming and Assessment
Graphics Technology Years 7–10 Syllabus
Graphics Technology Years 7–10: Advice on Programming and Assessment
Industrial Technology Years 7–10 Syllabus
Industrial Technology Years 7–10: Advice on Programming and Assessment
Information and Software Technology Years 7–10 Syllabus
Information and Software Technology Years 7–10: Advice on Programming and Assessment
* 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 Syllabus Support documentsCreative Arts Music Years 7–10 Syllabus Music Years 7–10: Advice on Programming and
AssessmentVisual Arts Years 7–10 Syllabus Visual Arts Years 7–10: Advice on Programming
and AssessmentDance Years 7–10 Syllabus Dance Years 7–10: Advice on Programming and
AssessmentDrama Years 7–10 Syllabus Drama Years 7–10: Advice on Programming and
Assessment*Photographic and Digital Media Years 7–10 Draft Syllabus*Visual Design Years 7–10 Draft Syllabus
Personal Development, Health and Physical Education
Personal Development, Health and Physical Education Years 7–10 Syllabus
Personal Development, Health and Physical Education Years 7–10: Advice on Programming and Assessment
*Physical Activity and Sports Studies Years 7–10 Syllabus (Content Endorsed Course)
Languages Aboriginal Languages K–10 Syllabus Aboriginal Languages: Advice on Programming and Assessment for Stages 4 and 5
#Arabic K–10 Syllabus Arabic: Advice on Programming and Assessment for Stages 4 and 5
#Chinese K–10 Syllabus Chinese: Advice on Programming and Assessment for Stages 4 and 5
#Classical Greek K–10 Syllabus Classical Greek: Advice on Programming and Assessment for Stages 4 and 5
#French K–10 Syllabus French: Advice on Programming and Assessment for Stages 4 and 5
#German K–10 Syllabus German: Advice on Programming and Assessment for Stages 4 and 5
#Hebrew K–10 Syllabus Hebrew: Advice on Programming and Assessment for Stages 4 and 5
#Indonesian K–10 Syllabus Indonesian: Advice on Programming and Assessment for Stages 4 and 5
#Italian K–10 Syllabus Italian: Advice on Programming and Assessment for Stages 4 and 5
#Japanese K–10 Syllabus Japanese: Advice on Programming and Assessment for Stages 4 and 5
#Korean K–10 Syllabus Korean: Advice on Programming and Assessment for Stages 4 and 5
#Latin K–10 Syllabus Latin: Advice on Programming and Assessment for Stages 4 and 5
#Modern Greek K–10 Syllabus Modern Greek: Advice on Programming and Assessment for Stages 4 and 5
#Russian K–10 Syllabus Russian: Advice on Programming and Assessment for Stages 4 and 5
#Spanish K–10 Syllabus Spanish: Advice on Programming and Assessment for Stages 4 and 5
#Turkish K–10 Syllabus Turkish: Advice on Programming and Assessment for Stages 4 and 5
#Vietnamese K–10 Syllabus 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.
19
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 Unit title Unit description
5.1 Viewing and reviewing film
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.
20
Life Skills Years 7–10: Advice on Planning, Programming and Assessment
5.1 Viewing and reviewing film
Life Skills Outcomes Content
A student:
‘Learn to’ and ‘Learn about’ paragraphs (see the English Years 7–10 Syllabus (pp 45–54) for details of content)
LS.1 responds to auditory cues in a range of contexts
1.2, 1.5
LS.2 listens for a variety of purposes in a range of contexts
2.3, 2.5, 2.6, 2.7, 2.8, 2.10
LS.3 uses technology and aids to communicate with a range of audiences
3.5, 3.6, 3.7
LS.4 uses spoken language to interact with a range of audiences
4.4, 4.7, 4.8, 4.9, 4.10, 4.12, 4.13
LS.5 recognises visual texts in a range of contexts 5.1, 5.5LS.6 uses visual texts in a range of contexts 6.1, 6.2, 6.5, 6.6, 6.7, 6.8, 6.9, 6.10LS.9 writes short texts for everyday purposes 9.8, 9.12LS.10 composes increasingly complex written texts 10.2, 10.7, 10.11LS.11 views and responds to a range of visual texts,
media and multimedia11.1, 11.2, 11.6, 11.7, 11.10, 11.11
LS.12 communicates for a variety of purposes 12.1, 12.2, 12.3, 12.4, 12.5, 12.6, 12.7LS.13 communicates in a range of contexts 13.1, 13.4, 13.5, 13.6, 13.7, 13.8LS.14 communicates with a range of audiences 14.1, 14.2, 14.4, 14.5, 14.6, 14.7, 14.8LS.17 uses individual and collaborative skills in the
learning process.17.1, 17.5, 17.6, 17.7, 17.8, 17.9, 17.10, 17.11, 17.12
Links A student:Drama LS.1.1 explores characters, roles, situations and actions
through drama activities
LS.3.1 experiences a variety of drama or theatre performances
Graphics Technology LS.2.2 undertakes graphical presentations to communicate ideas
Information and Software Technology LS.1.1 uses information and software technology to participate in and manage their environment
Music LS.7 experiences music from a variety of social, cultural and historical contexts
Photographic and Digital Media LS.4 explores ways in which experiences of the world can be communicated through photographic and digital media works
Visual Design LS.4 explores ways in which experiences of the world can be communicated in visual design artworks.
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 ‘Viewing and reviewing film’ in English Years 7–10 Syllabus: Advice on Programming and Assessment (pp 33–41).
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Stage 5 sample unit of work: Viewing and reviewing film
Programming from regular outcomes and content
Focus: Initial responses to, and understanding of, filmIntegrated learning experiences, instruction and assessment
Evidence of learning Feedback
Students brainstorm films and film-making through
questioning, class discussion and journal writing. They could consider such things as the following: What do they know about film? What is their favourite film and why? What types of films do they enjoy watching and why? What other types 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
Oral responses, discussion and journal entries show students’ prior knowledge and understanding of film and ‘where they are at’ as they begin the unit.
Teacher’s oral feedback and questioning during discussion.
identify and discuss with the class a ‘memorable’ scene from a film they have seen and what made it memorable (eg film techniques, sound or special effects, mood, action)
individually or in pairs, storyboard a scene and display for peer comment and discussion.
Storyboard demonstrates students’ representation skills, and their knowledge and critical analysis of film-making techniques used to engage the audience.
Teacher’s oral feedback and questioning during discussion and while students are composing their storyboards.Storyboards displayed and peer commentary.
22
(a)
Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Viewing and reviewing film
Programming from Life Skills outcomes and content
Focus: Initial responses to, and understanding of, film
Integrated learning experiences, instruction and assessment
Evidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students participate in class discussion and brainstorming
about a film that they have watched. Responses may be prompted by direct questioning and/or visual supports. Information identified may include:– the main theme or plot of the film– whether they enjoyed the film– reasons why they did or did not enjoy the film– favourite and least favourite characters and
reasons for liking/disliking them– similarities with and differences between this
and other films they have seen– ways in which the film could have been
improved
Participation may constitute responding to auditory cues in a range of environments. It may indicate using spoken language to interact with a range of audiences, and/or using technology and aids to communicate with a range of audiences.
Oral, visual and/or tangible feedback and prompting by the teacher:
to encourage and guide consideration during the discussion of features of films
describe the events depicted in a short sequence of a film storyboard. Activities may include:– indicating agreement or disagreement with the
teacher’s description of the events– participating in directed role-play– sequencing captions to accompany each frame– choosing captions from a number of
alternatives to accompany each frame– creating captions to accompany each frame of
the storyboard– recounting the events verbally, in writing or by
using augmentative and alternative communication systems
– suggesting a number of alternative interpretations of the events depicted in the storyboard
The description may constitute listening for a variety of purposes a range of contexts. It may indicate using spoken language to interact with a range of audiences, and/or using technology and aids to communicate with a range of audiences. It may indicate recognising visual texts a range of contexts and viewing and responding to a range of visual texts, media and multimedia.
to encourage response to visual texts and media
an additional or alternative activity could include collecting, displaying and describing film posters, advertising material and other images related to their favourite film/s. Individual student participation may include: – acknowledging individual images when they
are presented– 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
A response to the pictures may indicate recognising visual texts in a range of contexts and the selection of pictures may indicate using visual texts in a range of contexts.
to support the selection of appropriate pictures.
continued
23
(b)
Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Initial responses to, and understanding of, film (cont)
Integrated learning experiences, instruction and assessment
Evidence of learning(words in italics refer to Life Skills outcomes)
Feedback
the display of posters and other images may involve:
– positioning a picture in a prominent place in the classroom
– mounting a selection of appropriate pictures on a poster
– arranging pictures in sequential order with or without a commentary
– arranging pictures according to genre– arranging pictures around a theme, eg suspense
scenes, those involving a favourite actor– describing the theme or genre and relevance of
each picture to the theme or genre
The display may involve using technology and aids to communicate, and/or using spoken language to interact with a range of audiences. It may indicate recognising and/or using visual texts in a range of contexts.
Oral, visual and/or tangible feedback and prompting by the teacher: to facilitate appropriate
display of the images
describe what is happening in a selection of posters or images related to their favourite film/s. Activities may include:– indicating agreement or disagreement with the
teacher’s description– participating in directed role-play– sequencing captions to accompany each image– creating captions from a number of alternatives
to accompany each frame– recounting the events verbally, in writing or by
using alternative and augmentative communication systems
– relating how the events depicted in the images relate to events in the film
The description may indicate using spoken language to interact, and/or using technology and aids to communicate with a range of audiences. It may indicate recognising visual texts in a range of contexts and viewing and responding to visual texts, media and multimedia.
to encourage interpretation of visual text and affirm the response
present the descriptions of the storyboard or the poster/images to the teacher and peers
A presentation may indicate communicating for a variety of purposes and/or communicating with a range of audiences.
to support and affirm the skills used in the presentation.
Feedback in the form of peer response at the end of the presentation.
participate in the audience for the presentation Appropriate listening behaviours may indicate listening for a variety of purposes in a range of contexts.
Oral, visual and/or tangible feedback and prompting by the teacher: to direct and affirm
appropriate listening behaviours and to emphasise information
respond to the presentations of other members of the class by making comments, asking questions, discussing with peers, using facial expressions, applauding, gesturing and/or using augmentative and alternative communication systems. These responses may be prompted by the teacher and/or by peers.
A response may constitute listening for a variety of purposes in a range of contexts. It may indicate using spoken language to interact, and/or using technology and aids to communicate with a range of audiences. It may indicate communicating for a variety of purposes, in a range of contexts and with a range of audiences.
to encourage both responding to and interaction with peers.
Peer feedback in the form of interaction.
24
(b)
Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Stage 5 sample unit of work: Viewing and reviewing film
Programming from regular outcomes and content
Focus: Promotion of films, posters and reviews
Integrated learning experiences, instruction and assessment
Evidence of learning Feedback
Students discuss how we learn about upcoming films consider promotional material and reviews examine posters as representations of films.
Oral responses and discussion demonstrate their level of understanding of how meaning is shaped in visual texts.
Teacher observation and oral feedback.
Teacher gives instruction on how to analyse a poster
(if required) directs questions such as what is the relationship
between a poster and the film it promotes? What does the poster suggest about the film? How is each film promoted? Is the focus on the lead actor, director, 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.Students in pairs, examine a poster and present an analysis
or evaluation of the effectiveness of its visual and written elements to the class. Peers listen and take notes on its features in their workbooks.
Oral report-backs to class identify what students have learnt from previous discussion and are able to utilise in their own analysis.Notes in workbooks demonstrate listening skills and identification of pertinent points for analysis.
Teacher observation and oral feedback during group work and after report-backs.
Teacher observation of notes taken by students and what they deemed to be pertinent.
Resources: Selected film posters for student analysis.
25
(a)
Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Viewing and reviewing film
Programming from Life Skills outcomes and content
Focus: Promotion of films, posters and reviews
Integrated learning experiences, instruction and assessment
Evidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher provides a selection of appropriate film posters
from which students are able to gain information about a film such as theme, main characters, leading actors and location
explicitly teaches skills in identifying and evaluating information contained in posters and film listings and session information
provides students with copies of film listings, 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.
Students respond to film posters. 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
Responses to information contained in the poster may indicate recognising visual texts in a range of contexts. It may involve the student reading and responding to short written texts.
Oral, visual and/or tangible feedback and prompting by the teacher: to guide responses using
relevant information
identify information contained in the print media regarding film listings and film session times. 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
Identification of information contained in print media may involve reading and responding to short written texts.
to encourage a response and to support the identification of appropriate information
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.
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. It may involve listening for a variety of purposes in a range of contexts. It may indicate viewing and responding to a range of visual texts, media and multimedia.
to guide the identification of relevant sources of information and use of appropriate communication skills in seeking information.
26
(b)
Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Stage 5 sample unit of work: Viewing and reviewing film
Programming from regular outcomes and content
Focus: Close study of film
Integrated learning experiences, instruction and assessment
Evidence of learning Feedback
Students undertake the close study of a selected film
(this could be a popular feature film, 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, film techniques and elements that shape meaning, possible perspectives and different readings of the film, eg as a film director, journalist, or artist, a gendered, psychological or Marxist reading, a social commentary and expression of cultural values and assumptions.
Written responses and contributions to class discussion indicate level of knowledge and understanding of film-making techniques, textual integrity and possible readings.
Teacher observation of students in class and any note-taking in students’ workbooks. Oral feedback at appropriate stages as they complete the close study of the film.
Resources: Film on video/DVD.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
Notes from discussion, relevant research, planning and drafting and explanation of poster design indicate students’ interpretation of the film and ability to represent this visually.
Students’ poster design and explanation.
Teacher assesses posters and explanations and provides written feedback.
read initial journal entry on the film and write subsequent response to film after studying it. Students include reflection on what they feel they have learnt from their close study of the film.
Journal entries that explore students’ understanding of their own learning.
Teacher reads students’ self-evaluations and reflections in journal and revises program of study where necessary.
27
(a)
Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Viewing and reviewing film
Programming from Life Skills outcomes and content
Focus: Close study of film
Integrated learning experiences, instruction and assessment
Evidence of learning(words in italics refer to Life Skills outcomes)
Feedback
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.
Students respond to guided questioning and prompts
regarding a film poster or DVD cover. 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, eg other films the actors have been in
– predicting the theme/genre of the film
A response may constitute responding to auditory cues in the environment. It may indicate using spoken language to interact, and/or using technology and aids to communicate with a range of audiences. It may indicate recognising visual texts in a range of contexts.
Oral, 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, small group or pair discussion about aspects of the film such as:– actors– character– storyline– specific incidents– film-making techniques, eg special effects,
music, camera techniques
Responses may be prompted by the teacher and may include use of augmentative and alternative communication systems, gestures, supported role-plays, illustrations and verbal comments.
Participation may constitute responding to auditory cues in a range of environments. It may indicate using spoken language to interact, and/or using technology and aids to communicate with a range of audiences. It may constitute viewing and responding to a range of visual texts, media and multimedia.
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, poster or multimedia presentation. A variety of techniques including desktop publishing software, 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, in a range of contexts and with a range of audiences. It may involve composing increasingly complex written texts.
to develop appropriate advertising material.
Peer responses to the materials.
continued28
(b)
Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Close study of film (cont)
Integrated learning experiences, instruction and assessment
Evidence of learning(words in italics refer to Life Skills outcomes)
Feedback
screen a film for an audience at school. 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, eg
start the video, increase/decrease volume, replay sections
– directing the organisation of the furniture– welcoming the audience and introducing the
film– designing and producing programmes
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. Writing of programs and other materials may constitute writing short texts for everyday purposes. Participation may indicate communicating for a variety of purposes, in a range of contexts and with a range of audiences. It may involve using individual and collaborative skills in the learning process.
Oral, visual and/or tangible feedback and prompting by the teacher to guide the fulfilment of roles.
Audience reactions also provide feedback on the success of the communication skills involved.
reflect on the experience of advertising and screening the film in response to teacher questioning and prompts and visual supports. 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.
Responses may indicate using individual and collaborative skills in the learning process. It may involve writing short texts for everyday purposes and/or responding to increasingly complex written texts.
Oral, visual and/or tangible feedback and prompting by the teacher to elicit and guide a response that is descriptive of feelings.
Resources: Film and video/DVD, video/DVD player, materials for making posters, computer and appropriate software.
29
(b)
Life Skills Years 7–10: Advice on Planning, Programming and Assessment
5.2 Myself
Life Skills Outcomes Content‘Learn to’ and ‘Learn about’ paragraphs (see the English Years 7–10 syllabus (pp 45–54) for details of content)
A student:LS.1 responds to auditory cues in a range of contexts 1.1, 1.2, 1.3, 1.5, 1.6LS.2 listens for a variety of purposes in a range of
contexts2.1, 2.2, 2.3, 2.7, 2.10
LS.3 uses technology and aids to communicate with a range of audiences
3.2, 3.4, 3.5, 3.6, 3.7
LS.4 uses spoken language to interact with a range of audiences
4.2, 4.3, 4.4, 4.8, 4.9, 4.12, 4.14
LS.5 recognises visual texts in a range of contexts 5.1, 5.3, 5.5LS.6 uses visual texts in a range of contexts 6.1, 6.2, 6.4, 6.5, 6.7, 6.8, 6.9LS.7 reads and responds to short written texts 7.2, 7.6, 7.8, 7.10, 7.11, 7.12LS.8 responds to increasingly complex written texts 8.1, 8.2, 8.4, 8.7, 8.8LS.9 writes short texts for everyday purposes 9.6, 9.7, 9.8, 9.9, 9.10, 9.1, 9.12LS.10 composes increasingly complex written texts 10.1, 10.2, 10.3, 10.4, 10.5, 10.6, 10.7, 10.8, 10.9,
10.10, 10.11LS.11 views and responds to a range of visual texts,
media and multimedia11.2, 11.5, 11.10, 11.11, 11.12
LS.12 communicates for a variety of purposes 12.1, 12.3, 12.4, 12.5, 12.6, 12.7LS.13 communicates in a range of contexts 13.1, 13.2, 13.4, 13.5, 13.7LS.14 communicates with a range of audiences. 14.1, 14.2, 14.3, 14.4, 14.5, 14.6, 14.7, 14.8Links A student:History LS.2 explores personal connections to historyLanguages MLC.2 explores ways in which meaning is conveyed
by nonverbal communicationMathematics MLS.2 recognises and uses the language of time
MLS.3 reads and interprets time in a variety of situations
Personal Development, Health and Physical Education LS.1 recognises the personal characteristics and needs that make them similar to others yet unique.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Myself – sharing and engaging with othersIntegrated learning experiences, instruction and assessment
Evidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher engages students in playing a variety of name
games prompts student responses about themselves:
likes/dislikes, hobbies, pets, interests, family, origins
prompts students to bring materials to be used in a collage and scrapbook about themselves.
Students participate in a variety of name games, eg name
alliteration, toss-a-name, name/card match-up, matching names to photographs
Engagement in activities may involve responding to auditory cues and/or listening for a variety of purposes in a range of contexts. It may involve 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.
Oral, 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
identify and/or describe personal characteristics such as likes, dislikes, hobbies, pets, interests, family members, favourite sports, colours, food, bands. This may be in response to guided questions and prompts by the teacher and peers
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. It may involve recognising visual texts in a range of contexts. It may involve communicating for a variety of purposes and with a range of audiences.
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, eg likes/dislikes, hobbies, pets, interests, family members, favourite sports, colours, food, bands. Individual student participation may include:– selecting images from photo albums,
magazines and newspapers, 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.
Constructing the collage may involve recognising and using visual texts in a range of contexts. It may involve using spoken language to interact with a range of audiences and viewing and responding to a range of visual texts, media and multimedia.
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.
continued
31
Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Myself – sharing and engaging with others (cont)Integrated learning experiences, instruction and assessment
Evidence of learning(words in italics refer to Life Skills outcomes)
Feedback
create a personal scrapbook which may include:– photographs of self, family and friends, with
appropriate captions– awards, memorabilia, objects, 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
Construction of the scrapbook may involve recognising and/or using visual texts in a range of contexts.
Oral, visual and/or tangible feedback and prompting by the teacher: to support identification,
selection and arrangement of texts to represent important events and people in their lives and to reflect on these events
interact with a peer to share information about themselves in response to peer and/or teacher prompting. 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.
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. It may involve using technology and aids to communicate with, and/or using spoken language to interact with, a range of audiences. It may involve communicating for a variety of purposes, in a range of contexts with a range of audiences.
to assist students to use effective communication skills, to encourage interaction and to facilitate identification of information to share.
32
Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Myself – composing textsIntegrated learning experiences, instruction and assessment
Evidence of learning(words in italics refer to Life Skills outcomes)
Feedback
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.
Students develop a personal diary recording daily events in
their lives. 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
Development of diary entries may involve writing short texts for everyday purposes and/or communicating for a variety of purposes, in a range of contexts and with a range of audiences.
Oral, visual and/or tangible feedback and prompting by the teacher: to assist and confirm the
identification of appropriate events to record and to encourage full participation in the recording process
compose and send an email to a peer or known adult outlining details of an event/activity recorded in their daily diary. 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
The composition and sending of the email may constitute writing short texts for everyday purposes and/or composing increasingly complex written texts. It may involve communicating for a variety of purposes, in a range of contexts and with a range of audiences.
to guide and acknowledge the inclusion of relevant information in the email, use of appropriate language and language structures, and transmission of the email.
Response by the recipient provides peer/adult feedback.
maintain a calendar of events and dates significant to themselves, their family and/or their peers. These may include birthdays, holidays, sporting events, favourite television shows and concerts. 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, eg birthdays, anniversaries.
Entry of events on the calendar may involve writing short texts for everyday purposes and/or communicating for a variety of purposes and in a range of contexts.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm identification and entry of events on the calendar.
33
Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Myself – composing texts (cont)Integrated learning experiences, instruction and assessment
Evidence of learning(words in italics refer to Life Skills outcomes)
Feedback
compose a personal greeting to a peer or known adult, eg a birthday card, a note to congratulate a friend on the success of their football team. Activities may include:
– identifying an event on the calendar– selecting images and/or text from a collection
of old cards, magazines, newspapers etc– leaving a message on voice mail– creating text messages, eg SMS– writing text and/or illustrating or drawing
images– using desktop publishing software
The personal greeting may involve writing short written texts for everyday purposes and/or composing increasingly complex written texts. It may indicate communicating for a variety of purposes and with a range of audiences.
Oral, 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, choice of an appropriate format and appropriateness of the message.
A response from the recipient provides feedback.
conduct research on a topic of special interest, eg favourite football team, stars of a favourite film/television series, band. Activities may include:
– identifying a topic of interest– sequencing information provided– locating and/or selecting relevant information
from print and electronic media– identifying providers of information and
making personal contact to request the supply of information
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, media and multimedia. It may involve communicating for a variety of purposes, in a range of contexts and with a range of audiences.
Oral, 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. This may include:
– positioning images, 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.
The presentation may involve composing increasingly complex written texts and/or communicating for a variety of purposes, in a range of contexts and with a range of audiences.
to guide and affirm the choice of method and process of presentation.
Audience response to the presentation provides feedback.
Resources: Internet access, magazines, newspapers, library resources, digital camera, computer and appropriate software.
34
Life Skills Years 7–10: Advice on Planning, 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.
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.boardofstudies.nsw.edu.au).
Content Strand: NUMBER
Unit number Unit title Unit description
6.1 Number In this unit students participate in teaching and learning activities to develop their number skills. They learn to recognise language that is descriptive of number. They learn to count real objects and count, read, order and record numbers.
6.2 Fractions In this unit students learn to recognise and use fractions in everyday contexts using concrete materials.
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).
6.3 Money In this unit students learn to recognise and match coins and notes. They learn to read and write amounts of money. 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.
Content Strand: MEASUREMENT
Unit number Unit title Unit description
6.4 Time In this unit students learn to match familiar activities with time frames, organise personal time and manage scheduled activities. Students learn to recognise and use the language of time and develop their ability to tell the time using both analog and digital clocks.
35
Life Skills Years 7–10: Advice on Planning, Programming and Assessment
6.1 Number
NLS.2 A student counts objects.NLS.4 A student counts and reads, orders and records numbers.Working Mathematically OutcomesQuestioningAsks questions about mathematics
Applying StrategiesUses a range of strategies in solving problems
CommunicatingResponds to and uses mathematical language in everyday situations
ReasoningChecks solutions and reasons to reach conclusions
ReflectingLinks their mathematical experiences to everyday life
A selection of the content from NLS.2 and NLS.4 is included below. For further details, refer to the relevant Mathematics Years 7–10 Life Skills outcomes and content pages.
Knowledge and Skills Working MathematicallyStudents learn about Students learn toNLS.2 NLS.2 counting objects matching groups of objects that have the same
number of items comparing and ordering groups of objects counting objects by twos, fives, tens
count in meaningful situations (Applying Strategies) identify groups that have the same number of items
as a given group, more items than a given group or fewer items than a given group (Applying Strategies)
count objects into equal bundles (Applying Strategies)
NLS.4 NLS.4 counting and reading, ordering and recording
numbers 0–9 counting and reading, ordering and recording two-
digit numbers recognising and reading numerals in a range of
formats counting and reading, ordering and recording three-
digit numbers counting forwards and backwards from a given
number in the range 0–100 counting by twos, fives, tens and hundreds recognising odd and even numbers recognising and reading numbers with more than
three digits
identify some of the ways numbers are used in our lives (Reflecting)
identify and locate numbers in a range of situations (Applying Strategies, Reflecting)
interpret numerical information from text, graphs and tables (Applying Strategies, Reflecting)
ask questions involving counting (Questioning) write ordinal terms (Communicating)
TechnologyCalculator, computer software, digital displays, eg digital clocks, counters on CD and DVD players, odometersResources LanguageCounters, blocks, number line, hundreds chart, calendar, ruler used as a number line, card games, board games
The same as, as many as, more than, less than, before, after, first, second, third, … tenth
LinksNumeracy is a fundamental component of learning across all areas of the curriculum.
36
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.NLS.2Students could: count out a given number of items and place them in a bag or bundle, eg 8 apples in a bag count in meaningful situations, eg lunch orders to go to the canteen, worksheets for the class, number of new
chickens in the school’s agriculture plot, inventory of items in the school canteen, uniforms for the sports team, players in a sports activity
count objects into equal bundles, eg bundles of 10 pencils, 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, eg match pictures of objects to a number identify groups that have the same number of items, more items and/or fewer items than a given group count objects, keeping a tally and/or by marking off on a number line, by 2s, 5s and 10s sort items into sets of 2, 5, and 10.NLS.4Students could: identify and locate numbers in a range of situations, eg seat numbers in a theatre, aisles in the supermarket,
numbers in a shopping centre lift, page numbers in a book, classroom numbers, numbers on a calendar, train station platform numbers, bus numbers, odd and even house numbers in a street, numbers on raffle tickets, telephone numbers, clock faces, timetables, grid references on street maps, money, football scores, speed signs
collect numbers that relate to themselves and record them in a booklet or diary, eg telephone numbers, addresses, birthdays, ages. 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, then put the pages in the correct order
respond to numbers embedded in a song, rhyme, film or story respond to questions concerning numbers, eg ‘How many brothers/sisters do you have?’ respond (as a class) to number questions that can be tallied and displayed, eg how many people in the class
enjoy going to the movies, enjoy eating out? The numbers can then be entered into a spreadsheet program, printed and displayed
research an area of interest that relates to numbers, eg football scores in weekend matches could be compiled and presented to the rest of the class
observe as the teacher places a handful of objects (eg counters, buttons) into a clear plastic container and respond to a request to estimate (guess) how many are in the container. The teacher and/or students record the estimates. 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 stressing (saying louder) every second number 1 2 3 4 5 6
use a number line with a range of 0–10, 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, eg 1– 20, 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.
continued
37
Life Skills Years 7–10: Advice on Planning, Programming and Assessment
GamesCard and board games enable students to practise number recognition, counting and the language of turn-taking (eg first, second) within an everyday context. It also links strongly with the working mathematically outcome of using a range of strategies in solving problems.
Students could:
be given a set of cards with numbers represented by numerals, pictures, dots or words. Cards should be provided within an appropriate range, eg 0 to 10, 10 to 20, etc. 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, for example, from 1 to 50. Each player takes a card from the pack. The student whose card has the highest number wins and takes both cards. This is repeated until there are no cards in the original pack. The students count how many cards they each have. The winner is the student with the most cards
play board games such as dominoes, ludo, housie, snakes and ladders.
Extension activitiesFurther activities, such as those listed below, could potentially address all the working mathematically outcomes.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.
CalculatorsStudents could: practise entering given numbers into a calculator use the constant facility on a calculator to reinforce counting by a given number, eg use the constant facility on
a calculator to count from 2 by twos. The teacher may need to experiment with the calculator, and/or consult the calculator manual, to produce the required sequence of numbers. Below are possible methods for different types of calculators:
Method 1 Press then continue to press
Method 2 Press then continue to press
Method 3 Press then continue to press
In each case the calculator display should be 2, 4, 6, 8, 10, 12, … .
continued
=+ +2 =
2 + 2 = = =
=2+2 = Ansss
=
38
Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Using a hundreds chartStudents are given 10 strips of paper each containing ten squares.
Students could: place the numbers 1 to 10 in the squares on one strip, 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, then rearrange the strips to form a hundreds chart
1 2 3 4 5 6 7 8 9 1011 12 13 14 15 16 17 18 19 2021 22 23 24 25 26 27 28 29 3031 32 33 34 35 36 37 38 39 4041 42 43 44 45 46 47 48 49 5051 52 53 54 55 56 57 58 59 6061 62 63 64 65 66 67 68 69 7071 72 73 74 75 76 77 78 79 8081 82 83 84 85 86 87 88 89 9091 92 93 94 95 96 97 98 99 100
practise counting forwards and backwards from a given number using a hundreds chart practise counting on/off decade to 100.
Further activities using a hundreds chartThe construction of the hundreds chart from a number line is aimed at reinforcing that the number after 10, 20, 30, etc is at the beginning of the next row.
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, 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. On one hundreds chart they are asked to colour in the squares for counting by twos (from 2), on another chart the squares for counting by fives (from 5) and on another the squares for counting by tens (from 10)
be provided with jigsaw puzzles that have been made by cutting along the lines on a hundreds chart to form pieces. Students are given the task of reassembling the pieces to produce the hundreds chart
play dice games using the hundreds chart, 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. The first to reach 100 wins.
39
Life Skills Years 7–10: Advice on Planning, Programming and Assessment
6.2 Fractions
NLS.5 A student recognises fractions in everyday contexts.NLS.6 A student uses fractions in everyday contexts.Working Mathematically OutcomesQuestioningAsks questions about mathematics
Applying StrategiesUses a range of strategies in solving problems
CommunicatingResponds to and uses mathematical language in everyday situations
ReasoningChecks solutions and reasons to reach conclusions
ReflectingLinks their mathematical experiences to everyday life
A selection of the content from NLS.5 and NLS.6 is included below. For further details, refer to the relevant Mathematics Years 7–10 Life Skills outcomes and content pages.
Knowledge and Skills Working MathematicallyStudents learn about Students learn toNLS.5 NLS.5Half and halves recognise the terms ‘half’ and ‘halves’ in everyday
situations sharing an object Quarters recognising the term ‘quarter’ in everyday situations sharing an object
respond to fraction language in everyday situations (Applying Strategies, Reflecting)
follow an instruction involving fraction language in everyday situations (Applying Strategies)
recognise the use of fractions in everyday contexts (Reflecting)
NLS.6 NLS.6Half and halves recognising the need for two equal parts when
dividing a whole in half putting two halves together to make a whole eg two
half sandwiches is the same as one whole sandwich halving a group of objects by sharing into two equal
piles, eg ‘If I take one half of the six lollies, I will have three lollies’
using fraction notation for a half
€
12
⎛ ⎝ ⎜
⎞ ⎠ ⎟
combining a half with whole numbers Quarters putting four quarters together to make a whole putting two quarters together to make a half using fraction notation for quartersThirds using the term ‘third’ in everyday situations sharing an object by dividing it into three equal parts using fraction notation for thirds
allocate portions or divide materials (Applying Strategies)
question if parts of a whole object, or collection of objects, are equal (Questioning)
identify items that are about a half (Applying Strategies)
identify items that are less than a half or more than a half (Applying Strategies)
describe situations using the terms ‘half’ and ‘halves’ (Communicating)
recognise the use of fractions in everyday contexts (Communicating, Reflecting)
follow instructions involving the use of ‘quarter’ and/or ‘third’ (Applying Strategies)
indicate the relative size of a fraction or mixed number (Communicating, Reasoning)
TechnologyComputer software, calculatorsResources LanguageFood items such as sandwiches, fruit, cakes; three dimensional materials such as fraction cakes (square and round), cuisenaire rods, fraction mats; 2D fraction circles and squares, paper squares and circles; measuring cups, jugs and spoons
The same as, equal, more than, less than, half, one half, a half, a quarter, one quarter, three quarters, a third, one third, two thirds
LinksFraction concepts are applied in other areas of mathematics, eg time and measurement.Fraction concepts are applied in other learning areas including:
A student:English LS.7 reads and responds to short written textsFood Technology LS.5.1 participates in making food items
LS.5.2 uses appropriate equipment and techniques in making a variety of food items.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 ‘Fractions’ in Mathematics Years 7–10 Syllabus: Advice on Programming and Assessment (pp 20–26).
40
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.
Note: Many of the experiences below can be modified to involve quarters or thirds.
Teacher Demonstration
The teacher could:
demonstrate cutting an object such as an apple into two equal pieces and then emphasise that the two pieces are the same size. The teacher names each piece as a half of the whole object, eg ‘each piece is a half of the apple’
demonstrate sharing equally a bag containing an even number of objects between two people, eg sharing eight counters or lollies equally between two people. Students determine whether each person received the same number of lollies. The teacher explains that as each person has received an equal amount, each person has half of the lollies
introduce the notation for a half
€
12
⎛ ⎝ ⎜
⎞ ⎠ ⎟
demonstrate sharing a collection of an odd number of objects, eg seven apples. 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. The teacher names each piece as a quarter of the whole object, eg ‘each piece is a quarter of the apple’. The teacher explains that two pieces taken together form ‘two quarters of the apple’. The students discuss what is meant by ‘three quarters’
introduce the notation for two quarters
€
24
⎛ ⎝ ⎜
⎞ ⎠ ⎟ and three quarters ⎟⎠
⎞⎜⎝⎛
43 . The teacher could explain that the bottom
number indicates the number of equal parts that a whole object has been divided into, while the top number refers to the number of equal parts required.
Students could: match equal parts of an object, eg put together two halves of an orange be given a collection of shapes that have been divided into two parts, eg circles with a line across. The
collection should include some that show two equal parts and some that show two unequal parts. Students indicate which circles are divided in half
use cuisenaire rods to find which rod is half as long as another rod, eg the yellow rod is half as long as the orange rod
respond to instructions that involve the term ‘half’, eg ‘give me half a sandwich’, ‘cut a ball of plasticine in half’, ‘cut an apple in half’, ‘cut a ribbon in half’, ‘draw a line to divide the page in half’, ‘fold a square of paper in half’, ‘colour half the picture’, ‘colour one half of the flag red’
select a matching half from a collection of different shapes, eg given a square, the students find the triangles and/or rectangles that are half of the square
label diagrams as being ‘ 21 ’ or ‘not 2
1 ’
label diagrams as being ‘less than 21 ’ or ‘more than 2
1 ’
find examples of the 21 notation in everyday situations, eg recipes
apply an understanding of half/halves in practical situations, eg ‘give half a chocolate bar to a friend’, ‘cut a cake in half’, ‘cut a piece of tape or string in half’, ‘pour half a glass of water’
follow instructions involving whole numbers and a half, eg ‘bring me two and a half apples’, ‘put 1 2
1 sandwiches on each plate’, ‘use 2 21 cups of flour in a recipe’, ‘cook a chicken for 1 2
1 hours’.
41
Life Skills Years 7–10: Advice on Planning, Programming and Assessment
6.3 Money
NLS.11 A student recognises and matches coins and notes.NLS.12 A student reads and writes amounts of money.NLS.13 A student uses money to purchase goods and services.NLS.14 A student estimates and calculates with money.Working Mathematically OutcomesQuestioningAsks questions about mathematics
Applying StrategiesUses a range of strategies in solving problems
CommunicatingResponds to and uses mathematical language in everyday situations
ReasoningChecks solutions and reasons to reach conclusions
ReflectingLinks their mathematical experiences to everyday life
A selection of the content from NLS.11, NLS.12, NLS.13 and NLS.14 is included below. For further details, refer to the relevant Mathematics Years 7–10 Life Skills outcomes and content pages.
Knowledge and Skills Working MathematicallyStudents learn about Students learn toNLS.11 NLS.11 recognising a range of coins and notes matching and sorting coins and notes into groups on
the basis of face value ordering coins and notes on the basis of face value recognising that coins and notes have different
values
indicate the appropriate coin to purchase a specific item in the school canteen (Applying Strategies)
indicate the most appropriate note to purchase an item in a shop (Applying Strategies)
NLS.12 NLS.12 recognising the cost of goods or services writing amounts in cents writing amounts in dollars writing amounts of money using decimal notation writing amounts of money in words
identify the cost of items up to $10 in value by locating prices (Communicating, Applying Strategies, Reflecting)
identify the cost of items up to $100 in value by locating prices (Communicating, Applying Strategies, Reflecting)
write amounts of money involving cents, dollars, and combinations of dollars and cents (Applying Strategies)
complete a cheque using words and decimal notation (Applying Strategies, Reflecting, Communicating)
NLS.13 NLS.13 recognising that money has value recognising that money is a medium for obtaining
goods and services recognising the hierarchy of value attached to goods
and services counting coins of the same denomination counting coins of different denomination counting notes of the same denomination counting notes of different denomination matching a range of coins to demonstrate
equivalence of value matching a range of notes to demonstrate
equivalence of value
use coins to pay for purchases (Applying Strategies) use coins or notes to pay for services (Applying
Strategies) tender an amount of money using a combination of
coins and notes (Applying Strategies, Reasoning) determine if they have enough money to pay for a
particular item or service (Applying Strategies, Reasoning)
use the language of money in a range of contexts (Communicating)
check the details of purchases on receipts or dockets (Reflecting, Applying Strategies)
continued
42
Life Skills Years 7–10: Advice on Planning, Programming and Assessment
NLS.14 NLS.14 estimating amounts of money to tender for goods or
services calculating amounts of money to tender for goods or
services estimating the amount of change due in relation to a
transaction for goods or services calculating the amount of change due in relation to a
transaction for goods or services calculating the amount of time it will take to save
for items at a specific rate per week or month
estimate the cost of a range of items and select the appropriate coin or note to pay for the items (Applying Strategies)
calculate the cost of several items and tender the appropriate amount (Applying Strategies, Reasoning)
estimate the amount of change due and check using a calculator (Applying Strategies, Reasoning)
TechnologyCalculators, ATMs, cash registers, vending machines, EFTPOSResources LanguageCoins, notes, cheque books, payslips, catalogues Coins, notes, value, worth, cents, dollars, price, cost,
cashLinks A student:Commerce LS.1 explores the differences between needs and wants
LS.2 recognises ways in which people obtain goods and services in the communityLS.7 makes informed decisions about purchasing and servicesLS.8 purchases goods and servicesLS.9 uses financial services
English LS.8 responds to increasingly complex written textsLS.9 writes short texts for everyday purposesLS.12 communicates for a variety of purposesLS.13 communicates in a range of contextsLS.14 communicates with a range of audiences
Geography LS.1 experiences a range of environmentsLS.2 moves around in the environment.
43
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.NLS.11Students could: select the appropriate coin or note when requested, eg student selects a ten-cent coin when asked sequence coins and notes in order of value, eg 5 cents, 10 cents, 20 cents, 50 cents, $1, $2, $5, $10, $20, $50
and $100 combine coins of the same value to make a specified amount less than or equal to one dollar, eg ten 10 cent
coins to make one dollar, five 20 cent coins to make one dollar, four 20 cent coins to make 80 cents combine coins of different value to make a specified amount less than or equal to one dollar, eg a 50 cent coin,
a 20 cent coin and a 5 cent coin to make 75 cents identify the smallest and largest valued coins and notes.NLS.12Students could: read money amounts in catalogues and on shop dockets, shelf prices, for-sale signs and on notice boards at
theatres/cinemas that display admission prices. Notice boards in video stores that state the cost of renting videos/DVDs could also be used for the cost of renting a movie
write amounts in cents write amounts in dollars write amounts of money involving cents, dollars and combinations of dollars and cents writing amounts of money using decimal notation complete a cheque using numerals and words.NLS.13Students 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 to buy lunch in the school canteen, to pay for items at a
supermarket, to purchase a magazine, card or gift, to rent a video/DVD use coins or notes to pay for services, eg going to the movies, having a haircut identify the next whole dollar amount that is more than a given amount, eg $2 to meet a purchase of $1.75, $4
to meet a purchase of $3.80 insert appropriate coins and/or notes in public telephones, vending machines match coins to prices of items in a catalogue, eg place a $2 coin for an item costing $1.99 match notes to prices of items in a catalogue, eg place a $5 note for an item costing $4.99 purchase an item of food from the school canteen using the above method, eg offer $1 coin to purchase a
muesli bar that costs 75 cents.NLS.14Students could: estimate the cost of a range of items and select the appropriate coin or note to pay for the item, eg selects a $2
coin to pay for a can of soft drink from a vending machine, 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, eg the change due for a purchase of $3.50 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, eg a particular CD may be cheaper in
a department store compared to a specialist music store.
44
Life Skills Years 7–10: Advice on Planning, Programming and Assessment
6.4 Time
MLS.1 A student matches familiar activities with time frames.MLS.2 A student recognises and uses the language of time.MLS.3 A student reads and interprets time in a variety of situations.MLS.4 A student organises personal time and manages scheduled activities.Working Mathematically OutcomesQuestioningAsks questions about mathematics
Applying StrategiesUses a range of strategies in solving problems
CommunicatingResponds to and uses mathematical language in everyday situations
ReasoningChecks solutions and reasons to reach conclusions
ReflectingLinks their mathematical experiences to everyday life
A selection of the content from MLS.1, MLS.2, MLS.3 and MLS.4 is included below. For further details, refer to the relevant Mathematics Years 7–10 Life Skills outcomes and content pages.
Knowledge and Skills Working MathematicallyStudents learn about Students learn toMLS.1 MLS.1 associating familiar activities involving eating,
personal care and social routines with times of the day
indicate an association (using personalised strategies) between a time of the day and a range of familiar activities (Applying Strategies, Reflecting)
recognise activities that occur on weekdays (Applying Strategies, Reflecting)
recognise activities that occur on the weekend (Applying Strategies, Reflecting)
identify activities that occur on specific days and at specific times (Applying Strategies, Reflecting)
MLS.2 recognising the language of time in relation to
specific personal activities recognising the language of time in a range of
everyday situations using the language of time to describe activities in a
range of everyday situations
MLS.2 use or respond to the language of time in relation to
a range of personal activities (Communicating) respond to questions involving the language of time
(Communicating) use the language of time to describe personal
activities and events (Communicating)MLS.3 MLS.3Clocks 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
watches use minutes within a personal context
(Reflecting) reading half hour and quarter hour on analog clocks
or watches respond to questions related to time
(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
Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Calendars and Planners Timetables 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
read and follow an individual sequence chart (timetable) for a range of activities (Applying Strategies, Reflecting)
read and follow a school timetable for group or class activities (Applying Strategies, Reflecting)
recognising that calendars are used to plan special events and activities
read and interpret a written timetable for TV programs (Applying Strategies, Reflecting)
identifying number of days, weeks, months between one event and another
read and interpret a timetable for using community transport (Applying Strategies, Reflecting)
Calendars and Planners locate birthdays of significant people on a calendar
(Reflecting) use a calendar/diary to plan for regular personal
activities (Applying Strategies, Reflecting) use a calendar to plan special events and activities
(Reflecting) use a calendar or planner to calculate time for
particular activities (Reflecting) use electronic formats of calendars and planners
(Applying Strategies)MLS.4 MLS.4 identifying the amount of time needed for a range of
activities structuring activities of a school day in relation to
the time required for each event making choices and decisions about activities on the
basis of time available planning personal time over a day or a week so that
activities do not clash scheduling events over a day or week taking into
account a range of activities and personal responsibilities
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, and discriminate between essential and non-essential activities (Reflecting)
prepare a personal timetable for a weekend (Applying Strategies, Reflecting)
TechnologyDigital and analog clocksResources LanguagePhotographs, pictures and symbols, a variety of calendars, personal diary
Morning, afternoon, evening, days of the week
Links A student:History LS.1 explores the concepts of time and chronology
LS.2 explores personal connections to history.
46
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.1Students 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.2Students 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.3Students 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
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.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
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.4Students 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
Unit title Unit description
7.1 The needs of living things
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.
7.2 Energy in everyday life
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.
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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 thingsDescription: 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 ResourcesA student:LS.2 recognises that the process of science involves conducting investigationsLS.9 recognises characteristics of and changes in living thingsLS.15 explores the impact of human activity on the Earth’s resourcesLS.16 describes the impact of human activity on living systemsLS.17 participates in the development of a plan to carry out an investigation LS.18 participates in an investigationLS.19 communicates information about an investigationLS.20 suggests a way to solve a problemLS.21 undertakes a variety of team and individual tasks.
Animal Welfare Guidelines for Teachers: Animals in SchoolsExisting textbooks/reference materialAccess to information in the print and electronic mediaAccess to computer hardware and softwareAccess to site visits in the local environment such as wildlife parks, reservesAccess to animals to investigate in the school environment (eg Rent-A-Chook http://www.rentachook.com, Chicks R Us http://www.chicksrus.com.au)Potted seedlings/plants and materials necessary for their growthLight bulb/tube for growing plants (eg Gro-Lux®) available from hardware or nursery
LinksA student:Agricultural TechnologyLS.2 investigates some environmental factors that affect plant and animal
productionEnglishLS.5 recognises visual texts in a range of contextsLS.12 communicates for a variety of purposesLS.13 communicates in a range of contextsLS.14 communicates with a range of audiencesLS.17 uses individual and collaborative skills in the learning processGeographyLS.5 explores the effects of people’s activities on the physical environmentLS.10 recognises the importance of active and informed citizenshipLS.11 uses a variety of strategies to locate and select informationLS.12 uses a variety of strategies to organise and communicate information.
A student:Information and Software TechnologyLS.5.3 uses a variety of techniques to present information and software technology
solutionsMathematicsDLS.2 gathers, organises and displays dataPDHPELS.26 uses problem-solving strategies in a variety of contextsVisual ArtsLS.6 makes a variety of artworks that reflect experiences, responses or a point
of view.
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,
50
Life Skills Years 7–10: Advice on Planning, Programming and Assessment
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 thingsOutcome: LS.9Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
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.
LS.9 Students characteristics of
living things recognise livings things
at home, at school and in the community
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
Recognising a variety of animals in the school and/or community may involve recognising the characteristics of and changes in living things.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: recognition of a variety
of animals in the school and/or community
LS.9 the needs of living
things recognise the needs of
living things recognise that animals, as living things need air, food,
shelter, care and protection. This may include:– researching the needs of one or more animals through
practical observations and/or print and electronic media
– recording their findings– presenting their findings to others.
Exploring and/or recording the needs of one or more animals may involve recognising the characteristics of and changes in living things.
recognition that animals as living things need air, food, shelter, care and protection.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Investigating the needs of animals as they grow Outcomes: LS.2, LS.9, LS.17, LS.18, LS.19, LS.21Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher assists students to investigate a selected animal’s needs
for air, food, water and shelter, 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.
LS.2, LS.9, LS.17, LS.21 Students the scientific process
– observing– questioning– planning– participating– communicating
participate as part of a team a scientific investigation of an observed phenomenon in the local school environment
develop a plan to investigate a selected animal’s changing needs as it grows. This may include determining:– the animal for investigation, eg silk worms, young
chickens – the appropriate environment in the classroom, such as
clear glass tank for silk worms– the air, food and water requirements, eg locating a
convenient source of food such as mulberry leaves– care needs, eg temperature, light and grooming needs– how the needs will be met over time
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. It may also involve undertaking a variety of team and individual tasks.
Oral, 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.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. This may include responding to questions and/or pictures about type of food, amount of food, frequency of feeding
Predicting an animal’s changing needs for food and water may involve recognising characteristics of and changes in living things.
assist students to consider the food and water requirements for the animal as it grows and affirm predictions.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Investigating the needs of animals as they grow (cont) Outcomes: LS.2, LS.9, LS.17, LS.18, LS.19, LS.21Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
LS.2, LS.18, LS.21 Students 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
implement the care plan and work as part of a team to meet the animal’s changing needs. 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, 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
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.
Oral, 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.2, LS.18, LS.21 the scientific process
– observing– questioning– participating– communicating
LS2, LS.18, LS.19, LS.21
participate as part of a team in a scientific investigation of an observation phenomenon in the local school environment
record observations at regular intervals of the animal during its stages of growth in their folio/workbook, eg silkworms at egg stage, larva, cocoon, moth; chickens at egg stage, hatchling, chick. This may include: – taking photographs and/or recording videos at regular
intervals– measuring length and weight at regular intervals– recording information using tables, visual and/or
tactile formats– developing a graph to show growth over time
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.
observation and recording of the changes in the animal over time in a appropriate format
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
communicate information about the investigation to others. This could take the form of photographs taken at regular intervals, posters, multimedia presentation, oral and/or written report.
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.
communication of the results of their investigation with others in an appropriate format.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Plants and their needs as living thingsOutcomes: LS.2, LS.9, LS.18, LS.19, LS.21Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher provides opportunities for students to observe, 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, light, water and nutrients
assists students to identify the different parts of plants and their function.
LS.9 Students the large variety of
plants identify plants in the
local school environment
recognise a variety of plants in the school/community environment. Students may observe trees, grasses, ferns, shrubs, vegetables, aquatic plants in the playground, park, nursery, wetland, creek, bush, beach
Recognising a variety of plants in the school or local community environments may involve recognising characteristics of and changes in living things.
Oral feedback and prompting by the teacher to guide and affirm students’: recognition of plants in
the school/community environment
LS.9 characteristics of
living things recognise some
characteristics of living things
recognise that plants, as living things need air, light, water and nutrients. This may include researching the needs of plants through practical observations such as growing watercress in different conditions (eg no light, no water etc), and then recording and communicating their findings to others
Recognising the needs of plants may involve recognising characteristics of and changes in living things.
recognition that plants as living things need air, light, water and nutrients.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Plants and their needs as living things (cont)Outcomes: LS.2, LS.9, LS.18, LS.19, LS.21Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
LS.2, LS.9, LS.18, LS.19, LS.21 Students 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
observe, record and communicate about investigations into the parts and functions of a typical plant, eg stem provides support and transport of water and nutrients, roots take up water and nutrients, leaves absorb light and make food. Investigations may include:– placing a freshly cut end of stem of celery or white
carnations into water coloured with food dye, and observing the results after several hours or overnight
– placing a small plant with roots in coloured water, and observing the results after several hours or overnight
– placing a small plant on a window sill, and observing its growth towards the light over several weeks.
Observing, 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. 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.
Oral feedback and prompting by the teacher to guide and affirm students’ participation in an investigation.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Investigating the effect of light on plant growthOutcomes: LS.2, LS.9, LS.17, LS.18, LS.19, LS.21Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher assists students to plan, conduct, 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.
LS.2, LS.9, LS.17, LS.18, LS.21 Students the scientific process
– observing– questioning– planning– participating– communicating
the needs of living things
importance of light and water to plants
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
plan a fair test/controlled experiment to investigate the effect of light on plant growth. The steps in the plan may be developed by the teacher and include:– selecting an appropriate type of plant to grow, eg
marigolds, beans, watercress, 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
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. 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.
Oral, 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.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Investigating the effect of light on plant growth (cont)Outcomes: LS.2, LS.9, LS.17, LS.18, LS.19, LS.21Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
LS.2, LS.9, LS.18, LS.19, LS.21
Students
the importance of light and water to plants
changes that occur in living things over time
the scientific process– observing– questioning– planning– participating– communicating
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
conduct the planned fair test by following a teacher-developed series of steps. This should involve:– setting up two identical groups of plants (eg two
groups of five plants), a control group and an experimental group
– following a consistent procedure for tending the plants, eg amount of water and light (eg setting up the plant light bulb or Gro-Lux® tube on both the control and experimental group)
– covering the plants in the experimental group with a box for a set period each day to restrict light availability (eg 4–6 hours)
– measuring and recording plant growth, eg height or number of leaves, of plants in both the control and experimental groups at regular intervals (eg once a week)
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.
Oral, 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
maintain a record of the results of the investigation in their folio/workbook. 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
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.
recording of the results of the investigation in an appropriate format
communicate information about the investigation
communicate information about the investigation into plants and light to others, eg they compare, describe and explain differences. This may involve:– displaying posters and graphs– producing booklets for future reference and sharing
with peers– using multimedia presentations at a school assembly.
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.
selection of appropriate format and their communication of the results of the investigation to others.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Investigating how people change the environment Outcomes: LS.2, LS.9, LS.15, LS.16, LS.17, LS.18, LS.19, LS.20, LS.21Students learn about Students learn to Integrated learning experiences, instruction and assessment Evidence of learning
(words in italics refer to Life Skills outcomes)
Feedback
Teacher assists students to identify human needs for clean air and
water, food and shelter assists students to recognise what waste is, 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, eg composting, recycling, cleaning up the local area, planting trees.
LS.2, LS.9 Students the needs of living
things the scientific process
– observing– questioning– planning– participating– communicating
LS.16
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
recognise and record the natural resources that are essential to meet human needs. This may involve creating a poster of natural resources to meet human needs using photographs, pictures, drawings, images of any of food and water, shelter, clean air, 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.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: recognition that humans
as living things need clean air, food and water, shelter, other living things and/or people
the effect of human waste products on natural systems
recognise that human activities produce waste
recognise items of waste, eg rubbish in the school and home, and identify items that can be recycled. This may involve:
– sorting and matching pictures of waste products– conducting a lunchbox survey at school and recording waste
products– developing a display of waste products collected at the
school– investigating how waste is collected at home and where it
goes– contacting local councils for information about recycling
programs and why they are important– recognising waste products that can be recycled, eg soft
drink bottles, aluminium cans, paper, cardboard, food scraps– investigating ways of creating a compost heap
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.
recognition of waste in the school and home and the importance of recycling.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Investigating how people change the environment (cont)Outcomes: LS.2, LS.9, LS.15, LS.16, LS.17, LS.18, LS.19, LS.20, LS.21Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
LS.15, LS.16, LS.17, LS.18, LS.19, LS.20, LS.21 Students ways to conserve or
monitor the resources of the earth
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
participate in an investigation to reduce the impact of rubbish in the school environment. This may involve:– identifying examples of school waste that could be
reduced or recycled– identifying an area of the school to be investigated– collecting, 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, eg sorting litter for recycling and composting; recording quantity of litter and recycled materials over a period of time; responsibilities of class members to publicise, sort and monitor progress
– recording the results of their investigation at regular intervals through photographs, videos, tables, 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. 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.
Oral, 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.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Investigating how people change the environment (cont)Outcomes: LS.2, LS.9, LS.15, LS.16, LS.17, LS.18, LS.19, LS.20, LS.21Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
LS.15, LS.16, LS.18, LS.19, LS.21
Students
the effect of human waste products on natural systems
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
participate in an investigation to explore positive and negative changes in the local area as a result of human activity, eg changes to open spaces as a result of building. This may include:– researching the reasons for changes in the local area
and the effect of changes in the local area, eg school or community
– recording changes in their folio/workbook, eg collecting newspaper articles, taking photographs, interviewing local residents
– communicating the results of their investigation with others, eg annotated photographs or videos, posters, multimedia presentation, oral report, article in school newsletter, letters to the editor of the local paper.
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. It may also involve participating in an investigation and/or communicating about an investigation and/or undertaking a variety of team and individual tasks.
Oral, visual and/or tangible feedback and prompting by the teacher to affirm students’: researching,
recording and communicating the changes to the local area resulting from human activity
LS.16, LS.17, LS.18, LS.19, LS.21 the effect of human
waste products on natural systems
the effect of noxious weeds on natural systems
recognise that human activities produce waste
identify plants that are weeds in the local area
participate in a community project as part of a team or individually, eg tree/garden planting, removing litter or regenerating school gardens or bushland. 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, litter removal
– researching information on current community activities such as Clean Up Australia Day, using the internet, accessing local papers and newsletters
– recording their participation through photographs, videos, written text
– communicating the results of their participation in a community project through posters, photographs or videos, multimedia presentation.
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. 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.
participation in a community project and recording and communicating their observations in an appropriate format.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
7.2 Energy in everyday life
Unit title: Energy in everyday lifeDescription: 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 context. Learning activities address selected ‘learn about’ and ‘learn to’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students. 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 ResourcesA student:LS.2 recognises that the process of science involves conducting investigationsLS.6 recognises some forms and sources of energyLS.7 explores the ways that energy is used in our daily livesLS.15 explores the impact of human activity on the Earth’s resourcesLS.17 participates in the development of a plan to carry out an investigation LS.18 participates in an investigationLS.19 communicates information about an investigationLS.20 suggests a way to solve a problemLS.21 undertakes a variety of team and individual tasks.
Energy provider websites or local energy provider shop frontsElectrical appliances, a variety of switchesSelection of battery operated devicesSimple circuit boardsA variety of types and sizes of batteries
LinksA student:EnglishLS.5 recognises visual texts in a range of contextsLS.12 communicates for a variety of purposesLS.13 communicates in a range of contextsLS.14 communicates with a range of audiencesLS.17 uses individual and collaborative skills in the learning process.
A student:Food TechnologyLS2.1 recognises the relationship between food properties, preparation and processingMathematicsDLS.2 gathers, organises and displays data.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: ‘Plug-ins’ – impact of energy on daily lifeOutcomes: LS.6, LS.7Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher demonstrates that when energy is used, changes occur demonstrates that when there is no energy source,
changes do not occur explicitly teaches and demonstrates rules for safety with
electricity (electrical energy) and danger signs.LS.6, LS.7 Students 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 of turning switches on and off. 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, radio to produce
sound– plugging in/turning on a fan to produce movement– plugging in/turning on a hairdryer to produce heat
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.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: exploration of the
effects of turning switches on and off
LS.6, 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
observe and explore the effects when no energy is available from the source. This may be explored through investigations of a range of devices to show that appliances will not operate if not plugged in or switch is not turned on including:– battery-operated devices such as torch, radio, clock– electrically operated devices such as hairdryer, fan,
CD player– simple circuits
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.
recognition of the need for energy to operate appliances
LS.7 the use of energy in
the wider community identify energy use in
the wider community identify commonly used devices at school and at home
that need electricity. This may include:– sorting, matching pictures of devices– developing a poster of electrical appliances– creating a multimedia presentation of devices that
need electricity
Identifying commonly used devices at school and at home may involve exploring the ways that energy is used in our daily lives.
identification of devices that need electricity.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Types and sources of energyOutcomes: LS.2, LS.6, LS.7, LS.17, LS.18, LS.19, LS.21Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher assists students to recognise the sources of energy,
eg sun, wind, electricity, gas, petrol, food, burning candles, batteries
assists students to identify different types of energy, eg heat, light, sound, electrical (electricity)
demonstrates how energy can be stored, eg batteries for a Walkman, gas bottles for a BBQ
assists students to investigate changes to a variety of foods as a result of heat energy.
LS.6, LS.7 Students 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
identify and record sources of energy used in their daily lives, eg sun and wind to dry clothes, petrol to run a car, electricity to operate the TV, batteries to use a Walkman
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.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: identification and
exploration of sources of energy
LS.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. This may include:– exploring the effect of removing batteries from
different devices, eg torches, walkmans, watches– exploring the ways in which stored energy can be
used when other energy sources are not available, eg batteries operate a Walkman, gas bottles for a BBQ
– recognising that some batteries are rechargeable and observe the ways in which they can be recharged, eg video cameras, electric wheelchairs, mobile phones
Exploring the ways in which energy can be stored may involve recognising some forms and sources of energy.
observation of the use of stored energy in, for example, batteries.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Types and sources of energy (cont)Outcomes: LS.2, LS.6, LS.7, LS.17, LS.18, LS.19, LS.21Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
LS.2, LS.6, LS.17, LS.18, LS.19, LS.21 Students energy as an agent of
change
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
investigate changes in state brought about by the application of heat energy to a variety of foods by observing, recording and communicating their observations. 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, melting ice blocks, chocolate or cheese and observing the changes
– recording the observed changes to the food after heating such as colour, texture, state
– communicating information about the ways in which energy changed the food
– recording the results of the investigation in their folio/workbook.
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. 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.
Oral, 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.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Energy usage in a typical dayOutcomes: LS.6, LS.7, LS.18, LS.19, LS.21Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher provides a range of pictorial resources and materials to
assist students to construct a record of energy usage in a typical day.
LS.6, LS.7, LS.18, LS.19, LS.21 Students 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
record the ways in which energy was used during a typical day at school and/or home and communicate this to others. This may include:– responding to questions and/or pictures about their
day, eg ‘Why do we need energy?’, ‘What makes things work?’, ‘What did you use to cook breakfast?’, ‘How did you get to school?’
– sorting and matching pictures of devices and the types of energy they use, eg a Walkman uses stored energy in batteries; a clock radio, toaster, light, computer, CD player, oven, power tool and television all use electricity; a hot shower, cooktop and room heating use gas or electricity; a car or bus uses petrol or diesel
– developing a poster or visual sequence of energy usage in a typical day.
Recording the way energy is used during a typical day may involve recognising some forms and sources of energy and/or exploring the ways that energy is used in our daily lives. It may also involve participating in an investigation and/or communicating about an investigation and/or undertaking a variety of team and individual tasks.
Oral, 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.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Conserving energyOutcomes: LS.15, LS.17, LS.18, LS.19, LS.20, LS.21Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
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 Students ways to conserve or
monitor the resources of the earth
explore ways in which people can reduce the quantity of resources used
identify ways in which wasting energy can be reduced. 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
Identifying ways that energy can be conserved may indicate exploring the impact of human activity on the Earth’s resources.
Oral, visual and/or tangible feedback and prompting by the teacher to affirm students’ identification of ways in which energy can be conserved.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Conserving energy (cont)Outcomes: LS.15, LS.17, LS.18, LS.19, LS.20, LS.21Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
StudentsLS.15, LS.17, LS.18, LS.19, LS.20, LS.21 ways to conserve or
monitor the resources of the earth
explore ways in which people can reduce the quantity of resources used
plan and investigate ways that energy use can be reduced in the classroom. This may involve:– identifying the forms of energy used in the
classroom, eg lighting, computers, heating, cooling– identifying ways to conserve energy, eg turn off
lights, computers and heaters when not in use, close doors and windows if air conditioning is on, close curtains or use draft excluders when heater is on, 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 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.
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.
Oral, 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.
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Life Skills Years 7–10: Advice on Planning, 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.
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.boardofstudies.nsw.edu.au).
Unit number
Syllabus Unit title Unit description
8.1 History Connections with History
This unit involves students exploring their personal connections with history and examining time and chronology through a variety of sources. Students also study significant people and places in Australian history and engage in individual and group investigations and site visits. The unit addresses the following topics from the syllabus: Topic 1 Introducing History, Topic 4 Significant People, Issues and Events from 1900 to 1945, and/or Topic 5 Significant People, Issues and Events from 1946 to 2000.
8.2 Geography Australian communities
This unit involves students accessing the geographical features of the school and local environment. Students explore cultural diversity, the variety of groups in their local community and the distinctive features of Australia.
8.3 Aboriginal Studies
Connecting with Aboriginal people and their cultures
This unit involves students exploring important features of Aboriginal cultures and the ways that Aboriginal people contribute to Australian society. Students develop appropriate ways to interact with members of the Aboriginal community and explore the importance of land to Aboriginal people.
8.4 Commerce Informed consumers
This unit involves students exploring needs and wants, and identifying the ways in which people obtain goods and services in the community. Students use strategies to make informed decisions when purchasing goods or services and identify areas where consumers may need protection.
8.5 Work Education
The world of work
This unit involves students developing skills and strategies to participate in personal transition planning. Students explore the roles of a range of services in the community, and experience a range of training and workplace environments.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
8.1 History Years 7–10 Life Skills unit: Connections with History
Unit title: Connections with HistoryDescription: This unit involves students exploring their personal connections with history and examining time and chronology through a variety of sources. Students also study significant people and places in Australian history and engage in individual and group investigations and site visits. The unit addresses the following topic from the syllabus: Topic 1 Introducing History. 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 ResourcesA student:LS.1 explores the concepts of time and chronologyLS.2 explores personal connections to historyLS.3 participates in site studies to explore people, events and issues in Australian historyLS.8 investigates the importance of significant people, events and issues in Australian
historyLS.11 uses a variety of strategies to locate and select informationLS.12 uses a variety of strategies to organise and communicate information.
People in the community such as grandparents, former students and staff of the school, members of local historical societiesMuseums, libraries, galleriesAccess to computers and the internetExisting textbooks Digital camera, audio and/or video recorder/player
LinksA student:DramaLS.1.3 participates in drama experiences in which role-taking is used to enhance their
understanding of ideas and feelingsEnglishLS.2 listens for a variety of purposes in a range of contextsLS.3 uses technology and aids to communicate with a range of audiencesLS.9 writes short texts for everyday purposesLS.10 composes increasingly complex written textsLS.12 communicates for a variety of purposesLS.13 communicates in a range of contextsInformation and Software TechnologyLS.1.3 uses a range of software programsLS.5.3 uses a variety of techniques to present information and software technology
solutions.
A student:LanguagesLS.MBC.1 experiences cultural diversityLS.MBC.2 explores own and other culturesLS.MBC.3 recognises the contribution of different cultures to Australian societyMathematicsMLS.1 matches familiar activities with time framesMLS.2 recognises and uses the language of timeMLS.3 reads and interprets time in a variety of situationsPDHPELS.5 uses appropriate behaviours in social situationsLS.21 uses appropriate communication strategies in a variety of contextsVisual ArtsLS.6 makes a variety of visual design artworks that reflect experiences,
responses or a point of view.For students working towards Life Skills outcomes in regular classes, 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.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Personal connections with history Outcomes: LS.1, LS.2, LS.3, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
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, where, how and why we keep items from the past.
Students 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
listen and respond to a speaker, such as a grandparent, sharing experiences of the past using old items and/or photographs. 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
Listening and responding to a guest speaker may involve exploring the concepts of time and chronology and/or exploring personal connections to history.
Oral, 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
group items, models and/or images supplied by the teacher as ‘old’ and ‘new’. Examples may include irons, telephones, coins and bank notes, cooking implements, motor vehicles, records/CDs, images of people preparing and obtaining food. Participation may involve:– identifying items that are familiar/unfamiliar– indicating items which are no longer used– recording items as old or new
Grouping of images and/or items may involve exploring the concepts of time and chronology and/or exploring personal connections to history.
grouping of images and/or items according to time.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Personal connections with history (cont)Outcomes: LS.1, LS.2, LS.3, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and
assessment Evidence of learning (words in italics refer to Life Skills outcomes)
Feedback
Students 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
visit a museum or library to view items from the past. This may include:– identifying items from the past– recording examples of particular items by taking
photographs/videos, making drawings, writing descriptions
– participating in a discussion about ‘why’, ‘how’ and ‘where’ we keep items from the past
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, events and issues in Australian history.
Oral, 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
their personal connection of history
gather materials that relate to students’ individual pasts
use a variety of strategies to locate and select information
bring examples of old and new items from home, including models, photographs, real items
Bringing examples of old and new items may indicate exploring personal connections to history.
identification of past items that show the student’s personal connection with history
their personal connection of history
participate in the recording of their personal history
group personal items such as baby clothes, photographs, awards, certificates, memorabilia, and souvenirs chronologically. 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
Grouping of personal items may show evidence of exploring the concepts of time and chronology and/or exploring personal connections to history.
organisation of items and events according to chronology.
their personal connection to history
participate in the recording of their personal history
use a variety of strategies to organise and communicate information
record their personal history chronologically using real items, photographs, images and/or written text
Recording their personal history may indicate exploring personal connections to history.
Oral, 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.
continued74
Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Personal connections with history (cont) Outcomes: LS.1, LS.2, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and
assessment Evidence of learning (words in italics refer to Life Skills outcomes)
Feedback
Students the concept of time
and chronology use the everyday
language of time share their personal history with others using the
language of time.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.
Oral, 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.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Connecting with people from the pastOutcomes: LS.3, LS.8, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and
assessment Evidence of learning (words in italics refer to Life Skills outcomes)
Feedback
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, libraries and/or galleries
facilitates class activities such as interviews, role-plays, debates, discussions to assist students in their investigation
assists students to record the results of their investigation and to share this with others.
Students 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, sport or community welfare
use a variety of strategies to locate and select information
investigate the life, times and contribution of a significant Australian, eg Sir Donald Bradman, Ian Thorpe, Mum Shirl, Eddie Mabo, Mel Gibson, Nancy Wake. Information gathered may include date and place of birth, early life experiences, 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, times and contribution of the significant person such as books, letters, photographs, postcards, films, videos, internet
– participating in one or more site studies to a museum, library, gallery to obtain information
– locating and selecting information from a variety of sources
Participating in gathering information about a significant Australian may involve investigating the importance of significant people, events and issues in Australian history and/or using a variety of strategies to locate and select information.
Oral, 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 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
Further activities may involve investigating the importance of significant people, events and issues in Australian history.
presentation of their knowledge from the investigation of a significant Australian in a range of formats.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Connecting with people from the past (cont)Outcomes: LS.3, LS.8, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and
assessment Evidence of learning (words in italics refer to Life Skills outcomes)
Feedback
Students the contribution of
significant people and/or groups
use a variety of strategies to organise and communicate information
determine the most appropriate way to record and present the information gathered. 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, pictures, multimedia presentation
Determining appropriate ways to record information may involve using a variety of strategies to organise and communicate information.
Oral, 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. This may involve:– displaying the recorded information in a prominent
place in the classroom or school– using a multimedia presentation– presenting an oral report.
Communication of the information may indicate investigation of the importance of significant people, events and issues in Australian history and/or using a variety of strategies to organise and communicate information.
communication of the results of their investigation to others in an appropriate format.
Responses from others provide feedback.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Connecting with places of historical significanceOutcomes: LS.2, LS.3, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher assists students to identify and select a significant place,
organisation or institution for study assists students to identify and access the types of
resources that will provide appropriate information, including guest speakers and site studies
assists students in determining appropriate ways to record, 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.
Students 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
explore the history of a significant place, organisation or institution, eg their school, a building in the local community, a sporting club. This may involve:– identifying the subject of their investigation, eg the
history of the school– identifying and accessing appropriate resources,
eg school magazines, photographs, internet, films, audio recordings
– participating in one or more site studies to a museum, library, gallery to obtain information
– interviewing a guest speaker, eg a former student or retired principal of the school, caretaker of local museum, senior citizens
Exploring the history of a significant location, organisation or institution may indicate exploring personal connections to history and/or participating in site studies to explore people, events and issues in Australian history. It may also involve using a variety of strategies to locate and select information.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: location and selection of
appropriate information
how we discover what happened in the past
use a variety of strategies to organise and communicate information
determine the most appropriate way to record the information gathered for future historical reference. This may include:– participating in a group discussion/forum to discuss
the information obtained– creating a scrapbook of images, newspaper cuttings– creating a collage of annotated photographs– retelling the history of the location through
photographs, pictures, multimedia presentation
Determining the most appropriate way to record information from the past may involve using a variety of strategies to organise and communicate information.
selection of an appropriate way to record their information.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Connecting with places of historical significance (cont)Outcomes: LS.2, LS.3, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students how we discover what
happened in the past use a variety of
strategies to organise and communicate information
experience a range of historical evidence
re-create or re-enact a particular event in the history of the significant place using the historical evidence gathered, eg the formal opening of the school
Re-creating or re-enacting a particular event may involve using a variety of strategies to organise and communicate information.
Oral, 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
record information of their investigation in oral, visual and/or written formats
Recording information 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
use a variety of strategies to organise and communicate information
gather items and/or information for inclusion in a time capsule. This may include:– determining the best ways to conserve and protect
photographs, documents, 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
Incorporating information into a time capsule may indicate using a variety of strategies to organise and communicate information.
incorporation of their information into a time capsule
how we discover what happened in the past
use a variety of strategies to organise and communicate information
share or publicise their investigation to others, eg through the local media, historical society, school newsletter.
Sharing or publicising their investigation may involve using a variety of strategies to organise and communicate information.
sharing of the results of their investigation with others.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
8.2 Geography Years 7–10 Life Skills unit: Australian communities
Unit title: Australian communitiesDescription: This unit involves students accessing the geographical features of the school and local environment. Students explore cultural diversity, the variety of groups in their local community and the distinctive features of Australia. 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 OutcomesA student:LS.1 experiences a range of environmentsLS.2 moves around in the environmentLS.3 recognises the features of a range of environmentsLS.4 explores the effects of the physical environment on peoples’ activitiesLS.7 explores the diversity of Australian communitiesLS.10 recognises the importance of active and informed citizenshipLS.11 uses a variety of strategies to locate and select informationLS.12 uses a variety of strategies to organise and communicate information.
ResourcesExisting textbooksSBS World Guide http://www.theworldnews.com.au/Worldguide/index.php3Other internet sourcesArchival magazines and brochuresPhotographs of the local communityComputer hardware and software appropriate to multimedia presentations, including a digital camera
LinksA student:EnglishLS.4 uses spoken language to interact with a range of audiences LS.6 uses visual texts in a range of contextsLS.8 responds to increasingly complex written textsLS.10 composes increasingly complex written textsLS.11 views and responds to a range of visual texts, media and multimediaLS.12 communicates for a variety of purposesLS.13 communicates in a range of contextsLS.14 communicates with a range of audiencesHistoryLS.9 recognises the contribution of Aboriginal peoples and other cultures to
Australian historyLS.11 uses a variety of strategies to locate and select informationLS.12 uses a variety of strategies to organise and communicate informationInformation and Software TechnologyLS.5.3 uses a variety of techniques to present information and software technology
solutions.
A student:LanguagesLS.MBC.1 experiences cultural diversityLS.MBC.2 explores own and other culturesLS.MBC.3 recognises the contribution of different cultures to Australian societyMathematicsDLS.1 reads and interprets tables and data displaysPDHPELS.5 uses appropriate behaviours in social situationsLS.21 uses appropriate communication strategies in a variety of contextsVisual ArtsLS.6 makes a variety of artworks that reflect experiences, responses or a point
of view.
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 ‘Changing Australian Communities’ in Geography Years 7–10: Advice on Programming and Assessment (pp 27–35).
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Our communityOutcomes: LS.1, LS.2, LS.3, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher assists students to recognise, 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, canteen, offices, and playground.
Students 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
access features of the school by following a personal timetable and using safe practice. 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, eg ‘come to the front of the class’, ‘wait at the top of the stairs’, ‘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’, ‘the kitchen is on the top floor’, ‘the bus leaves from the front of the building’
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.
Oral, 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
indicate the need for and/or seek assistance, if required, to access particular parts of the school using a support network card#, eg ‘I need help to get to the kitchen on the top floor’, ‘I need someone to push my wheelchair over the grass to get to the football field’, ‘meet the teacher at the southern end of the oval’.
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.
request for assistance and safe movement in the environment.
continued# See pages 213 and 216 for details of how to develop a support network card
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Our community (cont)Outcomes: LS.1, LS.2, LS.3, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher provides opportunities for students to engage in
fieldwork to recognise, 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, bus or train, as a pedestrian, as a bike rider.
Students geographical features
of the immediate environment– community
experience and participate in activities that focus on the immediate environment – community
recognise and explore the geographical features of the community, eg shopping and recreational areas, public buildings and places of interest. 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, 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?
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, 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
respond to questions using geographical language to locate features of the environment. This may include:– responding to questions using geographical language
to locate themselves in relation to features of the environment such as ‘you are here, how will you get to…’
– demonstrating their understanding of geographical language as they move around the community in the context of undertaking fieldwork, site studies and/or specific projects
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.
response to questions involving geographical language.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Our community (cont)Outcomes: LS.1, LS.2, LS.3, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students moving around the
environment using safe practice
identify assistance needed to move around in the immediate environment
indicate the kind of assistance required to access particular parts of the community. 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
Indicating assistance required may be a strategy for moving around in the 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
demonstrate skills and strategies as they move around safely in the community, eg cross when traffic lights are green, stand behind the yellow line when waiting for a train, wear a seatbelt in a car or bus, wear a helmet when riding a bike.
Demonstrating appropriate skills and strategies may indicate moving around in the environment.
demonstration of appropriate skills and strategies and safe movement in the community.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Belonging to communitiesOutcomes: LS.3, LS.7, LS.10, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher assists students to explore what it means to be a
member of a community facilitates fieldwork to locate and identify community
groups.Students
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
participate in classroom activities and fieldwork to identify, locate and explore the activities of community groups such as youth groups, scouts, guides, swimming club, football team, religious group to which they belong and/or support. This may include:– bringing photographs, videos, badges, 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, eg the scouts meet at the hall in Smith Street, 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.
Identifying, 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. 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, 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.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Faces in the communityOutcomes: LS.2, LS.3, LS.10, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
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.Students
Australia’s cultural identity
recognise the range of cultures represented in the class, school and wider community
bring items from home that reflect features of their cultural background to share with others, eg food, photographs, traditional costumes, music, songs, stories
Bringing items from home that reflect their cultural background may indicate exploring the diversity of Australian communities.
Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: sharing their cultural
background with others Australia’s cultural
identity explore the features of
communities recognise the range of
cultures represented in the class, school and wider community
record information about the cultural background of class 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.
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, eg by participating in making a mural, making and decorating models, constructing and/or decorating items in the classroom or school to represent a cultural theme
Sharing in cultural activities may be evidence of exploring the diversity of Australian communities.
participation in cultural activities alongside community members.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Faces in the community (cont)Outcomes: LS.1, LS.2, LS.3, LS.10, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students natural hazards that
affect people’s lives and activities
recognise individuals, groups and government departments/agencies that respond to disasters caused by natural hazards
recognise the range of groups and personnel who support the community, eg police or ambulance officers, fire brigade or SES personnel, community services groups– matching photographs, 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, possibly including fieldwork, to obtain information on the functions of these services
Recognition of the range of groups and personnel who support the community may be evidence of moving around in the environment and/or recognising the features of a range of environments. It may also indicate exploring the diversity of Australian communities and/or exploring the effects of the physical environment on people’s activities and/or using a variety of strategies to locate and select information.
Oral, 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. The collage may include community location, its facilities (such as cafes, places of worship, cultural venues) and people, and what makes it unique.
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.
creation of a collage or multimedia presentation of the features of the local community and what makes it unique.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Distinctive features of AustraliaOutcomes: LS.1, LS.2, LS.3, LS.4, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher assists students to recognise a map of Australia, 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, climates and/or vegetation
assist students to recognise and record the distinctive features of native Australian flora and fauna.
Students Australia’s
geographical dimensions– shape
recognise the shape of Australia
identify the location of their community on a map. This may include:– recognising the shape of Australia– tracing, 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
Identifying the location of their local community may indicate recognising the features of a range of environments.
Oral, 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
patterns of:– landforms– drainage basins– climate, rainfall,
temperature– vegetation– natural resources– soils
recognise that there are varied types of landforms, climates, vegetation and natural resources in Australia
explore the difference between coastal and inland environments. 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
Participation in exploring the difference between coastal and inland environments may indicate recognising the features of a range of environments.
identification of the features of coastal and inland environments
effects of aspects of the physical environment on people’s activities– climate– topography– natural resources
recognise that people’s activities are influenced by climate, topography and natural resources
undertake research, possibly including fieldwork, to explore and compare the effect of the physical environment and the climate on the activities of people in coastal and inland communities. This may include establishing links with one or more schools using communication technology and/or site studies and investigating:– recreational activities– transport– work opportunities
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.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Distinctive features of Australia (cont)Outcomes: LS.1, LS.2, LS.3, LS.4, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students distinctive features of
Australian flora recognise well-known
Australian trees and flowers
recognise the distinctive features of native Australian trees and flowers
undertake fieldwork to recognise and record native trees/flowers in the school/local environment. This may include:– locating native flora such as eucalyptus trees,
banksias, wattles etc– sorting and matching photographs/pictures of the
features of a variety of native trees/flowers– exploring the distinctive features of native plants,
eg the colour, size, shape and colour of waratahs, the feel and smell of wattle flowers and eucalyptus leaves, the varieties of banksias
– recording their fieldwork using photographs, videos, drawings, written text, tables and graphs
Participation in fieldwork to recognise and record native plants may indicate recognising the features of a range of environments and/or experiencing a range of environments. It may also involve using a variety of strategies to organise and communicate information.
Oral, 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.
identification of the most appropriate plants to grow in the local area.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Distinctive features of Australia (cont)Outcomes: LS.1, LS.2, LS.3, LS.4, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students distinctive features of
Australian fauna recognise well-known
Australian animals recognise the
distinctive features of Australian animals
undertake fieldwork to recognise and record the distinctive features of native animals. This may include:– recognising native animals in a visit to a zoo,
wildlife sanctuary or in the local environment– observing, photographing and/or videoing a variety
of native animals focusing on their appearance, eating habits, habitats and the way they care for their young
– recording their fieldwork using photographs, pictures, written text
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. 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.
Oral, 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. This may include:– placing labelled photographs and/or a poster in a
prominent position in the classroom or school– developing a multimedia presentation– presenting an oral report.
Communicating the results of their fieldwork with others may indicate using a variety of strategies to organise and communicate information.
communication of the results of their fieldwork.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
8.3 Aboriginal Studies Years 7–10 Life Skills unit: Connecting with Aboriginal people and their cultures
Unit title: Connecting with Aboriginal people and their culturesDescription: This unit involves students exploring important features of Aboriginal cultures and the ways that Aboriginal people contribute to Australian society. Students develop appropriate ways to interact with members of the Aboriginal community and explore the importance of land to Aboriginal people. 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 OutcomesA student:LS.1 recognises factors that contribute to an Aboriginal person’s identityLS.4 recognises the importance of self-determination and autonomy for Aboriginal PeoplesLS.5 recognises the significant contribution of Aboriginal people to Australian societyLS.6 explores the ways in which the wider Australian community interacts with Aboriginal Peoples and culturesLS.8 uses appropriate protocols for working with Aboriginal Peoples and communitiesLS.9 uses a variety of strategies to locate and select informationLS.10 uses a variety of strategies to organise and communicate information.
ResourcesBooksBarlow, A & Hill, M, Australian Aborigines Series, Macmillan, Sydney.Aboriginal Australia Reading Series, Harcourt Brace Jovanovich, Sydney.Roughsey, D, The Rainbow Serpent, Collins, Sydney.Deadly Vibe Magazine, PO Box 810, Darlinghurst, 2010.Tresize, P & Roughsey, D, Gidja, Collins, Sydney, reprinted by Angus & Robertson, Sydney.Djugurba – Tales from the Spirit Time, Australian National University Press, Rushcutters Bay.Stokes, D, Desert Dreamings, Jacaranda Press, reprinted by Heinemann Library, Carlton.Traditional Aboriginal Culture and Society (Information Pack) ATSIC, Canberra.PostersATSIC, CanberraDepartment of Aboriginal Affairs, SydneyNaamarroo Employment Services, Redfern
VideosThe Dreaming Series, Aboriginal Nations Pty Ltd, 97 Rose St Chippendale, 2008Message Stick. ABC Series.WebsitesBangarra Dance Theatre http://www.bangarra.com.auAboriginal and Torres Strait Islander Commission http://www.atsic.gov.auAustralian Museum http://www.amonline.net.auYothu Yindi http://www.yothuyindi.comChristine Anu http://www.christineanu.comDeadly Vibe Magazine http://www.vibe.com.au
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
LinksA student:Aboriginal LanguagesLS.MBC.1 experiences cultural diversityLS.MBC.2 explores their own and other culturesEnglishLS.2 listens for a variety of purposes in a range of contextsLS.3 uses technology and aids to communicate with a range of audiencesLS.11 views and responds to a range of visual texts, media and multimediaLS.16 explores social and cultural issues through textsGeographyLS.2 moves around in the environmentLS.4 explores the effects of the physical environment on people’s activitiesHistoryLS.3 participates in site studies to explore people, events and issues in Australian
historyLS.9 recognises the contribution of Aboriginal peoples and other cultures to
Australian society.
A student:Information and Software TechnologyLS.5.3 uses a variety of techniques to present information and software technology
solutionsMusicLS.7 experiences music from a variety of social, cultural and historical contextsLS.9 appreciates a variety of musicPDHPELS.5 uses appropriate behaviours in social situationsLS.23 supports and cooperates with others in a range of contextsVisual ArtsLS.1 experiences a variety of artmaking activitiesLS.2 explores a variety of materials, techniques and processes.
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.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Exploring traditional and contemporary Aboriginal cultureOutcomes: LS.1, LS.6, LS.8Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
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.Students
factors that contribute to identify
recognise that each person has their own identity
bring items from home that reflect features of their cultural background to share with others, eg photographs, traditional costumes, music, songs, stories
Bringing items from home representing students’ cultural backgrounds is important in recognising factors that contribute to an Aboriginal person’s identity.
Oral, 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, food outlets, dance, music, musical instruments, songs, chants, clothing/costumes, greetings, festivals, special occasions, traditions, stories
Identifying features of diversity in their local community is important in recognising factors that contribute to an Aboriginal person’s identity.
response to and identification of the cultural background of themselves and others in the class.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Exploring traditional and contemporary Aboriginal culture (cont)Outcomes: LS.1, LS.6, LS.8Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students the increasing
interaction of non-Aboriginal people with Aboriginal Peoples and culture
explore how people in the wider community are accessing aspects of Aboriginal culture
explore aspects of Aboriginal culture with one or more members of the Aboriginal community. This may include:– listening to traditional and contemporary Aboriginal
music associated with a range of celebrations– exploring the movement, feel and sound produced by
musical instruments– listening to/viewing stories, eg Dreamtime stories– observing and participating in a dance associated
with a particular occasion or ceremony– visiting an Aboriginal cultural centre or gallery
Exploring aspects of Aboriginal culture through traditional music, stories, dance and cultural presentations may indicate exploring the ways in which the wider Australian community interacts with Aboriginal Peoples and cultures.
Oral, 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, eg participate in preparing and eating a variety of food, 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.
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, 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, kinship, spiritual connections
Listening to Aboriginal guest speakers may indicate using appropriate protocols for working with Aboriginal Peoples and communities.
use of appropriate protocols when listening to an Aboriginal guest speaker.
Responses by the guest speaker can also provide feedback.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Exploring traditional and contemporary Aboriginal culture (cont)Outcomes: LS.1, LS.6, LS.8Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students the increasing
interaction of non-Aboriginal people with Aboriginal Peoples and culture
explore how people in the wider community are accessing aspects of Aboriginal culture
make a poster, model or multimedia presentation to illustrate a particular aspect of Aboriginal culture such as music, stories, dance, art, food.
Illustrating a particular aspect of Aboriginal culture may indicate exploring the ways in which the wider Australian community interacts with Aboriginal Peoples and cultures.
Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm creation of a poster, model or multimedia presentation about a particular aspect of Aboriginal culture in an appropriate format.
Focus: Land and its significance for Aboriginal identityOutcomes: LS.1, LS.4, LS.9, LS.10
Teacher assists students to explore links between contemporary
Aboriginal enterprises, culture and the land.Students
factors that contribute to Aboriginal identity
recognise the centrality of land to Aboriginal identity
explore factors that contribute to an Aboriginal person’s sense of identity
explore the significance of the land for Aboriginal people through:– viewing films, eg Rabbit Proof Fence– viewing/listening to Dreamtime stories– viewing/listening to Aboriginal visual and
performing artists– 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.
Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm responses to films, stories, visiting artists and the Aboriginal flag and the identification of the link between the land and Aboriginal identity.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Land and its significance for Aboriginal identity (cont)Outcomes: LS.1, LS.4, LS.9, LS.10Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students the importance of the
land and economic independence for Aboriginal self-determination 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 self-determination
locate information using appropriate strategies
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?
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.
Oral, 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. This may include:– annotating photographs taken on the site study– completing a teacher-structured worksheet– creating a poster– presenting an oral report – developing a multimedia presentation.
Recording the results of research and presenting findings may involve using a variety of strategies to organise and communicate information.
recording of results and presentation to others.
Responses by others provide feedback.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Connecting with prominent Aboriginal peopleOutcomes: LS.5, LS.6, LS.8, LS.9, LS.10Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
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, including organising a visit by, or interview with, the selected person
assists students to record their investigation in appropriate formats to share with others.
Students the increasing
interaction of non-Aboriginal people with Aboriginal Peoples and culture
recognise the ways in which Aboriginal Peoples are increasingly visible and vocal in the community
participate in class activities to explore roles of well-known Aboriginal people in the community. 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
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.
Oral, 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
select an Aboriginal person as the subject of a case study. Individuals may be selected from the areas of:– visual arts, eg Sally Morgan, Bronwyn Bancroft– performing arts, eg Christine Anu, Mandawuy
Yunupingu, David Gulpilil– film and television, eg Deborah Mailman– sport, eg Jason Gillespie, Nova Peres-Kneebone,
Cathy Freeman– politics, eg Linda Burney, Aiden Ridgeway– human rights, eg Dr Lowitja O’Donoghue
Selection of an Aboriginal person as the subject of a case study may indicate recognising the significant contribution of Aboriginal people to Australian society.
selection of an appropriate Aboriginal person as the subject of a case study.
continued
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Focus: Connecting with prominent Aboriginal people (cont)Outcomes: LS.5, LS.6, LS.8, LS.9, LS.10Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students 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
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, communicating with and showing respect for Aboriginal Peoples
locate information using appropriate strategies
select relevant information from identified sources
undertake the case study. This may involve:– participating in a discussion about the Aboriginal
person– identifying the types of resources that will provide
information on the life and contribution of the person such as books, newspaper cuttings, photographs, films, videos and websites
– locating and selecting information– participating in preparing questions and interviewing
the selected person by phone, email, in person– participating in a group discussion/forum to discuss
the information they have collected for the case study
Undertaking the case study may indicate recognising the significant contribution of Aboriginal people to Australian society. 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.
Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: identification, location
and selection of appropriate resources that will provide information on the life and contribution of the person
strategies for organising information
evaluate and order information
determine the most appropriate way to record the information gathered as part of the case study. This may involve:– creating a scrapbook of photographs, newspaper
cuttings– creating a collage of annotated materials– retelling the main events in the life of the selected
Aboriginal person through photographs, pictures, multimedia presentation
Determining the most appropriate way to record the information gathered may indicate using a variety of strategies to organise and communicate information.
recording of their information in an appropriate format
formats for communicating information
select and use appropriate written, oral and graphic forms to communicate information
share their case study with others. 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.
Sharing their case study with others may indicate using a variety of strategies to organise and communicate information.
communication of the results of their case study in an appropriate format.
Responses by others can provide feedback.
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8.4 Commerce Years 7–10 Life Skills unit: Informed consumers
Unit title: Informed consumersDescription: This unit involves students exploring needs and wants, and identifying the ways in which people obtain goods and services in the community. Students use strategies to make informed decisions when purchasing goods or services and identifying areas where consumers may need protection. 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 ResourcesA student:LS.1 explores the differences between needs and wantsLS.2 recognises ways in which people obtain goods and services in the local
communityLS.3 explores consumer, financial, legal and employment issues which affect daily lifeLS.4 explores rights and responsibilities as a consumerLS.7 makes informed decisions about purchasing goods and servicesLS.8 purchases goods and servicesLS.10 identifies appropriate community support personnel and agencies who can assist
with commercial and legal problems and issuesLS.11 uses a variety of strategies to locate and select informationLS.12 uses a variety of strategies to organise and communicate informationLS.13 uses individual and collective skills in the learning processNote: Teachers may develop other units of work to address syllabus content related to Life Skills Outcomes 5, 6 and 9. Not all the ‘learn about’ and ‘learn to’ statements for each outcome are included in this sample unit, however teachers may incorporate these if they are considered to be appropriate to the needs of their students.
WebsitesAustralian Competition and Consumer Commission http://www.accc.gov.auAustralian Consumers’ Association http://www.choice.com.auConsumers Online http://www.consumersonline.gov.auNSW Office of Fair Trading
http://www.dft.nsw.gov.auhttp://www.dft.nsw.gov.au/shoppinghttp://www.dft.nsw.gov.au/shopping/shoppingtips/lay-byshttp://www.moneystuff.fairtrading.nsw.gov.au
National Children’s and Youth Law Centre http://www.lawstuff.org.auScamwatch http://www.scamwatch.gov.auAustralian Securities and Investment Commission
http://www.fido.asic.gov.auhttp://www.fido.asic.gov.au/fido/fido.nsf/byheadline/Teacher+resources?openDocument
LinksA student:EnglishLS.6 uses visual texts in a range of contextsLS.7 reads and responds to short written textsLS.8 responds to increasingly complex written textsLS.12 communicates for a variety of purposesLS.13 communicates in a range of contextsLS.14 communicates with a range of audiencesInformation and Software TechnologyLS.2.1 uses information and software technology in solving a range of problemsLS.5.3 uses a variety of techniques to present information and software technology
solutions.
A student:MathematicsNLS.13 uses money to purchase goods and servicesNLS.15 plans personal financesPDHPELS.21 uses appropriate communication strategies in a variety of contextsLS.26 uses problem-solving strategies in a variety of contextsVisual ArtsLS.1 experiences a variety of artmaking activitiesLS.6 makes a variety of artworks that reflect experiences, responses or a point
of view.
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 ‘Consumer Choice’ in Commerce
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Years 7–10: Advice on Programming and Assessment (pp 19–28).
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Needs and wants (Note: This focus area relates specifically to ‘needs’ and ‘wants’. Teachers may choose to design other activities to address ‘aspirations’ where appropriate.)Outcome: LS.1Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning Feedback
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.
Students 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
identify the differences between needs and wants. This may include:– identifying the basic needs of all young people for
food, care, clothing, shelter, education and health care
– identifying items that might be desirable but are not essential, eg computer games, CDs, DVDs, fashionable clothing, mobile phones
– sorting real objects and/or using advertising material to make an individual or group poster that differentiates between student ‘needs’ and ‘wants’
– matching photographs/pictures to illustrate the ways in which their basic needs are met, eg parents/carers provide food and shelter, love and well-being, doctors and hospitals provide health care
– recognising that some needs cannot be purchased, eg love, friendship, well-being.
Identification of needs and wants may indicate exploring the differences between needs and wants.
Oral, 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.
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Focus: Where do you get it?Outcome: LS.2Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning Feedback
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.
Students 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
match specific goods and services to appropriate providers. This may involve:– matching pictures of specific goods to a single
provider or place of purchase, eg prescription medicines from a chemist, petrol from a service station, goldfish from a pet shop
– making a poster to indicate goods that can be purchased from multiple providers, eg meat from a supermarket or butcher, fruit from a greengrocer or supermarket
– matching and labelling pictures or photographs to indicate where services may be obtained and/or purchased, eg a hair cut from a hairdresser, a dental check at the dentist, 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.
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, 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.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Rights and responsibilities as a consumer Outcomes: LS.4, LS.10, LS.11, LS.12, LS.13Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher explicitly teaches the rights and responsibilities of
consumers, vendors, providers explicitly teaches the features and conditions related to
store protocols arranges site studies to stores and/or service providers
for the purpose of clarifying the rights and responsibilities of vendors/providers and students as consumers when borrowing, hiring or purchasing goods and services
explicitly teaches the features of basic contracts.Students
responsible consumer behaviour
return hired goods in same condition and on time
participate in role-plays and/or discussions to develop an understanding of how ‘rights’ and ‘responsibilities’ for consumers apply in real life. This could include:– recognising conditions for entering some stores,
eg taking in bags, 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,
eg paying a ‘holding deposit’ which is refunded on return of an item
Participating in role-plays about rights and responsibilities of consumers may indicate exploring rights and responsibilities as a consumer.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ participation in consumer scenarios and identification of some of their rights and responsibilities as consumers.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Rights and responsibilities as a consumer (cont)Outcomes: LS.4, LS.10, LS.11, LS.12, LS.13Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students 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
return hired goods in same condition and on time
recognise the importance of making payments on time
locate information using appropriate strategies
evaluate and order information
take on responsibilities to work independently and as a member of a group
participate with others in site studies to stores and/or service providers for the purpose of clarifying mutual rights and responsibilities. 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, restricted sale of some goods
– recording terms and conditions, rights and responsibilities for purchasing, borrowing, hiring a range of goods following site studies
– present and share the information with others individually and/or as part of a group
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.
Oral, 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
the need for consumer protection
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. An example of a contract is the offer of free time in exchange for a student completing set tasks. Signatures of both the student and teacher represent an acceptance of the terms and conditions of the contract. In detail, 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.
participation in drawing up a sample contract.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Rights and responsibilities as a consumer (cont)Outcomes: LS.4, LS.10, LS.11, LS.12, LS.13Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students 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, personnel and other sources of assistance which individuals can access in relation to legal and commercial issues
explore the implications of the ‘fine print’ in a range of common contracts, eg mobile phone plans, lay-bys. This may include identifying:– individuals or agencies from whom they would seek
assistance before entering into a contract– specific rules, conditions and legal obligations
associated with entering into contracts, eg ensuring that all sections of a contract are read, understood and agreed to before signing
– legal consequences for both parties if the terms and conditions of the contract are not met.
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.
Oral, 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.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Consumer protection Outcomes: LS.4, LS.10, LS.11, LS.12, LS.13Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
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 the need for consumer
protection identify areas where
consumers may need protection
participate in structured role-plays to identify situations where consumers may need protection. This may include:– checking that correct change is given when
purchasing an item – checking that goods are without obvious fault and
are consistent with advertised details, eg price, size, colour
– checking that a service has been provided as requested, eg shoes have been re-soled, a punctured bike tyre has been repaired successfully
Identification of situations in which consumers may need protection may assist students in exploring their rights and responsibilities as consumers.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: identification of
situations in which they may need protection as consumers
the need for consumer protection
recognise the process for redress as a consumer
recognise methods of redress that can be used in a range of consumer scenarios and apply these in structured role-plays. 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
Practising methods of redress in structured role-plays may assist students in exploring their rights and responsibilities as consumers.
participation in a range of consumer scenarios and recognition of methods of redress for consumers.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Consumer protection (cont)Outcomes: LS.4, LS.10, LS.11, LS.12, LS.13Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students 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, personnel and other sources of assistance which individuals can access in relation to legal and commercial issues
locate information using appropriate strategies
evaluate and order information
select and use appropriate written, oral and graphic forms to communicate information
recognise ways of seeking additional assistance to redress consumer dissatisfaction. This may include:– recognising when additional assistance may be
needed to redress consumer dissatisfaction, 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, contacting and communicating with others to redress consumer dissatisfaction.
Recognising when additional assistance may be required and individuals and/or groups that can assist may indicate exploring their rights and responsibilities as consumers and/or indicate identifying appropriate community support personnel and agencies that can assist with commercial and legal problems and issues.
Oral, 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.
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Focus: Look, think, try before you buy Outcomes: LS.7, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
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. (Students may access consumer websites to examine issues associated with purchasing the selected item.)
Students factors that influence
selection of goods and services
identify factors that influence customer choices
within the context of a case study, explore techniques used to persuade consumers to buy a product by listening to and/or viewing a range of multimedia advertisements from television, radio, posters, billboards, catalogues. Techniques that may be discussed include:– use of colour, movement, sound, images– use of high profile people, eg sports or film
personalities – use of language, eg humour, exaggeration, amount of
information provided– use of slogans and jingles, eg ‘everybody needs one’,
‘offer ends soon’– offer of special deals, eg ‘buy one, get one free’
Exploring techniques used to persuade consumers to buy products may assist students to make informed decisions about purchasing goods and services.
Oral, 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.
continued
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Focus: Look, think, try before you buy (cont)Outcomes: LS.7, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students 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
compare prices of products and services. 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, quality and value-for-money for specific items, eg designer or generic brand sports shoes, CD/tape/radio players, across several outlets
– studying online catalogues, telephoning and/or visiting service providers to compare the full costs of similar services across several providers, eg mobile phone plans
– recording information obtained in an appropriate format to demonstrate price comparisons and share this information with others
Comparing prices of products and services may assist students to make informed decisions about purchasing goods and services. 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.
Oral, 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.
factors that influence selection of goods and services
identify factors that influence consumer choices
try appropriate items before purchase. This may include:– identifying appropriate items that can be tried before
purchase, eg clothing– requesting assistance to try items, eg trying shoes or
clothing for fit, comfort and appearance; listening to a chosen track on a CD to confirm choice.
Recognising that some items should be tried before purchase may assist students in making informed decisions about purchasing goods and services.
identification of items that should be tried before purchase so that informed decisions may be made about purchasing the goods.
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Focus: Making an informed purchaseOutcomes: LS.3, LS.4, LS.7, LS.8, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
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.Students
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
identify and follow the steps in a process to make an informed purchase. This may include:– determining the item to be purchased and the funds
available– researching through the internet, catalogues and site
studies to identify whether the item can be purchased from one or more outlets, comparing costs, 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
Examination of influences on consumer behaviour may indicate exploring consumer, financial, legal and employment issues which affect daily life and/or making informed decision about purchasing foods and services.
Oral, 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.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Making an informed purchase (cont)Outcomes: LS.3, LS.4, LS.7, LS.8, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students purchasing goods and
services locate appropriate
outlets to purchase goods
locate items to be purchased
make payment appropriately
purchase the item. 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, quality, 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.
Purchasing the item may indicate purchasing goods and services and/or making informed decisions about purchasing goods and services.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ purchase of goods and/or services.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
8.5 Work Education Years 7–10 Life Skills unit: The world of work
Unit title: The world of workDescription: This unit involves students in developing skills and strategies to participate in personal transition planning. Students explore the roles of a range of services in the community, and experience a range of training and workplace environments. Learning activities address selected ‘learn about’ and ‘learn to’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students. 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 ResourcesA student:LS.1 explores the nature of work and the workplaceLS.3 identifies the roles and responsibilities of a variety of organisations in the
communityLS.4 identifies appropriate support personnel and agencies in the communityLS.5 recognises the roles of education, employment and training systemsLS.6 explores strategies that facilitate effective planning for and management of
transition to further education, training and employmentLS.7 communicates personal preferences and choices within the context of planning
for transition to further education, training and employment LS.8 recognises skills for effective participation in the workplaceLS.10 evaluates personal skills and strengths to facilitate participation in pathways
planningLS.11 uses a variety of strategies to locate and select informationLS.12 uses a variety of strategies to organise and communicate information.
Contact details for education, training and employment service providersImages and video excerpts related to work safetyComputer hardware, multimedia and word-processing software and access to the internetWebsitesAustralian National Training Authority: http://www.anta.gov.auAustralian Government Department of Education, Science and Training (Enterprise and Career Education Foundation): http://www.ecef.com.auWADU Resource (vocational education resources for Indigenous students and communities):
http://www.ecef.com.au/WaduResource/WADU_PC.htm myfuture website: http://www.myfuture.edu.auAustralian Council for Trade Unions (worksite for schools):
http://www.worksite.actu.asn.auAustralian Government Department of Employment and Workplace Relations:
http://www.workplace.gov.auResources produced by the NSW Department of Education and TrainingThe Student Guide to Workplace LearningThe Employment Related Skills Logbook and Support SupplementSchool to Work Planning Teacher ResourceWRAPS Careers: What Do You Want to Be? (video)
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
LinksA student:DramaLS.1.3 participates in drama experiences in which role-taking is used to enhance their
understanding of ideas and feelingsEnglishLS.4 uses spoken language to communicate with a range of audiencesLS.10 composes increasingly complex written textsLS.12 communicates for a range of purposesLS.13 communicates in a range of contextsLS.14 communicates with a range of audiencesLS.17 uses individual and collaborative skills in the learning processGeographyLS.1 experiences a range of environmentsLS.2 moves around in the environment.
A student:Information and Software TechnologyLS.5.3 uses a variety of techniques to present information and software technology
solutionsPDHPELS.5 uses appropriate behaviours in social situationsLS.7 uses appropriate strategies to initiate and manage relationshipsLS.10 recognises and responds to safe and unsafe situationsLS.11 demonstrates safe practices that promote personal wellbeingLS.22 uses appropriate strategies in response to at-risk situationsLS.26 uses problem-solving strategies in a variety of contextsVisual ArtsLS.6 makes a variety of artworks that reflect experiences, responses or a point
of view.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 ‘The World of Work’ in Work Education Years 7–10: Advice on Programming and Assessment (pp 16–33).
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Planning aheadOutcomes: LS.5, LS.6, LS.7, LS.10, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
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.Students
planning and managing the transition to further education, training and employment
strategies for organising information
formats for communicating information
evaluate and order information
select and use appropriate written, oral and graphic forms to communicate information
participate in discussions about the importance of planning ahead and engage in processes that will facilitate planning. Activities may include using a daily and/or weekly school diary or timetable to plan ahead for specific events such as excursions, weekend trips, enrolling for the forthcoming sports season
Using a daily and/or weekly diary or timetable to plan ahead may indicate using a variety of strategies to organise and communicate information.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: demonstration of a
range of strategies to plan ahead
education and training systems
planning and managing the transition to further education, training and employment
planning processes to assist transition to further education, training and employment
recognise current education and training options
explore education and training options with family, carers and friends
explore options and requirements for education, 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. 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, training and/or employment
– identifying the time and place for the meeting– identifying the people who will attend the meeting
and the ways in which they can assist the student
Recognising the goals of transition planning may assist students in communicating personal preferences and choices within the context of planning for transition to further education, training and employment.
identification of the goal of transition planning.
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Focus: Planning ahead (cont)Outcomes: LS.5, LS.6, LS.7, LS.10, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students identifying personal
skills and strengths identify personal skills
and strengths 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. 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, eg inside/outside– preferred hobbies and interests – personal attributes such as
negotiation/communication/listening skills, patience, perseverance, 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, resolve conflict, deal with criticism, punctuality, personal care and presentation
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.
Oral, 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, preferences and choices and give reasons for these
map personal skills and strengths in the context of pathways planning
participate in simulated transition planning meetings. Students may use their folios as the basis for asking questions and seeking clarification about options for further education, training and employment. The scenarios should also provide an opportunity for students to defend a personal point of view about preferred options and choices
Participation in structured role-plays may assist students in communicating personal preferences and choices within the context of planning for transition to further education, training and employment.
participation in simulated transition planning meetings and communication of personal preferences and choices.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Planning ahead (cont)Outcomes: LS.5, LS.6, LS.7, LS.10, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students linking personal skills
to pathways planning participate in pathways
planning participate in a scheduled transition planning meeting.
This may include:– using the information in their folio to express
preferences– participating in decision-making processes,
eg expressing a point of view – listening, identifying and recording actions to be taken
following the meeting– determining the timeframe for subsequent meetings– undertaking actions agreed to at the meeting.
Participation in a transition planning meeting may indicate communicating personal preferences and choices within the context of planning for transition to further education, training and employment and/or evaluating personal skills and strengths to facilitate participation in pathways planning.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ active participation in the transition planning meeting.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Services in the communityOutcomes: LS.3, LS.4, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher provides information on the roles and functions of a
variety of departments, agencies, businesses and services in the community
assists students to recognise the ways in which specific departments, agencies, businesses and/or services in the community can assist in meeting their individual needs.
Students 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, businesses, services or personnel that can assist with individual support needs
locate information using appropriate strategies
select relevant information from identified sources
identify agencies that can be accessed to meet individual needs, eg RTA for applications for a learner’s permit; bank for opening a personal account; automatic tellers in banks for withdrawing money using a keycard; police & community youth club for information on leisure activities; Medicare office to apply for a Medicare card; public transport authority to ascertain which railway stations have ramps and/or lifts; Centrelink for payments and assistance with jobs. This may include:– matching pictures, photographs, text to indicate the
roles and functions of departments, agencies, businesses and services in the community
– identifying individual needs for support and indicating the appropriate department, agency, business and/or service that can provide assistance
– recording the function and contact details of relevant departments, agencies, businesses and services in an appropriate format.
Identification of relevant service providers to meet individual needs may involve identifying appropriate support personnel and agencies in the community.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm the identification of, and contact with, agencies and organisations that can assist in meeting individual needs.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: What’s work all aboutOutcomes: LS.1, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
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.
Students 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
strategies for organising information
formats for communicating information
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, oral and graphic forms to communicate information
explore different types of work, where specific work is undertaken, and the reasons why people work. This may involve:– sorting and matching photographs/pictures to identify
what is work and what is not work– recognising the different types of work such as paid,
unpaid and voluntary work, full-time, part-time or casual work, 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, alone or with others, eg she is a doctor and she works in a hospital; he is a builder and he works outside; she sells jewellery and she works in a department store
– recording the information obtained on a poster or multimedia presentation.
Exploring 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.
Oral, 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.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Experiencing training and workplace environmentsOutcomes: LS.1, LS.6, LS.8, LS.9, LS.10, LS.12Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher organises site visits to a range of education, training and
workplace environments assists students to participate in workplace experiences.Students
planning and managing the transition to further education, training and employment
the types and variety of workplaces
visit a range of education, training and employment environments to observe the work of packers, cashiers and assistants in retail outlets, machine operators in a factory, parks and gardens personnel at council facilities, assistants at a preschool
recognise the links between the types of work and workplace environments
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. This may include visits to:– a TAFE or community college to observe training
programs/workshops, eg panel-beating, food service– training sites in the community, eg apprentices
working at a smash repair shop, trainees working at a child care centre
– indoor/outdoor workplaces, eg retail outlets, council parks and gardens
– individual or team workplaces, eg train guard, fast food outlet
– voluntary and paid work, eg green or pink ladies at a hospital; a packer in a factory
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, training and employment and/or investigating the nature of work and the workplace.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: participation in site
studies to observe and experience a variety of training and/or work environments
strategies for organising information
strategies for communicating information
evaluate and order information
select and use appropriate written, oral 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, 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.
recording their observations and experiences of work and training site studies in an appropriate format.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Experiencing training and workplace environments (cont)Outcomes: LS.1, LS.6, LS.8, LS.9, LS.10, LS.12Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students employee
responsibilities
planning and managing the transition to further education, training and employment
demonstrate skills that lead to effective participation in the workplace
set goals, establish preferences and choices in relation to education, training and employment
within structured role-plays, outline their preferences for participation in training and/or workplace experiences, and demonstrate the skills necessary for effective participation in training and/or workplace experiences
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.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: communication of
preferences for participation in training and/or workplace experiences
employee responsibilities
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, reliability, appropriate personal and interpersonal skills, enthusiasm
Identifying factors necessary for effective participation in training and/or workplace experiences may involve recognising skills for effective participation in the workplace.
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 the skills they already have may involve evaluating personal skills and strengths to facilitate participation in pathways planning.
recording of the skills they already have in an appropriate format.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Experiencing training and workplace environments (cont)Outcomes: LS.1, LS.6, LS.8, LS.9, LS.10, LS.12Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students a range of workplace
experiences participate in workplace
experiences participate in a range of simulated training and/or
workplace experiences within the school where a range of workplace skills can be explored. This may include:– communicating and behaving appropriately with
others– working safely– dressing appropriately– staying on task and attending to own work
Participating in simulated training and/or workplace experiences within the school may involve investigating the nature of work and the workplace.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: demonstration of
workplace skills in the context of simulated training and/or workplace experiences within the school
participate in a range of training and/or workplace experiences in the community. 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, reliability, honesty, appropriate personal and interpersonal skills, work habits and enthusiasm
– comply with rules and requirements for workplaces such as wearing and using appropriate protective equipment
– identify, locate and communicate with appropriate personnel in the workplace who can provide assistance if needed.
Participating in training and/or workplace experiences in the community may involve investigating the nature of work and the workplace.
participation in a range of training and/or workplace experiences.
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Life Skills Years 7–10: Advice on Planning, 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.
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.boardofstudies.nsw.edu.au).
Unit number
Syllabus Unit title Unit description
9.1 Technology (Mandatory)
What do you make of it?
This unit involves students in designing, producing and evaluating an individual project that may include a bag (Accessories Design), bracelet (Jewellery Design), planter box or toy (Industrial Design) or T-shirt (Fashion Design). A range of technologies and materials may be used to make a product. Safe and responsible use of materials, tools and techniques by students is essential in the Technology (Mandatory) course and teachers should consider this when delivering this unit.
9.2 Agricultural Technology
Vegetable production enterprise
This unit involves the planting, growing and harvesting of vegetables and the marketing of vegetable products. Students use a variety of plants, materials and tools in the plant production process. A variety of growing environments may be used such as pots, hydroponics and/or garden plots. Safe and responsible use of materials, tools and techniques by students is essential in the Agriculture Technology course. Teachers should consider this when delivering this unit of work.
9.3 Design and Technology
Storage matters
This unit involves students exploring storage solutions and producing and evaluating their own storage device. Students may develop their own designs, individualise a design provided by the teacher or embellish a completed storage device. A range of technologies may be used in constructing and/or embellishing the storage device.
9.4 Food Technology
Celebrations This unit involves students participating in a range of practical activities that highlight the importance and role of food in celebrations. Students plan and prepare a range of food items in the context of small-scale catering activities for celebrations within the school. They demonstrate safe handling, preparation and storage of food items in the context of these projects.
9.5 Graphics Technology
Stand-out logos
This unit involves students in the development of either 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. The logo design is produced using a variety of media, techniques and/or computer technology.
9.6 Industrial Technology
Timber utility box
This unit involves students in the design, development and production of a timber utility box. Students design their own timber utility box, personalise a design or embellish an existing timber box with appropriate
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Unit number
Syllabus Unit title Unit description
9.7 Information and Software Technology
School events in digital
This unit introduces students to a variety of digital media. Students learn to operate a variety of computer hardware and software in the creation of a multimedia presentation to record a significant school event.
9.8 Textiles Technology
Creating with fabrics
This unit involves students creating with fabrics to produce decorated fabric items. Students may design a decorated fabric item, personalise a design or embellish an existing fabric item with appropriate decorations.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
9.1 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, producing and evaluating an individual project that may include a bag (Accessories Design), bracelet (Jewellery Design), planter box or toy (Industrial Design) or T-shirt (Fashion Design). A range of technologies and materials may be used to make a product. Safe and responsible use of materials, 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. 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 OutcomesA student:LS 1.1 recognises that a process is used to produce design projectsLS 1.2 recognises factors that influence designLS 2.1 gathers and uses information in the context of producing design projectsLS 2.2 uses a variety of techniques to communicate ideas in the context of producing
design projectsLS 3.2 selects the appropriate tools, equipment and materials for specific design
projectsLS 3.3 demonstrates safe practices in the use of materials, tools and equipment in the
context of producing a design projectLS 3.4 cares for materials, tools and equipmentLS 5.1 participates in producing design projectsLS 6.1 evaluates the success of completed design projectsLS 6.2 evaluates the design of everyday products in terms of intended use.
ResourcesAccess to computer hardware such as digital cameras, scanners and software such as word-processingExamples and images of bags, bracelets, planter boxes and T-shirtsA variety of embellishments such as tassels, studs, sequins, stencils, transfers, stickersA variety of materials that could include beads, shells, vinyl, leather, timber, jewellery thread, plastic, calico, denim, hessian, canvas, closing devices, handlesA variety of finishes that could include paint, wood stain, lacquerA variety of tools and equipment for the making of the product
LinksA student:EnglishLS.11 views and responds to a range of visual texts, media and multimediaLS.12 communicates for a variety of purposesInformation and Software TechnologyLS.5. uses a variety of techniques to present information and software technology
solutions.
A student:MathematicsDLS.2 gathers, organises and displays dataMLS.5 responds to the language of measurement in everyday contextsMLS.6 uses the language of measurement in everyday contextsMLS.8 estimates and measures length and distanceSGLS.4 responds to the language of positionSGLS.5 uses the language of position in a variety of situationsVisual ArtsLS.1 experiences a variety of artmaking activitiesLS.2 explores a variety of materials, techniques and processes.
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 ‘Toy Maker’ in Technology (Mandatory) Years 7–8: Advice on Programming and Assessment (pp 24–38).
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Function of a variety of productsOutcomes: LS.1.2, LS.2.1, LS.2.2, LS.6.2Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher displays a variety of products that may include a bag
(Accessories Design), bracelet (Jewellery Design), 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.
Students considering the design
of everyday objects in terms of meeting their end use
evaluate everyday products in terms of their– function, finish,
appeal– usefulness, durability– stability, ergonomics– construction, safety– materials used
explore the function of a variety of products such as bags (Accessories Design), bracelets (Jewellery Design), planter boxes, toys (Industrial Design) or T-shirts (Fashion Design). This may include:– collecting and exploring examples and/or pictures of a
variety of products from home, school and the local community, eg consider the appeal of bracelets, the construction, safety and stability of planter boxes, 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, bracelets, planter boxes and T-shirts, eg ‘Which bag is the most useful for taking to the beach?’, ‘Which of these T-shirts would be most suitable to wear for sport?’
Exploring the different uses of products may involve evaluation of the design of everyday products in terms of intended use.
Oral, 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.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Function of a variety of products (cont)Outcomes: LS.1.2, LS.2.1, LS.2.2, LS.6.2Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students considering the design
of everyday objects in terms of meeting their end use
evaluate everyday products in terms of their– function, finish,
appeal– usefulness, durability– stability, ergonomics– construction, safety– materials used
recognise features that enhance the functions of various products, eg closing devices for bags and bracelets, the weight of materials used for planter boxes, the durability of decorations or embellishments on T-shirts, the durability of wooden toys
Recognising the features that enhance the function of products may involve evaluation of the design of everyday products in terms of intended use.
Oral, 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
using a variety of communication techniques
use techniques to communicate ideas
establish and maintain a record of their involvement at each step of the design process 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 for producing the
project– evaluation of the project.
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.
recording of their participation in the design process in an appropriate format.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Selecting a product designOutcomes: LS 1.2, LS 2.1, LS 2.2Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher provides examples of completed projects, eg bags made
from different materials such as denim, calico; bracelets made using different materials such as shells or beads; planter boxes with different finishes such as stained or painted; T-shirts with screen printing or embellishments; a variety of wooden toys
provides access to computer technology and internet to assist students in the design process.
Students 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
participate in designing and producing a product
select a project from either the examples provided or from their own research and personal preference. 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 colour, size, decorations– generating designs that take into account the function
and purpose of the project using computer graphics software.
Selection of an appropriate project may involve gathering and using information in the context of producing design projects and/or recognising factors that influence design.
Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ selection of an appropriate project.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Planning steps for producing a productOutcomes: LS.1.1Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher provides a personalised step-by-step plan of the steps in
the production process.Students
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, equipment and materials
– producing a design project
– evaluating a design project
recognise the steps in the personalised step-by-step plan. 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.
Identification of steps in the production process may indicate recognising that a process is used to produce design projects.
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.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Safe use of tools, equipment and materials in producing a productOutcomes: LS.3.1, LS.3.2, LS.3.3, LS.3.4Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher introduces the specific tools necessary for the project explicitly teaches and models safe work practices when
using the identified materials, tools and equipment and provides opportunities for supervised practice
explicitly teaches and demonstrates care and storage of tools and equipment used in the project.
Students 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
select tools, equipment and materials necessary for the completion of the project
Selection of tools, equipment and materials may indicate selecting appropriate tools, equipment and materials for specific design projects.
Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: identification of
appropriate materials, tools equipment
factors that influence safety – in the classroom– in specialist rooms– in external areas
the application of Occupational Health and Safety practices
recognise factors that influence the safety of conditions
recognise properties of materials, equipment and tools that make them dangerous
use safe work practices when using materials, tools and equipment. This may include:– recognising rules for the safe use of materials, tools
and equipment– using materials, 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 and equipment in the context of producing a design project.
demonstration of safe use of materials, tools equipment.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Safe use of tools, equipment and materials in producing a product (cont)Outcomes: LS.3.1, LS.3.2, LS.3.3, LS.3.4Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students caring for materials,
tools and equipment store materials, tools
and equipment appropriately
keep workplace clean and clear of hazards
store materials, tools and equipment appropriately during the production process. This may include: – returning materials, tools and equipment to their
storage space after use– tidying the work area– reporting any faults or damage to tools and equipment.
Appropriate storage of items and the maintenance of a tidy work area may indicate caring for materials, tools and equipment.
Oral, 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.
Focus: Producing the productOutcome: LS.5.1
Teacher reviews the personalised step-by-step plan for the
production of the project, modelling each activity as required.
Students 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
follow the steps to complete a design project
participate in the production process for the project according to the personalised step-by-step plan. This may involve:– making a product, eg bag, bracelet, planter box, T-shirt
or toy using the selected design and materials; and/or– embellishing/decorating a bag, T-shirt, planter box or
toy using the selected design and materials.
Participation in the production of a product may involve participating in producing design projects.
Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ demonstration of following the plan and use of materials, tools and equipment in the production process.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Evaluating the completed productOutcomes: LS.2.2, LS.6.1Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher assists students to evaluate the product facilitates students sharing their experiences of the
production process with others.Students
evaluating a design project in terms of – function– aesthetics– available resources– social and cultural
appropriateness– environmental
impact– marketability
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, society and environment
use techniques to communicate ideas
evaluate their product in terms of function and aesthetics. This may include:– responding to questioning such as, ‘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
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.
Oral, 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
using a variety of communication techniques
use techniques to communicate ideas
share the information in their folio with others. This may include:– displaying the folio in a prominent place in the school– describing aspects of their folio to others – participating in discussion and answering questions
about the folio and activities represented in it.
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.
sharing their information with others in an appropriate format.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
9.2 Agricultural Technology Years 7–10 Life Skills unit: Vegetable production enterprise
Unit title: Vegetable production enterpriseDescription: This unit involves the planting, growing and harvesting of vegetables and the marketing of vegetable products. Students use a variety of plants, materials and tools in the plant production process. A variety of growing environments may be used such as pots, hydroponics and/or garden plots. Safe and responsible use of materials, tools and techniques by students is essential in the Agriculture Technology course. Teachers should consider this when delivering this unit of work. 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 ResourcesA student: BooksLS.1 experiences a range of plant and animal production enterprisesLS.2 investigates some environmental factors that affect plant and animal
productionLS.4 explores how agricultural production contributes to our daily livesLS.5 participates in the production process of an agricultural enterpriseLS.6 participates in marketing an agricultural productLS.10 uses information and communication technologies to collect, organise
and present information related to an agricultural enterpriseLS.12 selects appropriate equipment, materials and tools to meet the
requirements of an agricultural enterpriseLS.13 demonstrates safe practice in the use of equipment, materials and toolsLS.14 maintains and cares for equipment, materials and tools.
Bannerman, S., Thornthwaite, S. and Gant, L. (2001) Enterprising Agriculture. Sydney: Macmillan Education Australia
Brown, L, Hindmarsh, R and McGregor, R. (1998) Dynamic Agriculture Book 1, Sydney: McGraw-Hill
Brown, L. Hindmarsh, R and McGregor, R. (1999) Dynamic Agriculture Book 2, Sydney: McGraw-Hill
Francis, R., Hanlon, M. and Ramsay, B. (1990) Agriculture and You. Melbourne: Nelson Australia
Sutherland, J.A. (1980) Introduction to Agriculture. New York: McGraw Hill Workboot series books and resources Cloverdale. W.A. Kondinin Group Yates (2002) Yates Garden Guide. HarperCollins Publishers (Australia)Tools such as garden spade, rake, hoe, hose, sprinkler, hand toolsMaterials/Equipment such as pots, garden bed, soil, potting mix, seeds, seedlings, water, fertiliser, gloves, face masks, pest control products
LinksA student:CommerceLS.2 recognises ways in which people obtain goods and services in the local
communityLS.8 purchases goods and services EnglishLS.2 listens for a variety of purposes in a range of contextsLS.5 recognises visual texts in a range of contextsLS.6 uses visual texts in a range of contextsLS.7 reads and responds to short written textsLS.9 writes short texts for everyday purposesLS.11 views and responds to a range of visual texts, media and multimedia.
A student:Information and Software TechnologyLS.5.3 uses a variety of techniques to present information and software technology solutionsMathematicsMLS.5 responds to the language of measurement in everyday contextsMLS.6 uses the language of measurement in everyday contextsScienceLS.9 recognises characteristics of and changes in living thingsLS.14 recognises that living things depend upon each other and on their environmentsVisual ArtsLS.6 makes a variety of artworks that reflect experiences, responses or a point of view.
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 ‘Vegetable Production Enterprise’ in Agricultural Technology Years 7–10: Advice on Programming and Assessment (pp 23–30).
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Vegetable products Outcomes: LS.4, LS.10Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher provides samples of vegetables in their unprocessed and
processed states demonstrates how fresh vegetables can be
prepared/processed in the context of making a meal, using safe and hygienic practices
assists students in recording their involvement at each step of the production process in a folio/workbook.
Students agricultural products
and their uses identify the different
types of products that are derived from animals or plants
experience vegetables in their unprocessed and processed states. This may include:– distinguishing between unprocessed and processed
vegetables by viewing, feeling, smelling and/or tasting using safe and hygienic practices
– identifying the parts of vegetables that are suitable for eating
– preparing/processing vegetables in the context of making a meal using safe and hygienic practices, eg prepare salad ingredients for a BBQ, use vegetable peeler and knife to prepare carrots for eating
Experiencing vegetables in their unprocessed and processed states may involve exploring how agricultural production contributes to our daily lives.
Oral, 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
organising and presenting data collected
print and display information for an identified purpose
establish and maintain a folio/workbook of their involvement at each step of the production process. 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.
Recording their involvement in the production process in a folio/workbook may involve using information and communication technologies to collect, organise and present information related to an agricultural enterprise.
recording of their involvement in the production process in an appropriate format.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Planning and preparation Outcomes: LS.1, LS.2, LS.5, LS.6, LS.12Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher assists students to determine the nature, location, 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, materials and equipment.
Students 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
determine the nature of the enterprise. 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
Recognising the purpose, 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.
Oral, 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
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. This may involve students considering:– environmental factors necessary for germination and
growth of plants, eg access to sunlight and rainfall, protection from wind
– available resources– accessibility
Selection of an appropriate location for plant germination and growth may indicate investigating environmental factors that affect plant and animal production.
selection of an appropriate location for the enterprise.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Planning and preparation (cont)Outcomes: LS.1, LS.2, LS.5, LS.6, LS.12Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students the nature and
purpose of a range of tools, equipment and materials
establishing supply and demand requirements
select tools and equipment in relation to an agricultural project
select materials in relation to an agricultural project
calculate requirements to meet the demand
determine and gather/purchase the tools, materials and equipment needed for the production process. This may include:– growth media, pots, fertiliser– appropriate numbers of packets of seeds/punnets of
seedlings– the necessary tools, materials and equipment
Determination and selection of items may indicate selecting appropriate tools, equipment and materials to meet the requirements of an agricultural enterprise and/or participating in the production process of an agricultural enterprise.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: selection of
appropriate tools, materials and equipment
growing a range of suitable crop plants using a variety of production systems
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. 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, recognising
the activities at each step.
Determination of the planning steps may indicate experiencing a range of plant and animal production enterprises and/or participating in marketing an agricultural product.
identification of steps involved in growing, harvesting and marketing vegetable products.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Safe use of equipment, materials and toolsOutcomes: LS.13, LS. 14Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher explicitly teaches, demonstrates and supervises the safe
use and handling of tools, potting mix, agricultural chemicals, and the use of personal protective equipment in the context of the project
explicitly teaches routines to maintain and care for tools, materials and equipment.
Students the application of
Occupational Health and Safety practices
use a mask and gloves when handling potting mix, fertilisers, pesticides and herbicides
use materials, tool and equipment safely in the context of projects
carry and transfer tools, materials and equipment safely
use tools and personal protective equipment safely in the context of the production process. This may involve:– putting on safety equipment, eg gloves and face
masks when using potting mix and/or agricultural chemicals
– recognising rules for the safe use of tools and equipment
– carrying and using materials, tools and equipment appropriately, safely, under supervision and in accordance with instructions, eg mixing nutrient solutions in the correct ratios for a hydroponic system
Appropriate and safe use of tools and personal protective equipment may involve demonstrating safe practices in the use of equipment, materials and tools.
Oral, 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, materials and tools
undertake regular maintenance
store materials, tools and equipment appropriately
regularly clean materials, tools and equipment after use
keep work environments clear and clean
apply routines to appropriately maintain and care for materials, tools and equipment during the production process. This may include: – returning equipment, materials and tools to their
storage space after use– carrying out routines for the cleaning of materials,
tools and equipment after use– tidying the work environment– reporting unsafe equipment and/or dangerous
situations.
Appropriate routines to maintain and care for items may indicate maintaining and caring for equipment, materials and tools.
demonstration of routines for the care and maintenance of equipment, materials and tools.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Planting and caring for vegetable plantsOutcomes: LS.5, LS.10, LS.13Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher reviews the step-by-step plan for the production process
and assigns tasks to class members demonstrates, assists and supervises planting of
seedlings/seeds demonstrates, assists and supervises tending of plants.Students
requirements for seed germination
conditions for effective growth and production
processes for transplanting plants
the application of Occupational Health and Safety practices
plant seeds or seedlings using appropriate techniques
maintain vegetable plants
transplant seedlings when necessary using appropriate techniques
use a mask and gloves when handling potting mix, fertilisers, pesticides and herbicides
engage in the planting and care of plants by following the step-by-step plan. This may involve:– planting seeds in pots or garden beds– transplanting seedlings– tending plants, eg watering, weeding, fertilising plants
and controlling for pests using safe practices
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, materials and tools.
Oral, 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
using measuring devices to collect data
organising and presenting data collection
measure an aspect of a plant or animal production system in relation to yield or growth
print and display information for an identified purpose
observe and record in their folio/workbook features of the plants at regular intervals, eg number, size, colour, growth rate, and yield. This may involve:– observing and/or photographing plants – measuring and/or describing features of plants– tabulating and/or graphing plant development.
Observation and record keeping may involve using information and communication technologies to collect, organise and present information related to an agricultural enterprise.
recording of the growth of the vegetable seedlings in an appropriate format.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Harvest, process and store vegetable produceOutcome: LS.5Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher demonstrates, assists and supervises the harvesting,
storage and processing of vegetable produce.Students
harvesting methods for particular plant species
harvest crop using appropriate techniques
harvest vegetables appropriately Use of harvesting techniques may indicate participating in the production process of an agricultural enterprise.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: demonstration of
appropriate and safe techniques for harvesting vegetables
techniques used to control ripening and preservation post-harvesting
use strategies to control ripening processes and preserve crop post-harvest
store and/or process vegetables appropriately. 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, eg washing, sorting
– dividing vegetables into bundles or placing in bags, according to weight, size or number
– preparing, packaging and labelling products.
Storage and processing of produce may indicate participating in the production process of an agricultural enterprise.
demonstration of appropriate techniques for processing and storing vegetables.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Marketing vegetable productsOutcomes: LS.6Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
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, take orders and distribute the vegetable products.
Students marketing strategies
to meet supply, demand and consumer preferences
market product in the context of the purpose of the project
produce, display and distribute promotional material to potential customers in the school community. This may involve:– visiting local retail outlets or markets to explore
promotional material, product presentation and pricing
– selecting appropriate advertising material – creating posters from magazine cuttings, brochures,
seed packets and photographs taken during the enterprise
– creating video/audio/multimedia advertisements– arranging tastings of vegetable products
Production of advertising material may indicate participating in marketing an agricultural product.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: selection and use of
information, images and techniques to create effective marketing materials
take orders for vegetable products in the school community. This may involve: – developing an appropriate order form– distributing order forms – recording orders
Collection of orders may indicate participating in marketing an agricultural product.
design of an order form and demonstration of skills in taking orders for vegetable products
distribute products to customers in the school community. This may involve:– collecting payments– recording payments.
Distribution of products may indicate participating in marketing an agricultural product.
demonstration of skills in distributing vegetable products to customers.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Evaluating the vegetable production processOutcomes: LS.5, LS.10Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher facilitates students sharing their experiences of the
enterprise with others.Students
techniques for reviewing project processes in relation to yield and quality
review the project in terms of yield and quality
evaluate the vegetable production enterprise in terms of quality and yield. 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, in the folio/workbook, the reactions of
customers to the product– making suggestions in their folio/workbook about
how the production process could be improved or replicated
– responding to questioning such as, ‘What were the advantages and disadvantages of the garden site we chose?’ ‘How were we able to control for pests?’ ‘What could be changed to improve the quality and yield?’
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, organise and present information related to an agricultural enterprise.
Oral, 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
share their experiences of the production process with others. This may involve:– displaying the folio/workbook in a prominent place in
the school– developing a multimedia presentation.
Sharing their experiences of the production process with others may involve using information and communication technologies to collect, organise and present information related to an agricultural enterprise.
communication of their participation in the production process with others in an appropriate format.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
9.3 Design and Technology Years 7–10 Life Skills unit: Storage matters
Unit title: Storage mattersDescription: This unit involves students exploring storage solutions and producing and evaluating their own storage device. Students may develop their own designs, individualise a design provided by the teacher or embellish a completed storage device. A range of technologies may be used in constructing and/or embellishing the storage device. Safe and responsible use of materials, tools and techniques by students is essential in the Design and Technology course. Teachers should consider this when delivering this unit of work. 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 ResourcesA student: A variety of storage devices and items to be stored
Access to computer hardware such as digital cameras, scanners and computer software such as graphics, word-processing, spreadsheets, desktop publishing, multimedia Access to books and other print and electronic media for researchMaterials, tools and equipment appropriate to the selected projectOff-cuts and samples of materials for practice purposesExamples and images of completed projects and modifications/embellishmentsPrefabricated templates from which to construct the project, eg cake boxes and gift bags
LS.1.1 recognises that a process is used to develop design solutionsLS.1.2 considers factors that influence designLS.3.1 evaluates the work of designers in terms of the benefits to the individual,
society and environmentsLS.5.1 gathers and uses information to generate design solutionsLS.5.2 uses a variety of technologies to present design solutionsLS.6.1 selects and uses appropriate processes and techniques in the context of
producing design projectsLS.6.2 participates in producing design projectsLS.6.3 demonstrates safe practices in the use of equipment and the implementation of
techniquesLS.6.4 cares for materials, tools and equipment.LinksA student:EnglishLS.12 communicates for a variety of purposesIndustrial TechnologyLS.1.2 demonstrates safe practices in the use of materials, tools and equipmentLS.2.1 recognises that a process is used to design and make projectsLS.2.2 selects appropriate tools to undertake projectsLS.3.1 selects and uses appropriate materials to undertake projectsLS.6.1 evaluates the success of projectsInformation and Software TechnologyLS.5.3 uses a variety of techniques to present information and software technology
solutions.
A student:MathematicsMLS.5 responds to the language of measurement in everyday contextsMLS.6 uses the language of measurement in everyday contextsSGLS.4 responds to the language of positionSGLS.5 uses the language of position in a variety of situationsVisual ArtsLS.2 explores a variety of materials, techniques and processes.
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 ‘Safe and Sound’ in Design and Technology Years 7–10: Advice on Programming and Assessment (pp 21–29).
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Function of storage devicesOutcomes: LS.1.1, LS.1.2, LS.5.2 Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher displays a variety of storage devices, eg plastic bags,
string bags, shoe boxes, plastic bottles displays a variety of items to be stored, eg CDs, hot and
cold drinks/food, 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.Students
factors that influence design
consider the factors that influence design in the context of a design project
identify storage devices that are commonly used in the home and the items that are stored in them, eg fridge, cupboards, wardrobes, tubs, canisters, jewellery box
Identification of a range of storage devices in the home and their uses may indicate considering factors that influence design.
Oral, 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
factors that influence design
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, eg lockers, bags, cupboards, storerooms
Identification of a range of storage devices in the school and their uses may indicate considering factors that influence design.
identification of the range and purpose of storage devices in the school
factors that influence design
consider the factors that influence design in the context of a design project
experiment with storing and carrying items in a range of devices. 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
Experimenting with a range of storage devices to store and carry a range of items may involve considering factors that influence design.
identification of appropriate storage solutions for a range of items.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Function of storage devices (cont)Outcomes: LS.1.1, LS.1.2, LS.5.2 Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students factors that influence
design consider the factors that
influence design in the context of a design project
explore factors such as safety, security and privacy that influence the way people store items. These may include:– safety, eg chemicals and medication in childproof
containers, knives in knife blocks, food in refrigerator or cool pack
– security, eg cash and valuables in lockable cash box or safe
– privacy, eg personal documents in a lockable drawer
Exploration of the factors that lead to the way we store items may indicate considering factors that influence design.
Oral, 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
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
establish and maintain a record of their involvement at each step of the design process in a folio. 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.
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.
recording of their participation in the design process in an appropriate format.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Exploring features of storage devicesOutcomes: LS.1.2, LS.3.1Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher provides examples, images and diagrams of a range of
storage devices.Students
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
explore features of storage devices such as placement, dimensions, functions, aesthetics, portability, durability and cost. Examples could include packaging for food products, a CD holder, school bag, handbag/wallet. 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.
Identification of design features of a variety of storage devices may involve considering factors that influence design.
Oral, 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.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Selecting a storage design projectOutcomes: LS.5.1, LS.6.1Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher provides examples of storage design projects, eg CD
holders made from timber or acrylics, bags made from textiles, prefabricated projects such as magazine holders, commercially produced kits and gift bags
provides access to research materials for the development of a storage design project.
Students producing a design
project obtaining information
form a variety of sources
participate in producing a design project
access sources of information including electronic media, newspapers, libraries, the internet, CD-ROMs
select a storage design project. This may include:– personalising an existing storage solution, eg using
colour, stencils, decoupage, adding handles, adding material to stabilise an object such as Velcro, attaching a lock onto a container, changing the surface texture of a container; and/or
– selecting an appropriate construction kit or prefabricated storage solution; and/or
– producing a storage design project from personal research.
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.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ selection of an appropriate project.
Focus: Planning steps for producing the storage design projectOutcome: LS.1.1
Teacher provides a personalised step-by-step plan of the steps in
the production process.Students
the steps in a design process
recognise the steps in a design process
recognise the steps in the personalised step-by-step plan. 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.
Identification of the steps for producing the project may indicate recognising that a process is used to develop design solutions.
Oral, 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.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Safe use of tools, equipment and materials in producing the storage design projectOutcomes: LS.6.3, LS.6.4Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher explicitly teaches and models safe work practices when
using materials, tools and equipment and provides opportunities for supervised practice
explicitly teaches and demonstrates routines to care for and store tools, materials and equipment.
Students the application of
Occupational Health and Safety practices in relation to– handling and using
a variety of materials
– handling and using hand tools, power tools and appliances
– handling and using machine and computer equipment
– safe lifting practices
identify properties of materials, equipment and tools that make them dangerous
use materials, tools and equipment safely in the context of projects
use safe work practices when using materials, tools and equipment in the context of the project. This may include:– recognising rules for the safe use of materials, tools
and equipment– using materials, tools and equipment safely and
appropriately under supervision
Use of safe practices may involve demonstrating safe practices in the use of equipment and the implementation of techniques and/or caring for materials, tools and equipment.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: demonstration of safe
practices when using materials, tools and equipment
routines for care of materials, tools and equipment
store materials, tools and equipment appropriately
keep workplaces clean and tidy
follow routines to care for and store materials, tools and equipment during the production process. This may include:– returning materials, tools and equipment to their
storage space after use– tidying the work area.
Following routines to care for and store materials, tools and equipment may indicate caring for materials, tools and equipment.
demonstration of the skills to care for materials, tools and equipment.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Producing a storage design project Outcomes: LS.6.1, LS.6.2Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher reviews the step-by-step plan and models each step in
the plan as required provides pre-cut pieces and kits for the project where
required demonstrates the specific skills and techniques
appropriate to individual projects.Students
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
engage in the process for producing a storage device by following the personalised step-by-step plan. This may include selecting and using appropriate processes and techniques in:– constructing a storage device; and/or– personalising an existing storage device; and/or– assembling a construction kit or prefabricated storage
device.
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.
Oral, 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.
148
Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Evaluating the storage design project Outcomes: LS 5.2, LS.6.1, LS.6.2Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher assists students to evaluate their project’s suitability for
intended use.Students
producing a design project
follow the steps to complete a design project– evaluate design
project
evaluate their storage design project in terms of dimensions, aesthetics, portability and durability. 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
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.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ evaluation of the storage design project and its appropriateness for its intended use.
Peer and self-feedback on the storage device.
a variety of communication techniques
use techniques to communicate ideas
share the information in their folio with others. This may involve:– displaying the folio and storage design project in a
prominent place in the school– describing aspects of the process to others– developing a multimedia presentation.
Sharing the information in the folio with others may involve using a variety of techniques to communicate ideas in the context of producing design projects.
Oral, 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.
Feedback from others on the folio.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
9.4 Food Technology Years 7–10 Life Skills unit: Celebrations
Unit title: CelebrationsDescription: This unit involves students participating in a range of practical activities that highlight the importance and role of food in celebrations. 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, tools and techniques by students is essential in the Food Technology course and teachers should consider this when delivering this unit. Students demonstrate safe handling, preparation and storage of food items in the context of small-scale catering projects. 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 ResourcesA student: Examples of foods served at special occasions and celebrationsLS.1.1 demonstrates hygienic and safe practices in the selection, handling and
storage of foodLS.4.1 gathers and uses information from a variety of sourcesLS.4.2 uses a variety of communication techniquesLS.5.1 participates in making food itemsLS.5.2 uses appropriate equipment and techniques in making a variety of food itemsLS.5.3 demonstrates safe practices in the making of food itemsLS.5.4 cares for equipmentLS.6.2 recognises the significant role of food in society.
Ingredients, material, equipment and appliances necessary for the preparation and serving of celebration foodsRecipes and images of celebration foodsAccess to electronic and print media for researchAccess to computers and appropriate software to present information
LinksA student:English LS.2 listens for a variety of purposes in a range of contextsLS.8 responds to increasingly complex written textsIndustrial TechnologyLS1.2 demonstrates safe practices in the use of materials, tools and equipmentLanguagesMBC.1 experiences cultural diversityMBC.2 explores their own and other culturesMBC.3 recognises the contribution of different cultures to Australian society.
A student:MathematicsNLS.1 recognises language that is descriptive of numberNLS.5 recognises fractions in everyday contextsNLS.6 uses fractions in everyday contextsMLS.5 responds to the language of measurement in everyday contextsMLS.6 uses the language of measurement in everyday contextsMLS.9 estimates and measures capacityMLS.10 estimates and measures massPersonal Development, Health and Physical EducationLS.12 makes healthy nutritional choicesLS.13 demonstrates appropriate behaviours associated with eating and drinkingVisual ArtsLS.2 explores a variety of materials, techniques and processesLS.6 makes a variety of artworks that reflect experiences, responses or a point
of view.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 ‘Celebrations’ in Food Technology Years 7–10: Advice on Programming and Assessment (pp 23–35).
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: The significance of food in celebrationsOutcomes: LS.4.1, LS.4.2, LS.6.2Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
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.Students
the role of food in society
recognise food as a basic physical need
recognise the social aspects of food
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
Recognising why we eat food may indicate recognising the significant role of food in society.
Oral, 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
recognise meals that are shared with others in the home, school and community, eg breakfast at home, lunch at school, BBQ with friends, celebrations
Recognition of meals that are shared with others may indicate recognising the significant role of food in society.
identification of a variety of social reasons for eating food
recognise food associated with 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
Identification of foods eaten on special occasions may indicate recognising the significant role of food in society.
identification of special foods that may be eaten at celebrations and special occasions.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: The significance of food in celebrations (cont)Outcomes: LS.4.1, LS.4.2, LS.6.2Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
using a variety of communication techniques
use techniques to communicate ideas
establish and maintain a folio recording their involvement throughout the unit 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 food items– evaluation of the project
Establishing and maintaining a folio may indicate gathering and using information from a variety of sources and/or using a variety of communication techniques.
Oral, 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
investigate one or more celebrations, eg cultural, religious or social, and the foods traditionally served. This may include:– bringing photographs from home of family
celebrations– sharing information about family celebrations with
others– locating and selecting information from a variety of
sources such as photographs, recipes, menus, internet, 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
Investigating celebrations and the foods associated with them may involve gathering and using information from a variety of sources.
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
share their information with others. Sharing their information to others may indicate recognising the significant role of food in society and/or using a variety of communication techniques.
communication of their information on the role of food in society to others in an appropriate format.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Hygienic and safe practicesOutcomes: LS.1.1Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher explicitly instructs and demonstrates the use of personal
protective equipment, and the safe selection, handling and storage of food.
Students hygiene and safe
practices in the selection, handling and storage of food
possible health risks
use hygienic and safe practices in selecting food
recognise risk areas
recognise and identify safe and unsafe food in the context of making food items. This may include:– checking for observable contamination, eg mouldy
bread (appearance), sour milk (smell), 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
Recognition and identification of safe and unsafe food may indicate demonstrating hygienic and safe practices in the selection, handling and storage of food.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: identification of safe
and unsafe foods
hygiene and safe practices in the selection, handling and storage of food
use hygienic and safe practices in handling and preparing food
use hygienic and safe practices in handling and preparing food. 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 of hygienic and safe practices may indicate demonstrating hygienic and safe practices in the selection, handling and storage of food.
demonstration of safe practice in the handling and preparing food
possible health risks
use hygienic and safe practices in storing food
recognise risk areas
use hygienic and safe practices in storing food items– storing food appropriately, eg refrigerate/cover food– retain hot and cold food at correct temperature, eg ice
cream in the freezer, keeping chilled foods cool, returning dairy products to the fridge immediately after use.
Correct storage of food may indicate demonstrating hygienic and safe practices in the selection, handling and storage of food.
demonstration of the correct procedures for storage of food.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Special occasion cateringOutcomes: LS.1.1, LS.4.1, LS.4.2, LS.5.1, LS.5.2, LS.5.3, LS.5.4, LS.6.2Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
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, ingredients, utensils and appliances.Students
obtaining information from a variety of sources
access sources of information in the context of a food project including electronic media, print media, library, internet, CD-ROM
identify a variety of food items suitable for a special occasion such as a birthday celebration for a class member, a thank you morning tea or a multicultural day. This may include:– indicating the special occasion and/or invited guests
being catered for– examining, tasting and selecting food items from a
variety provided by the teacher – locating recipes appropriate to the occasion from a
variety of sources, eg recipe books, the internet, magazines
Identification of a range of food options may involve gathering and using information from a variety of sources.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of a range of appropriate food options for special occasions.
continued
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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.6.2Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students 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
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
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.
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
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
follow instructions when using electrical appliances such as microwaves, kettles, toasters
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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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.6.2Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students routines for care of
equipment including utensils and appliances
regularly clean equipment after use
clean up workspaces, utensils and equipment after use. This may involve: – washing up and putting away utensils – wiping down surfaces– cleaning and storing equipment
Following routines to clean workplaces, utensils and appliances may indicate caring for equipment.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: demonstration of
skills in maintaining a clean workplace
the role of food in society
using a variety of communication techniques
enjoy a variety of food recognise the social
aspects of food use techniques to
communicate ideas
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
Sharing food items may involve recognising the significant role of food in society.
participation in the social aspects of eating
participates in making food items
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
evaluate the food item/s prepared for the celebration in terms of visual appeal, variety, taste, colour and texture.
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 logosDescription: 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 ResourcesA student:LS.1.1 participates in the development of graphics projectsLS.1.2 undertakes graphical presentations to communicate ideasLS.2.1 recognises appropriate techniques for a variety of projectsLS.2.2 evaluates the effectiveness of graphical presentationsLS.4.1 uses computer based presentation techniquesLS.5.1 demonstrates safe practices in the use of tools, materials and techniques in
undertaking a projectLS.6.1 recognises the use of graphics technology in a variety of contexts.
Drawing equipment such as drawing boards, coloured pencils and markersCAD program 3D capabilityContemporary Technical Graphics (DET publication, 1984)Kemnitzer, R.B. Rendering with MarkersExamples of graphic representations and logos
LinksA student: A student:Design and TechnologyLS.1.1 recognises that a process is used to develop design solutionsLS.1.2 considers factors that influence designLS.5.1 gathers and uses information to generate design solutionsLS.5.2 uses a variety of techniques to present design solutionsLS.6.1 selects and uses appropriate processes and techniques in the context of
producing design projectsLS.6.2 participates in producing design projectsLS.6.4 cares for materials, tools and equipmentEnglishLS.3 uses technology and aids to communicate with a range of audiencesLS.6 uses visual texts in a range of contextsIndustrial TechnologyLS.2.1 recognises that a process is used to design and make projectsLS.4.1 uses a variety of communication techniques in the context of undertaking
projects.
Information and Software TechnologyLS.1.2 uses a range of hardwareLS.1.3 uses a range of software programsLS.2.1 uses information and software technology in solving a range of problemsLanguagesLS.MLC.1 recognises internationally shared signs, symbols and wordsMathematicsSGLS.3 identifies the features of three-dimensional objects and two-dimensional shapesVisual ArtsLS.1 experiences a variety of artmaking activitiesLS.2 explores a variety of materials, techniques and processes.
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 representationsOutcomes: LS.1.1, LS.1.2, LS.2.2, LS.6.1Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
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
the role of graphics in society
recognise the use of graphics in society
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
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
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
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.6.1Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students the role of graphics in
society recognise the use of
graphics in society 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
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.
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
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.
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.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Developing a logo designOutcomes: LS.1.1, LS.1.2Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher assists students to develop a logo design for personal or
group identification, eg badge, team T-shirt, letterhead explicitly teaches the use of freehand sketches to express
ideas, simple conventions for making drawings and techniques for refining ideas.
Students a design process for
graphics projects use freehand sketches to
express ideas use simple conventions
for drawing make drawings
identify a preferred logo design. This may include:– selecting from a range presented by the teacher– personalising an existing design – researching ideas for a logo – sketching a preferred design freehand– sketching a logo using computer technology
Selection of a logo design may involve undertaking graphical presentations to communicate ideas.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: selection of an
appropriate logo design
using a design process in the context of a project
refine ideas using a variety of techniques
refine ideas about preferred logo design. 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.
reflection on their logo design and decision that it will be suitable for its intended purpose.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Planning steps to produce the logoOutcome: LS.1.1Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher assists students to develop a step-by-plan for producing
the logo.Students
using a design process in the context of a project
participate in a specific graphics project
recognise the steps in the personalised step-by-step plan. 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.
Identification of steps in the production process may indicate participating in the development of graphics projects.
Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ identification of the steps involved in producing their project.
161
Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Producing the graphics project using appropriate equipment and techniquesOutcomes: LS.1.1, LS.2.1, LS.4.1, LS.5.1 Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
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, eg drawing regular geometric shapes, using simple geometric constructions, use of colour, shade, tone
explicitly teaches and demonstrates the skills for freehand drawing, eg sketching straight lines and curves
explicitly teaches and demonstrate the skills for manual drawing techniques, eg using set squares, compass
explicitly teaches and demonstrates skills for using paint/draw programs and making computer-aided drawings, eg using tool bars to create shapes, resizing objects, grouping objects.
Students safe work practices use safe work practices in
practical areas apply skills and techniques safely in the context of
producing a logoApplying skills and techniques safely in the context of producing a logo may indicate demonstrating safe practices in the use of tools, materials and techniques in undertaking a project.
Teacher demonstration of skills and techniques.
Students’ demonstration of skills and techniques in the context of producing a logo.
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. 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
Safe and appropriate use and storage of equipment may indicate demonstrating safe practices in the use of tools, materials and techniques in undertaking a project.
Students’ demonstration of the safe use and storage of tools and materials.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Producing the graphics project using equipment and techniques (cont)Outcomes: LS.1.1, LS.2.1, LS.4.1, LS.5.1Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students different drawing
media
a design process for graphics projects
recognise appropriate drawing media for specific purposes
make drawings
recognise and experiment with drawing media in the context of producing a logo design. This may include responding to teacher demonstration by:– recognising media for specific purposes – using media appropriately– creating different effects using a combination of
media
Using appropriate drawing media may indicate recognising appropriate techniques for a variety of projects.
Oral, 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
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
recognise and experiment with drawing techniques and/or computer software in the context of producing a logo design. This may include responding to teacher instruction and demonstration by:– drawing lines of various thickness and orientation– matching and selecting various colours for parts of
the logo– applying shade and shadow to the logo– creating a design by importing images– drawing two and three dimensional shapes– resizing, manipulating and aligning shapes– scanning logo onto computer hard drive– saving work to a floppy disk and printing using a
printer
Using a variety of drawing techniques may involve recognising appropriate techniques for a variety of projects.
demonstration of the use of appropriate drawing techniques in the context of making drawings for producing a logo design
using a design process in the context of a project
participate in a specific graphics project
complete final drawings for the folio. This may include responding to teacher instruction by:– selecting appropriate media for final drawings– placing the finished product on selected medium
Completing final drawings may indicate participating in the development of graphics projects.
completion of final drawings.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Producing the graphics project using equipment and techniques (cont)Outcomes: LS.1.1, LS.2.1, LS.4.1, LS.5.1Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students using a design
process in the context of a project
participate in a specific graphics project
produce and apply logo design to items for personal or group identification. This may include incorporating the logo onto personal and/or group items such as:– badges– team T-shirts– letterhead.
Producing and applying the logo design may indicate participating in the development of graphics projects
Oral, 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.
Focus: Evaluating the logo designOutcomes: LS.1.1, LS.1.2, LS.4.1
Teacher assists students to evaluate their logo design assists students to share their logo design with others.Students
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
evaluate the success of the logo design in terms of aesthetics and function. This may include:– obtaining feedback from others– answering questions such as, ‘What do you like best
about the way it looks?’ ‘What would you change?’– using the logo for the identified purpose
Evaluating the logo design may indicate participating in the development of graphics projects.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: evaluation of their logo
design 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
share their final logo design with others. 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.
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. It may involve using computer-based presentation techniques.
sharing of their logo design with others in an appropriate format.
Others provide feedback on the success of the logo.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
9.6 Industrial Technology Years 7–10 Life Skills unit: Timber utility box
Unit title: Timber utility box Description: This unit involves students in the design, development and production of a timber utility box. Students design their own timber utility box, personalise a design or embellish an existing timber box with appropriate decorations. Safe and responsible use of materials, tools and techniques by students is essential in the Industrial Technology course. 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. 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 ResourcesA student:LS.1.1 recognises safe and unsafe conditions in the context of undertaking a projectLS.1.2 demonstrates safe practices in the use of materials, tools and equipmentLS.2.1 recognises that a process is used to design and make projectsLS.4.1 uses a variety of communication techniques in the context of undertaking
projectsLS.5.1 uses skills and processes in a variety of contexts and projectsLS.6 evaluates the success of projects.
Examples of timber boxes, materials, and decorative finishesHand and power toolsPre-cut pieces and/or kits for constructionImages and designs of projects and completed projectsDigital cameraResearch materials including access to the internet and libraryImages of items that would be stored in various timber boxes
LinksA student:Design and TechnologyLS.1.1 recognises that a process is used to develop design solutionsLS.1.2 considers factors that influence designLS.4.1 develops innovative design solutionsLS.6.1 selects and uses appropriate processes and techniques in the context of
producing design projectsLS.6.2 participates in producing design projectsLS.6.3 demonstrates safe practices in the use of equipment and the implementation
of techniquesInformation and Software TechnologyLS.5.3 uses a variety of techniques to present information and software technology
solutions.
A student:MathematicsMLS.5 responds to the language of measurement in everyday contextsMLS.6 uses the language of measurement in everyday contextsVisual ArtsLS.2 explores a variety of materials, techniques and processesLS.6 makes a variety of artworks that reflect experiences, responses or a point
of view Work EducationLS.9 demonstrates skills for effective participation in the workplace.
For students working towards Life Skills outcomes in regular classes, 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).
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Exploring the function of a variety of timber boxesOutcome: LS.2.1Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher displays a variety of timber boxes assists students to consider the features and purpose of a
range of timber boxes.Students
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, equipment
and materials– make project– evaluate project
explore the function and features of a range of timber boxes. This may include:– collecting pictures of timber boxes from catalogues or
bringing examples from home– recognising and sorting boxes for different purposes,
eg Would I store my tools in a trinket box? – recognise the features that enhance the function of a
variety of timber boxes, eg lids, closing devices, strength and type of handles, number of compartments.
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, 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.
166
Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Choosing a timber box projectOutcomes: LS.2.1, LS.4.1 Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher provides examples of completed timber box projects that
could be produced. Students
a design process that includes:– analysis of a
problem– idea creation– synthesis of ideas
and information– making– evaluating
using a variety of communication techniques
recognise steps in the design process– choose preferred idea
use techniques to communicate ideas
select a project from the range of options provided according to their personal preference, eg trinket box for jewellery, box for tools/sports equipment/games/CDs. 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.
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, 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.
Focus: Planning steps for producing a timber boxOutcome: LS.2.1
Teacher assists students to develop a personalised step-by-step
plan for the production process.Students
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
recognise the steps in the personalised step-by-step plan to complete the project. This may involve: – following through each step of the plan recognising
the activities at each step.
Recognising the planning steps to complete the project may indicate recognising that a process is used to design and make projects.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of the steps needed to produce the timber design project.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Safe use of materials, tools and equipmentOutcomes: LS.1.1, LS.1.2, LS.1.3Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher reviews factors that influence safety in a specialist area explains the properties of materials, equipment and tools
which make them dangerous explicitly teaches and demonstrates the use of a range of
hand tools, eg hammers, screwdrivers, chisels provides opportunities for supervised practice in the use
of materials, tools and equipment.Students
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
demonstrate safe practice in specialist rooms. 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,
goggles
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.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ demonstration of safe practice in specialist rooms.
continued
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Focus: Safe use of materials, tools and equipment (cont)Outcomes: LS.1.1, LS.1.2, LS.1.3Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students 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
handling and using a variety of equipment including machine tools and computer equipment
recognise properties of materials, equipment and tools that make them dangerous, eg– flammability– toxicity– sharpness– weight– temperature– moving parts– electrical operation
carry and transfer materials, tools and equipment safely– use materials, tools and
equipment safely
use materials, tools and equipment appropriately and safely under supervision. This may involve responding to teacher instruction, modelling and prompting in:– recognising the rules for the safe use of materials,
tools and equipment, eg safe handling of a hammer, safe passing techniques for chisels, safe carrying techniques for a length of timber, safe use of adhesives, applying paint/varnish in a well-ventilated area
– using materials, tools and equipment safely and appropriately under supervision to mark, measure, cut shape, join and finish materials
Using materials, tools and equipment safely may indicate recognising safe and unsafe conditions in the context of undertaking a project and/or demonstrating safe practices in the use of materials, tools and equipment.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: demonstration of safe and
appropriate use of materials, tools and equipment
caring for hand tools, power tools and machines
factors that influence safety
undertake regular checks of hand tools, power tools and machines
recognise factors that influence safety in specialist rooms– storage: tools,
equipment, materials, hazardous substances
care for and store materials, tools and equipment during the production process. This may include:– returning materials, tools and equipment to their
storage space after use– tidying the work area– reporting unsafe equipment and or dangerous
situations.
Caring for and storing materials, tools and equipment during the production process may indicate caring for hand tools, power tools and machines.
demonstration of the safe storage of materials, tools and equipment.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Producing a timber boxOutcomes: LS.1.2, LS.5.1Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher reviews the personalised step-by-step plan for the
production of the timber box, 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, 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,
screws, nails, joints– constructing their timber box using techniques such
as turning of handles, surface decoration– preparing/sanding surface in readiness for applying
selected finish using appropriate hand or power tools– applying appropriate finishes, eg paint, varnish, oil in
a well-ventilated area– applying appropriate decorations such as decoupage,
stencils– fitting hardware such as handles and locks
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Producing a timber box (cont)Outcomes: LS.1.2, LS.5.1Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students 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, equipment and tools that make them dangerous, eg– flammability– toxicity– sharpness– weight– temperature– moving parts– electrical operation
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.
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.
Teacher demonstration of skills and techniques.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of the steps needed to produce the project.
Teacher guides and reinforces students’ skill development in the context of producing the project.
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Focus: Evaluating the timber design projectOutcomes: LS.4.1, LS.6.1Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher assists students to evaluate their timber box in a project
report facilitates students communicating their experiences of
the production process with others.Students
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, need to be made?
– will it be used?– does the project look
well made?– does the project meet
the identified need?
evaluate their timber box in terms of function and aesthetics. This may include:– responding to questioning, eg ‘Could you
demonstrate how the timber box will be used?’, ‘What do you like best about the way it looks?’, ‘What changes, if any, need to be made?’
– preparing a project report in which information about the materials, tools and processes used in the project is outlined. This could be done through photographs, video, drawings and/or text to demonstrate the step-by-step plan used to produce the project. The project report could also include information about what changes, if any, need to be made
Evaluation of the timber box may indicate evaluating the success of projects and/or using a variety of communication techniques in the context of undertaking project.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: evaluation of their timber
box in terms of aesthetics and function
using a variety of communication techniques which may include– oral presentations– discussions
use techniques to communicate ideas, eg– present a completed
practical project to a class or school assembly
share their completed project with others. 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.
Sharing their completed project with others may indicate using a variety of communication techniques in the context of undertaking project.
sharing of their completed project with others in an appropriate format.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
9.7 Information and Software Technology Years 7–10 Life Skills unit: School events in digital
Unit title: School events in digitalDescription: This unit introduces students to a variety of digital media. Students learn to operate a variety of computer hardware and software in the creation of a multimedia presentation to record a significant school event. Safe and responsible use of materials, tools and techniques by students is essential in the Information and Software Technology course. Teachers should consider this when delivering this unit of work. 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 ResourcesA student:LS.1.1 uses information and software technology to participate in and manage their
environmentLS.1.2 uses a range of hardwareLS.1.3 uses a range of software programsLS.2.1 uses information and software technology in solving a range of problemsLS.2.2 evaluates information and software technology solutionsLS.4.1 explores the impact of past, current and emerging information technologiesLS.5.1 demonstrates communication skills in the development of information and
software technology solutionsLS.5.2 uses collaborative skills in the development of information and software
technology solutionsLS.5.3 uses a variety of techniques to present information and software technology
solutions.
Software: word-processing, graphics, internet accessHardware: personal computer, digital camera, voice output device, scanner, printer, data projector, adaptive technology
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LinksA student:Design and TechnologyLS.5.2 uses a variety of techniques to present design solutionsLS.6.1 selects and uses appropriate processes and techniques in the context of
producing design projectsLS.6.2 participates in producing design projectsEnglishLS.3 uses technology and aids to communicate with a range of audiencesLS.5 recognises visual texts in a range of contextsLS.6 uses visual texts in a range of contextsLS.10 composes increasingly complex written textsLS.12 communicates for a variety of purposesLS.14 communicates with a range of audiencesFood TechnologyLS.4.1 gathers and uses information from a variety of sourcesLS.4.2 uses a variety of communication techniques.
A student:Graphics TechnologyLS.1.2 undertakes graphical presentations to communicate ideasLS.2.1 recognises appropriate techniques for a variety of projectsLS.4.1 uses computer-based presentation techniquesLS.6.1 recognises the use of graphics technology in a variety of contextsIndustrial TechnologyLS.4.1 uses a variety of communication techniques in the context of undertaking
projectsLS.5.1 uses skills and processes in a variety of contexts and projectsLS.6.1 evaluates the success of projectsLanguagesLS.MLC.3 explores ways in which meaning is conveyed by spoken languageLS.MLC.4 explores ways in which meaning is conveyed by written languageMathematicsSGLS.4 responds to the language of positionSGLS.5 uses the language of position in a variety of situations.
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 ‘Option 4, Digital Media Project’ in Information and Software Technology Years 7–10: Advice on Programming and Assessment (pp 41–48).
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Exploring current and emerging technologiesOutcomes: LS.1.1, LS.4.1, LS.5.1, LS.5.3Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
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.
Students the ways in which
information and software technology can be used to enhance daily life
recognise personal technology devices
recognise their own personal technology devices. These may include:– switch activated equipment– voice output communication aids– computer– mobile phone– pocket organiser
Recognition of personal technology devices may indicate using information and software technology to participate in and manage their environment.
Oral, 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. 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.
demonstration of use of personal technology devices in the context of managing their environment.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Exploring current and emerging technologies (cont)Outcomes: LS.1.1, LS.4.1, LS.5.1, LS.5.3Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students the impact of
changing technology in school and community contexts
explore the changes that technology has made to daily life
identify ways in which technology impacts on daily life, in both the home and school. This may include: – identifying technology items that have improved
communication between people, eg mobile phones, email
– identifying technology items that have impacted on personal and group recreation and leisure activities such as television, Walkman, game boys, videos, digital cameras
– including examples of identified items in their folio
Identifying the ways in which technology impacts on daily life may indicate exploring the impact of past, current and emerging information technologies.
Oral, 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
establish and maintain a record of their involvement throughout the design project in a folio. 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.
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.
recording of their participation in the design process in an appropriate format.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Selecting a design projectOutcome: LS.2.1Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
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.Students
matching appropriate technology strategies to a specific problem
select an appropriate strategy for a given problem
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, eg digital photographs to show students enjoying lunch time, audio recording of a school assembly, video of dance performance, multimedia presentation of school camp
– suggesting items of computer hardware and software to undertake the project.
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.
Oral, 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.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Following the plan to produce the projectOutcomes: LS.1.2, LS.1.3, LS.2.2, LS.5.3Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher demonstrates and explicitly teaches students to operate a
range of hardware and software, eg digital and video camera, audio recorder, computer peripherals such as scanner
assists students to develop a step-by-step plan to produce the multimedia presentation of the significant school event.
Students how a variety of
hardware and software can be used for a range of purposes in a variety of 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
follow a step-by-step plan to record the identified significant school event
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.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: following a plan to record
the significant school event
the range and type of hardware which can be accesses in school and community 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. 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, authors, publicity,
acknowledgments
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.
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.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Following the plan to produce the project (cont)Outcomes: LS.1.2, LS.1.3, LS.2.2, LS.5.3Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students how a variety of
hardware and software can be used for a range of purposes in a variety of school and community contexts
use a range of hardware/software for a variety of purposes in a range of contexts
compile the final multimedia presentation. This may include:– selecting preferred images– sequencing– editing– adding text
Compiling the final multimedia presentation may involve using a range of hardware and/or use of a range of software
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: compilation of the final
presentation
using technology to present solutions
use multimedia software to present information to a group
present the slideshow to an audience using a data projector. Students may:– activate the application– monitor the presentation and cue slides– make adjustments to the presentation, eg volume,
pace
Presentation of the slideshow may involve using a variety of techniques to present information and software technology solutions.
demonstration of appropriate skills in the presentation of the slideshow
Audience reaction provides feedback.
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
make a permanent record of the presentation to share with others
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.
Oral, 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.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Following the plan to produce the project (cont)Outcomes: LS.1.2, LS.1.3, LS.2.2, LS.5.3 Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students evaluating a project in
terms of available resources, time, cost, effectiveness
evaluate strategies makes suggestions for
improvement
evaluate their project in terms of its effectiveness. 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?’, ‘What did other people like about the presentation?’, ‘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.
Evaluating their project may indicate evaluating information and software technology solutions.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ evaluation of their project in terms of its effectiveness.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
9.8 Textiles Technology Years 7–10 Life Skills unit: Creating with fabrics
Unit title: Creating with fabricsDescription: This unit involves students creating with fabrics to produce decorated fabric items. Students may design a decorated fabric item, personalise a design or embellish an existing fabric item with appropriate decorations. Safe and responsible use of materials, tools and techniques by students is essential in the Textiles Technology course. Teachers should consider this when delivering this unit of work. 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 OutcomesA student:LS.1.1 selects fabrics, yarns and fibres appropriate to intended useLS.2.1 evaluates the design of clothing and household items in terms of function and
aestheticsLS.4.1 gathers and uses information for design purposesLS.4.2 uses a variety of techniques to present design ideas and solutionsLS.5.1 demonstrates skills and techniques in the context of a textiles projectLS.5.2 demonstrates safe practices in the use of equipment and the implementation of
techniquesLS.5.3 undertakes textiles projectsLS.6.1 applies appropriate evaluation techniques to a textiles project.
ResourcesStimulus materials such as fabrics, embellishments, completed projectsEquipment and materials for decoration, eg dyes, fabric paints, glue, lace, stencilsDigital camera, computer and appropriate softwareWall chart or handout illustrating a flow chart or step-by-step instructions for producing the project
LinksA student:EnglishLS.12 communicates for a variety of purposesLS.14 communicates with a range of audiencesGraphics TechnologyLS.5.1 demonstrates safe practices in the use of tools, materials and techniques in
undertaking a projectIndustrial TechnologyLS.1.2 demonstrates safe practices in the use of materials, tools and equipmentLS.3.1 selects and uses appropriate materials to undertake projectsLS.6.1 evaluates the success of projects.
A student:Information and Software TechnologyLS.5.3 uses a variety of techniques to present information and software technology
solutions MathematicsMLS.6 uses the language of measurement in everyday contextsSGLS.4 responds to the language of positionSGLS.5 uses the language of position in a variety of situationsVisual ArtsLS.2 explores a variety of materials, techniques and processes.
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 ‘The World is a Stage’ in Textiles Technology Years 7–10: Advice on Programming and Assessment (pp 35–47).
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Exploring fabric design projectsOutcomes: LS.1.1, LS. 2.1, LS.4.1, LS.4.2Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher presents a variety of completed fabric design items,
eg T-shirts, quilt covers, cushion covers, theatrical costumes
arranges a visit to fabric outlets to explore the texture, patterns, 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.
Students fibres, 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
explore a range of fabrics, finished fabric items, decorative techniques and embellishments. This may involve:– visiting specialist fabric and/or retail outlets – collecting, matching and sorting samples of fabrics
and embellishments – comparing the texture, patterns, colour and weight of
fabrics– exploring examples of decorative techniques and
embellishments, eg fabric painting using hand prints, iron on transfers, glued trimmings, transfer crayons, permanent markers, tie dye, batik, accessories that can be stitched in place
Exploration of a range of fabrics, finished fabric items, decorative techniques and embellishments may indicate selecting fabrics, yarns and fibres appropriate to intended use and/or gathering and documenting information for design purposes.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: identification of a range
of fabrics, fabric products, techniques and embellishments in the context of a fabric design project
using a variety of communication techniques
use techniques to communicate ideas
establish and maintain a record of their involvement throughout the development of the fabric design item in a folio. 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.
The recording and reflection on activities throughout the design process may indicate using a variety of techniques to present design ideas and solutions.
recording of their participation in the design process in an appropriate format.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Selecting a fabric design projectOutcomes: LS.4.2, LS.5.1, LS.5.3Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher assists students to select a fabric design item.Students
undertaking a textiles design project
using a variety of communication techniques
undertake a specific textile project
use techniques to communicate ideas
determine their preferred fabric design item. This may include indicating a preference for: – decorating an existing item, eg a T-shirt or quilt
cover; or– making and/or decorating an item, eg cushion cover
for their bedroom; or– making and decorating an item, eg a bandanna for a
school dance party
Determining a preferred fabric design item may indicate undertaking textiles projects and/or using a variety of techniques to present design ideas and solutions.
Oral, 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
select techniques for producing the item, eg glueing, iron-on tape, hand or machine stitching
Selecting appropriate techniques for making fabric items may indicate demonstrating 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 iron-ons, fabric paint, beads, sequins, appliqué and embroidery, tie dying/batik printing.
Selecting appropriate designs and techniques for decoration may indicate demonstrating skills and techniques in the context of a textiles project.
selection and demonstration of appropriate designs and techniques for decorating their fabric item.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Safe use of tools and equipmentOutcome: LS.5.2Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher explicitly teaches and models techniques and safe use of
equipment in the context of making and/or decorating fabric items.
Students 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 materials, 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
tie-dying/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
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.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ demonstration of safe use of materials, tools and equipment.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Producing a fabrics design projectOutcomes: LS.5.1, LS.5.3Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
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, eg using fabric glue, threading a sewing machine, attaching fasteners, threading a needle, using scissors to cut material
reviews the personalised step-by-step plan for the production of the fabric item, modelling each step as required.
Students skills and techniques
that are necessary to undertake a specific textiles project
demonstrate skills and techniques in the context of a textiles project
demonstrate the skills and techniques required for the completion of the fabric item. This may include:– using fabric glue– threading a sewing machine– attaching fasteners– threading a needle– using scissors to cut material
Demonstrating the skills and techniques to complete the fabric item may involve demonstrating skills and techniques in the context of a textiles project.
Oral, 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
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
engage in the production process for completing the fabric item according to the personalised step-by-step plan. This may involve:– including the step-by-step plan in their folio– following through each step of the plan, recognising
the activities at each step to make and/or decorate the fabric item.
Engagement in making and/or decorating of a fabric item may indicate undertaking textiles projects.
following of the step-by step plan to produce the fabric item.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Evaluating the fabrics design projectOutcomes: LS. 4.2, LS.6.1Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher assists students to evaluate their fabric design item and
folio provides an opportunity for students to share their folio
with others.Students
evaluating a project in response to aesthetic appeal, functionality, durability and cost-effectiveness
respond to questions, eg– Do you like it?– Would you change
anything?– Is it strong enough?– Will it last?
evaluate their textiles project. This may involve:– responding to questioning such as ‘What are the
features of your fabric item that make it look good?’– trialling the fabric item and completing a teacher
designed questionnaire regarding performance to be included in the folio
– including photographs in their folio of the fabric item being produced and used
– recording in their folio the reactions of others to the fabric item
– making suggestions in their folio about how the design and/or construction could be improved or replicated
Evaluation of the textiles project may indicate applying appropriate evaluation techniques to a textiles project.
Oral, 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
share the information in their folio with others. 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.
Sharing the information in their folio to others may involve using a variety of techniques to present design ideas and solutions.
sharing of their information and fabric item with others in an appropriate format.
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Life Skills Years 7–10: Advice on Planning, 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.
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.boardofstudies.nsw.edu.au).
Unit number
Syllabus Unit title Unit description
10.1 Music Australian music
In this unit students explore a wide variety of traditional and contemporary Australian music through experiences in listening and performing that may involve individual, group and whole class activities. Students also experiment with musical sounds, and explore ways in which environmental sounds may be incorporated into musical works.
10.2 Visual Arts ‘I am’ In this unit students learn about portraits and self-portraits. Students investigate 2D and 3D forms such as painting and collage techniques and stencil-making. Using the concept of ‘I am’, students develop self-portraits that may include photographs, prints, casts and/or masks, stencils, colours and textures to represent themselves, their personality and interests to an audience. They explore the work of artists and participate in the development of their own artworks over time.
10.3 Dance Let’s dance! In this unit students appreciate and respond to dance performances, experiment with body movements and create and perform movement/dance sequences. Students use safe dance practices to engage in activities individually, in pairs and as part of a group.
10.4 Drama Roles, characters,action!
In this unit students explore characters, roles, situations and actions through a range of activities. Students participate in scenarios where role-taking is used to expand and enhance students’ participation in real-life experiences. 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.
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10.1 Music Years 7–10 Life Skills unit: Australian music
Unit title: Australian musicDescription: In this unit students explore a wide variety of traditional and contemporary Australian music through experiences in listening and performing that may involve individual, group and whole class activities. Students also experiment with musical sounds, and explore ways in which environmental sounds may be incorporated into musical works. 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 ResourcesA student:LS.1 uses movement, vocalisation or instruments to respond to a range of musicLS.2 vocalises, sings or plays an instrumentLS.3 vocalises, sings or plays an instrument as part of a groupLS.4 experiments in making musical soundsLS.5 experiments in organising musical soundsLS.6 experiments in representing and recording musical soundsLS.7 experiences music from a variety of social, cultural and historical contextsLS.8 communicates responses to a variety of musicLS.9 appreciates a variety of musicLS.10 engages in performing, composing and listening experiences for enjoyment.
Examples of the following types of music – Aboriginal & Torres Strait Islander; Contemporary Aboriginal music, eg Yothu Yindi, Christine Anu; Australian folk music, eg Waltzing Matilda, Click Go the Shears, Botany Bay.Dreamtime stories
LinksA student:DanceLS.1.1 demonstrates a range of movement skillsLS.2.2 explores, selects and sequences movement to express feelings and ideas EnglishLS.1 responds to auditory cues in a range of contextsLS.10 composes increasingly complex written textsGeographyLS.7 explores the diversity of Australian communities.
A student:HistoryLS.9 recognises the contribution of Aboriginal peoples and other cultures to
Australian society LanguagesLS.MBC.1 experiences cultural diversityLS.MBC.2 explores own and other culturesMathematicsNLS.1 recognises language that is descriptive of numberNLS.3 recognises and responds to ordinal termsPALS.1 recognises repeating patterns.
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 ‘Australian Music’ in Music Years 7–10: Advice on Programming and Assessment (pp 24–30).
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Life Skills Outcomes
Life Skills content
Students learn to: Students learn about musical concepts through:Performing
LS.1 move all or part of body in response to music responding to a range of music through the use of the body and body percussion
vocalise hum and/or whistle along with the music use non-melodic percussion instruments to keep the beat of the music
vocalising to a range of music responding to a range of music through the use of percussion
LS.2 vocalise and/or sing to a variety of known music sing new songs
performing individually in informal and formal situations
LS.3 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
performing as part of a group in informal and formal situations
ComposingLS.4 experiment with voice to produce musical sounds making a variety of musical soundsLS.5 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
organising musical sounds
LS.6 use graphic notation for representing musical sounds experimenting in representing and recording musical sounds through graphic forms
use equipment to record musical sounds organise musical experiments into a composition
experimenting with recording technologies structuring simple musical ideas
continued
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Life Skills Outcomes
Life Skills content (cont)
Students learn to: Students learn about musical concepts through:Listening
LS.7 experience music of various styles experience music of different cultures
experiencing a variety of music
recognise sound sources understanding that different instruments and instrument groups produce different sounds
recognise the manipulation of sound understand ways in which sound can be changed in different instruments recognise high and low sound understanding the concept of high and low and that smaller instruments
produce smaller sounds recognise louds and softs 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
recognise sections/patterns understanding that music works within various structures and sections respond appropriately to music in a range of social contexts demonstrate appropriate audience behaviour when listening to music in
different performance situations
understanding how people value and appreciate music in a variety of settings
LS.8 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
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Life Skills Outcomes
Integrated learning experiences, instruction and assessment P C L Evidence of learning(words in italics refer to Life Skills outcomes)
Feedback
LS.1LS.7LS.8LS.9LS.10
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, eg for ceremonial, social and sacred occasions; to communicate between groups, and to pass on stories, customs and traditions
Listening and responding to traditional music may involve experiencing music from a variety of social, cultural and historical contexts and/or using movement, vocalisation or instruments to respond to a range of music and/or engaging in performing, composing and listening experiences for enjoyment.
Oral, visual and tangible feedback prompting by the teacher to guide and affirm students’: responses to a variety of
traditional music Students listen to examples of traditional music and respond using:– body movements such as nodding head, waving arms– body percussion such as clapping hands, tapping legs, stamping feet– vocalisation and humming– non-melodic percussion instruments such as tambourine, triangle, drums
and rain sticks
Students listen to and describe the role of particular instruments, eg– didgeridoo – provides a long sustained note (drone)– clap sticks – provide rhythm– vocals – provide melodic line
Listening to and describing the role of instruments may involve experiencing music from a variety of social, cultural and historical contexts and/or communicating responses to a variety of music and/or appreciating a variety of music. Simulating the sounds of traditional instruments may involve engaging in performing, composing and listening experiences for enjoyment.
description of the roles of particular instruments
simulation of the sounds of individual instruments using available resources.
Students simulate the sounds of the above instruments using available classroom instruments
P – Performing C – Composing L – Listening
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Life Skills Outcomes
Integrated learning experiences, instruction and assessment P C L Evidence of learning(words in italics refer to Life Skills outcomes)
Feedback
LS.1LS. 6LS.10
Teacher presents a traditional Dreamtime story and assists students to experiment with vocal sounds, body percussion and available classroom instruments to portray the story
Experimenting with vocal sounds, body percussion and instruments to portray a story may involve using movement, vocalisation or instruments to respond to a range of music and/or engaging in performing, composing and listening experiences for enjoyment. Notating their composition may involve experimenting in representing and recording musical sounds.
Oral, visual and tangible feedback prompting by the teacher to guide and affirm students’: experimentation with
vocal sounds, body percussion and classroom instruments to portray a story
notation of their composition in an appropriate format.
Students may notate their composition using traditional graphic notation, and perform their composition as part of a group while the Dreamtime story is being read
LS.1LS.10
Teacher plays examples of contemporary indigenous music, eg Yothu Yindi, Christine Anu
Listening to and responding to contemporary Aboriginal music may involve using movement, vocalisation or instruments to respond to a range of music and/or engaging in performing, composing and listening experiences for enjoyment.
Oral, visual and tangible feedback prompting by the teacher to guide and affirm effective listening and responses to music.
Students listen to the music and indicate the similarities and differences between traditional and contemporary Aboriginal and Torres Strait Islander music. Students may identify the elements of the work that are traditional and those that are contemporary, eg traditional may involve the use of didgeridoo and Aboriginal language; contemporary may involve the use of rock instruments and English language
Students listen to the music and clap, sway and/or play appropriate instruments to the beat of contemporary music
P – Performing C – Composing L – Listening
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Outcomes Integrated learning experiences, instruction and assessment P C L Evidence of learning(words in italics refer to Life Skills outcomes)
Feedback
LS.2LS.8LS.10
Teacher plays examples of traditional Australian folk music, eg ‘Waltzing Matilda’, ‘Click go the Shears’, ‘Botany Bay’
Listening to traditional Australian folk/country music and indicating preferences may involve vocalising, singing or playing an instrument and/or engaging in performing, composing and listening experiences for enjoyment and/or communicating responses to a variety of music.Rewriting the lyrics of a song may involve vocalising, singing or playing an instrument and/or engaging in performing, composing and listening experiences for enjoyment.
Oral, visual and tangible feedback prompting by the teacher to guide and affirm students’:
Students listen to the examples, indicate their preferences and give reasons for these
indication of preferences to traditional Australian folk music
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
experimentation and responses
Students may rewrite the lyrics of a verse of a song, 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
writing of new lyrics.
LS.2LS.3LS.10
Teacher assists students to play chordal accompaniment or bass line to selected songs, eg ‘Click go the shears’ (A D E) or ‘Botany Bay’(C F G). Students may: – sing song with accompaniment – discuss the words of the songs – find meanings for slang terms/Australian
words, eg ‘jumbuck’, ‘billabong’, ‘swagman’, ‘ringer’– experiment with sound sources to find suitable rhythmic accompaniment to
songs, eg ‘Click Go the Shears’ (rulers on desk, tapping pencils for the ‘click’)
– add percussion part to the melody and accompaniment– discuss the structure of the songs, eg verse, chorus– dramatise a song, using instruments/vocals to add meaning
Playing chordal accompaniments, singing songs with accompaniment and related activities may involve vocalising, singing or playing an instrument and/or vocalising, singing or playing an instrument as part of a group. It may also indicate engaging in performing, composing and listening experiences for enjoyment.
Oral, visual and tangible feedback prompting by the teacher to encourage and affirm students’ active participation.
P – Performing C – Composing L – Listening
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Outcomes Integrated learning experiences, instruction and assessment P C L Evidence of learning(words in italics refer to Life Skills outcomes)
Feedback
LS.7LS.9LS.10
Teacher plays a variety of contemporary music from Australian country music artists, eg Slim Dusty, John Williamson, Kasey Chambers, and assists students to focus on the words, the melody and the instruments being used in the songs
Listening to and giving preferences for Australian folk/country/bush music may involve experiencing music from a variety of social, cultural and historical contexts and/or appreciating a variety of music. It may also indicate engaging in performing, composing and listening experiences for enjoyment.
Oral, visual and tangible feedback prompting by the teacher to guide and affirm students’: indication of preferences
and responses to words, melody and instruments used in contemporary Australian music.
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, eg lagerphone, 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
LS.1LS.3LS.6LS.10
Teacher plays examples of music by Australian Jazz artists, eg James Morrison, Vince Jones, Monica and the Moochers, Don Burrows and focuses students attention on melodies and instruments
Listening to, indicating preferences for, and responding to examples of music by Australian jazz artists may involve using movement, vocalisation or instruments to respond to a range of music and/or vocalising, singing or playing an instrument as part of a group.
Oral, visual and tangible feedback prompting by the teacher to guide and affirm students’:
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
active participation and response to examples of Australian Jazz
LS.5 Students experiment with organising musical sounds. A variety of melodic and non-melodic instruments as well as body percussion and vocalisation can be used. 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
Experimenting with structuring musical sounds may involve experimenting in organising musical sounds.
experimentation with structuring musical sounds.
P – Performing C – Composing L – Listening
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Outcomes Integrated learning experiences, instruction and assessment P C L Evidence of learning(words in italics refer to Life Skills outcomes)
Feedback
LS.2LS.10
Teacher plays a variety of music featuring the sounds of Australia, eg bird calls, waterfalls
Listening to music featuring the sounds of Australia may involve vocalising, singing or playing an instrument and/or engaging in performing, composing and listening experiences for enjoyment.
Oral, visual and tangible feedback prompting by the teacher to affirm or encourage students’ active listening and responses to sounds of Australia.
Students listen to the music and indicate recognition of particular features such as source of the sounds, eg sounds of living things, sound of the weather, sound of water, city noises
LS.6LS.10
Students observe sounds in the environment outside the classroom. 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
Identification of sounds heard outside the classroom may involve engaging in performing, composing and listening experiences for enjoyment.
Oral, visual and tangible feedback prompting by the teacher to guide and affirm students’ active listening and identification of sounds.
LS.4LS.5LS.6LS.10
Students create a soundscape of individual sounds identified in the environment in response to teacher cues/prompts. Student participation may include:– recording and playing sounds– reproducing one sound vocally or instrumentally– producing sequences of sounds either as individuals or in groups
Participation in creating a soundscape may involve experimenting in making musical sounds and/or organising, musical sounds.
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.
P – Performing C – Composing L – Listening
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
10.2 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. Students investigate 2D and 3D forms such as painting and collage techniques and stencil-making. Using the concept of ‘I am’, students develop self-portraits that may include photographs, prints, casts and/or masks, stencils, colours and textures to represent themselves, their personality and interests to an audience. They explore the work of artists and participate in the development of their own artworks over time. Learning activities address selected ‘learn about’ and ‘learn to’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students. 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 ResourcesA student:LS.1 experiences a variety of artmaking activitiesLS.2 explores a variety of materials, techniques and processesLS.3 explores the function of a variety of artists and audiencesLS.4 explores the ways in which experiences of the world can be communicated in
artworksLS.5 recognises that various interpretations of artworks are possibleLS.6 makes a variety of artworks that reflect experiences, responses or points of
viewLS.7 explores how ideas and interests in the world can be represented in their
artmakingLS.8 explores ways to develop ideas in artworksLS.9 uses a range of materials, techniques and processes to make artworks.
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 Khalo’s self portraits Gordon Bennett’s I am 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
Materials for creating collages, stencils and portraits Materials for creating surface effects
LinksA student:EnglishLS.5 recognises visual texts in a range of contextsLS.6 uses visual texts in a range of contextsHistoryLS.1 explores the concepts of time and chronologyLS.4 investigates how people lived in various societies over time.
A student:LanguagesLS.MBC.1 experiences cultural diversityLS.MBC.2 explores own and other culturesMathematicsNLS.1 recognises language that is descriptive of numberMLS.5 responds to the language of measurement in everyday contextsSGLS.4 responds to the language of positionSGLS.5 uses the language of position in a variety of situations.
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 ‘Portrait in Words’ in Visual Arts Years 7–10: Advice on Programming and Assessment (pp 25–31).
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Life Skills Outcomes
Life Skills content
Students learn about: Students learn to:
LS.1LS.2LS.9
Practice a variety of artmaking activities
the qualities of a variety of materials in 2D forms
a range of materials used in making artworks
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
participate in a variety of artmaking activities including 2D forms, eg painting, collage, stencil making
explore the qualities of 2D materials, eg wet and dry media, charcoal, ink, pencil, crayon, paint on paper and other surfaces
experiment with a range of materials and techniques, eg 2D forms: wet and dry media, finger painting, spraying/dripping, splattering, airbrushing, rubbing, shading, impasto, glazing, use of sponges, rollers, 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
LS.3LS.4LS.7
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
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
LS.5LS.6LS.8
Frames responding to and interpreting artworks communicating experiences, responses and points of view communicating using images from a variety of sources
respond to an artwork identify particular visual qualities of artworks make artworks that reflect experiences, responses or a point of view adapt, revise and reinterpret an image from an existing artwork to produce a
new artwork
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Teaching, learning and assessment activitiesArtmaking Critical and Historical Studies
Students Students1. LS. 7 bring to school pictures of themselves, with their family and pets examine photographs of themselves. This may include examining photographs of
themselves:– as younger children– with immediate and/or extended family– with pets– with favourite things– at favourite places
respond to teacher questions about aspects of the images such as:– 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
2. LS. 7 respond to teacher questions about why photographs are taken of themselves and
family members, eg photographs for display and identification; acknowledge that we value representations of ourselves and others
explore photographs and the concept of portraits/self portraits. This may involve:– distinguishing between photographs of people and photographs of objects– determining what a portrait is and why portraits are created, eg as a historical
record, as a personal tribute to another person or self– identifying differences between a variety styles of portraits provided by the
teacher
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.Feedback1 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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Teaching, learning and assessment activitiesArtmaking Critical and Historical Studies
Students Students4. 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.
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.Feedback3 Oral, visual and/or tangible feedback and prompting by the teacher to focus students’ attention on aspects of photographs, portraits and self-portraits4 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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Teaching, learning and assessment activitiesArtmaking Critical and Historical Studies
Students5. 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.Feedback5 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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Teaching, learning and assessment activitiesArtmaking Critical and Historical Studies
Students Students7. 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
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.Feedback6 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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Teaching, learning and assessment activitiesArtmaking Critical and Historical Studies
Students Students9. LS. 6, LS.7, LS.8, LS.9 recognise their name in print prepare templates based on their names. This may involve:
– writing and/or typing their name – cutting out names and letters to create stencils
identify portraits to be used as a template. This may involve tracing around 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 letters
– incorporation of personal prints (stamp or tracing) of hands, feet, fingers and/or torso into portrait
8. LS. 3, LS.4, LS.8 identify features of Gordon Bennett’s I am. Students may:
– indicate letters or words in the painting– trace around these words and/or write them on another sheet– describe what the little boy in the painting is wearing– list the images that the artist has included in his ‘I am’ artwork
10. LS. 3, LS.4, LS.8 identify the kinds of things included in their own ‘I am’ self-portrait. compare the images used by Bennett with those included in their own ‘I am’ self-
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.
Feedback8, 9 and 10 Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of features of Gordon Bennett’s I am, their creation of stencils, prints and own ‘I am’ portrait.
Numbers in the teaching, learning and assessment activities indicate the suggested sequence of activities in artmaking and critical and historical studies.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
10.3 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, experiment with body movements and create and perform movement/dance sequences. Students use safe dance practices to engage in activities individually, in pairs and as part of a group. 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. 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 ResourcesA student:LS.1.1 demonstrates a range of movement skillsLS.1.2 uses dance technique to communicateLS.1.3 demonstrates an awareness of safe dance practicesLS.2.1 explores the elements of dance to create movement and communicate ideasLS.2.2 explores, selects and sequences movement to express feelings and ideasLS.3.1 experiences a variety of dance performancesLS.3.2 responds to the elements of dance in performanceLS.4.1 engages in dance activities. (Note: In the syllabus this outcome is incorrectly
numbered as LS.5.1)
Videos of ‘Swan Lake’, ‘Sleeping Beauty’, ‘Strictly Ballroom’, ‘Saturday Night Fever’ and/or Aboriginal Dreamtime stories conveyed through dance
Music from a range of cultural backgrounds; music with different rhythm, pitch, tempo and volume
LinksA student:EnglishLS.1 responds to auditory cues in a range of contextsLS.2 listens for a variety of purposes in a range of contextsLS.11 views and responds to a range of visual texts, media and multimediaLS.12 communicates for a variety of purposesLS.14 communicates with a range of audiencesLS.15 draws on background and experiences to respond to texts in ways that are
imaginative, interpretive or criticalGeographyLS.7 explores the diversity of Australian communitiesLanguagesLS.MLC.2 explores ways in which meaning is conveyed in nonverbal communication.
A student:MathematicsNLS.1 recognises language that is descriptive of numberNLS.3 recognises and responds to ordinal termsPALS.1 recognises repeating patternsSCLS.4 responds to the language of positionSGLS.5 uses the language of position in a variety of situationsMusicLS.1 uses movement, vocalisation or instruments to respond to a range of musicPDHPELS.8 demonstrates a range of movement skills across environmentsLS.9 participates in a range of physical activitiesVisual ArtsLS.6 makes a variety of artworks that reflect experiences, responses or a point
of view.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 ‘Shapes in Space’ in Dance Years 7–10: Advice on Programming and Assessment (pp 16–31).
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Life Skills Outcomes
Life Skills Content
Students learn to:Performance
Students learn about:
LS.1.1 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, taking account of body
position, direction, 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
using movement in controlled ways to participate in dance
LS.1.2 express and communicate mood, feelings and ideas through a structured dance
extend their dance performance skills, eg energy, interpretation, expression, movement quality
using elements of dance to communicate through movement and dance
LS.1.3 recognise the capabilities and limitation of their own body and safely extend these limits where possible
use safe practices during dance and movement
safe dance practices
LS.2.1Composition experiment with elements of space, time and dynamics to create and
communicate meaning create and organise movement to convey meaning that can be perceived,
shared and interpreted by an audience
the elements of space, time and dynamics within the context of dance composition
LS.2.2 select specific movements to express a feeling or idea sequence movement to express feelings or ideasstructure movement in an ordered way to express feeling or ideas
selecting and sequencing movements to express feelings and ideas structuring movement to express feelings or ideas
LS.3.1Appreciation experience a range of live or recorded dance performances display appropriate audience behaviour in different situations
appreciating dance performances
LS.3.2 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
appreciating dance as an audience member
LS.4.1Study of dance as an artform participate in dance activities cooperate with others in dance activities
valuing and appreciating dance
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Focus: Let’s look at danceOutcomes Integrated learning experiences and instruction P C A Evidence of learning
(words in italics refer to Life Skills outcomes)
Feedback
LS.3.1LS.3.2
Students view one or more live narrative dance performances by visiting groups, by other students in the school and/or on video excerpts, eg ‘Swan Lake’, ‘Sleeping Beauty’, ‘Strictly Ballroom’, ‘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, eg the integration of
movements, costumes and music that express feelings or ideas– individual movements that the dancers used to portray the characters in
the dance– the elements of dance such as time (tempo, stillness, rhythmic patterns)
and space (shapes) and aspects of relationships that make the performance exciting, joyful, sad
Viewing dance performances may involve experiencing a variety of dance performances and/or responding to the elements of dance in performance.
Oral, 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.3.2 Students demonstrate their appreciation of the dance by applauding at appropriate times
Expression of appreciation of dance performances may involve responding to the elements of dance in performance.
demonstration of appropriate responses to a variety of dance performances
LS.3.2 Teacher assists students to recognise the elements of the dance that make the dance performance engaging, eg ‘What feelings or ideas are communicated through the dance?’, ‘How does the movement in the dance tell the story?’ ‘What shapes are used and how do they communicate meaning?’, ‘How do the tempo, rhythmic patterns and stillness contribute to the story?’
Sharing their responses to the elements of the dance may indicate responding to the elements of dance in performance.
sharing of their responses to the elements of dance in the dance performances
LS.3.2 Students record their responses to the dance performances in a journal, using photographs of performers, images, drawings and/or written description to focus on the elements of dance and how they were used to make the performance exciting, joyful, sad
Recording responses to dance performances in a journal may involve responding to the elements of dance in performance.
recording of their responses to the elements of dance in performance in an appropriate format.
P – Performance C – Composition A – Appreciation
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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)
Feedback
LS.3.1LS.3.2
Students view a number of short video excerpts showing a range of dance as a stimulus for exploring and experimenting with personal movement. Teacher focuses students’ attention on movements identified from video excerpts, such as bending, stretching, swaying, arching, curving, crouching
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.
Oral, visual and tangible feedback prompting by the teacher to guide and affirm students’ identification of movement skills in dance performances.
LS.1.1LS.1.3
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, eg fingers, hands and arms can wave, stretch, curve and make shapes; legs can bend, stretch, kick; whole body can sway, curve, arch, crouch and make shapes
Exploring ways in which their bodies can move may involve demonstrating a range of movement skills.
Use of physical demonstration to support, assist and encourage students in a range of movement skills.
Teacher assists students to: – experiment with and extend variations of a movement using safe dance
practices– develop the vocabulary related to movements, eg arch, curve, sway,
shapes– perform single familiar movements, eg raising an arm– complete a sequence of familiar movements such as walking, marching,
running incorporating movement variations
Engaging in personal movement may involve demonstrating a range of movement skills and/or demonstrating an awareness of safe dance practices.
Oral, visual and tangible feedback prompting by the teacher to guide and affirm students’: demonstration of a range of
movement skills
LS.2.1LS.2.2
Students experiment to increase their repertoire of movements to communicate ideas. This may be done through activities such as:– performing variations of movements already developed– performing movement in response to other stimuli, such as statue poses,
images of trees swaying in the wind, recordings of didgeridoo music
Performing variations of movements may indicate demonstrating a range of movement skills and/or using dance technique to communicate.
performance of a combination of movements to communicate ideas.
P – Performance C – Composition A – Appreciation continued
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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)
Feedback
LS.2.1LS.2.2
Students listen to a range of music as a stimulus for movement and dance, eg music from a range of cultural backgrounds; music with different rhythm, pitch, tempo and volume
Teacher assists students to focus on qualities of the music that they hear, such as tempo, 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, pitch, volume, eg How would you respond in movement to the tempo (fast/slow), to the pitch (high/low movements or shapes), to the volume (various dynamics)
Teacher assists students to explore and create movements that ‘match’ or respond to the features of the selected music
Increasing the repertoire of movements may involve exploring the elements of dance to create movement and communicate ideas and/or exploring, selecting and sequencing movement to express feelings and ideas.
Oral, 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
LS.2.1LS.2.2
Students develop changes to movement in response to changes in aspects of selected music such as rhythm, pitch, tempo and volume, eg change from a walk to a run; change level of movement in response to pitch
Creating and using different movements may involve exploring the elements of dance to create movement and communicate ideas and/or exploring, selecting and sequencing movement to express feelings and ideas.
listening and response through movement to changes in selected music.
Focus: Let’s move togetherLS.2.1LS.2.2LS.1.3
Students work in pairs to combine previously practised or new movements/shapes using safe dance practices. This may be in response to visual, auditory or kinaesthetic stimuli. It may involve activities such as:– changing spatial aspects of movement such as direction, level, size, plane
in consultation with partners to explore other dimensions– performing individual movements in unison (concurrently), as prompted
by the teacher– performing individual movements in canon (consecutively)– performing movements which involve interaction between partners
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, selecting and sequencing movement to express feelings and ideas and/or demonstrating an awareness of safe dance practices.
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.
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P – Performance C – Composition A – Appreciation
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Focus: Performing dance togetherOutcomes Integrated learning experiences and instruction P C A Evidence of learning
(words in italics refer to Life Skills outcomes)
Feedback
LS.2.1LS.2.2
Teacher provides a narrative/story sequence and assists students to re-tell the story using a range of dance movements. This may involve students working individually, in pairs or groups using safe dance practices
Students explore, select, sequence and structure movement to express the
ideas in the narrative/story provided by the teacher
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, selecting and sequencing movements to express feelings and ideas.
Oral, visual and tangible feedback prompting by the teacher to guide and affirm students’: retelling of a narrative/story
using safe dance practices
LS.1.3LS.2.1LS.2.2LS.4.1
Students select a narrative/story sequence, or create their own, and tell the story through dance. 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
Selecting appropriate dance movement to communicate a narrative/story may involve exploring, selecting and sequencing movements to express feelings and ideas.
exploration, selection and sequence of movements
LS.1.2LS.1.3LS.4.1
Students perform the dance to convey the story sequence with the accompaniment of appropriate background music, and using costumes or props if appropriate
Using dance movements to perform the story sequence may involve exploring, 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.
performance of the story sequence.
P – Performance C – Composition A – Appreciation continued
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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)
Feedback
LS.3.1LS.3.2
Students view and respond appropriately to the dances performed by others 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.
Oral, visual and tangible feedback prompting by the teacher to guide and affirm students’ focus and positive response to dance performed by others.
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
Maintenance of the journal may involve responding to the elements of dance in performance.
Oral, visual and tangible feedback prompting by the teacher to guide and affirm students’ journal entries.
P – Performance C – Composition A – Appreciation
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
10.4 Drama Years 7–10 Life Skills unit: Roles, characters, action!
Unit title: Roles, characters, action!Description: In this unit students explore characters, roles, situations and actions through a range of activities. Students participate in scenarios where role-taking is used to expand and enhance students’ participation in real-life experiences. 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. 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 ResourcesA student:LS.1.1 explores characters, roles, situations and actions through drama activitiesLS.1.2 explores a variety of playbuilding activitiesLS.1.3 participates in drama experiences in which role-taking is used to enhance their
understanding of ideas and feelingsLS.2.1 explores dramatic forms and theatrical conventionsLS.2.2 participates in the preparation of drama works and theatrical productionsLS.3.1 experiences a variety of drama or theatre performancesLS.3.2 identifies and responds to the elements of drama or theatre in performancesLS.3.3 recognises that drama and theatre performances can communicate meaning
and ideas.
A range of taped segments from television shows, videos and DVDs, documentariesVideo camera
LinksA student:EnglishLS.1 responds to auditory cues in a range of contextsLS.2 listens for a variety of purposes in a range of contextsLS.11 views and responds to a range of visual texts, media and multimediaLS.12 communicates for a variety of purposesLS.13 communicates in a range of contextsLS.14 communicates with a range of audiencesLS.15 draws on background and experiences to respond to texts in ways that are
imaginative, interpretive or criticalLS.16 explores social and cultural issues through texts.
A student:LanguagesLS.MLC.2 explores ways in which meaning is conveyed in nonverbal communicationMathematicsNLS.1 recognises language that is descriptive of numberNLS.3 recognises and responds to ordinal termsPALS.1 recognises repeating patternsSCLS.4 responds to the language of positionSGLS.5 uses the language of position in a variety of situationsPDHPELS.9 participates in a range of physical activitiesLS.11 demonstrates safe practices that promote personal wellbeing.
For students working towards Life Skills outcomes in regular classes, 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).
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Life Skills Outcomes
Life Skills content
Students learn about: Students learn to:LS.1.1 the characteristics of familiar roles/characters from live theatre, TV,
film/video, literature, personal life ways to create verbal and non-verbal communication such as voice, stance and
gesture the use of improvisation to explore roles/characters and relationships
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.1.2 playbuilding strategies such as improvisation, different stimuli (such as place, situation, theme characters and issues)
a dramatic sequence – beginning, middle, climax, end – to convey dramatic meaning
playbuild using a variety of stimuli to communicate dramatic meaning sequence playbuilt scenes in an ordered way
LS.1.3 the fact that taking on a role is like ‘stepping into another person’s shoes’ showing feelings such as happiness, anger, excitement in different roles
participate in role-taking experiences display different ideas and feelings when in roles
LS.2. 1 the use of performance and expressive skills in dramatic presentations such as voice, projection, movement, timing and facial expressions
developing confidence, trust and collaboration with others
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
LS.2.2 production elements such as acting, lighting, sound, costumes, makeup, sets, front of house, stage management and publicity
the operation of basic lighting and sound equipment, finding or making costumes, applying makeup, helping with sets, publicity, front of house or backstage work
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
LS.3.1 appreciating different performances appropriate ways of engaging in audience participation
experience a range of live or recorded drama or theatre performances identify and display appropriate audience behaviour in different situations
LS.3.2 different ways to express ideas about drama, such as in drawing or collage, class discussion, or on computer
different responses to drama, such as displaying empathy for a particular character in a drama, expressing enjoyment in response to a comedy, agreeing with an idea or issue raised in a performance, or describing how the interaction between characters affected the mood of a particular performance
communicate responses to drama and theatre in different ways communicate responses to their work or the work of others, or to live or
recorded drama and theatre performances
LS.3.3 ways to turn their ideas into a monologue or a playbuilt scene the way and individual drama or theatre performance, TV show or film has
conveyed ideas
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
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Characters in real lifeOutcomes: LS.1.1, LS.1.3, LS.3.1, LS.3.2Outcomes Integrated learning experiences and assessment Evidence of Learning
(words in italics refer to Life Skills outcomes)
Feedback
LS.3.1LS3.2
Students view a range of selected television programs, films/videos, historical documentaries and/or live theatre presentations, and explore featured characters. This may involve:– identifying characters/roles such as policeman, tennis player, chef, pilot, 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, physical and personal characteristics of particular characters– indicating their preference for particular characters and giving reasons for their choice
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.
Oral, 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.1.1 Students match and label photographs/pictures to identify features of the characters, eg– how they look– how they move– how they communicate – verbally and nonverbally– how they dress– how they treat others
Identification of the features of characters may involve exploring characters, roles, situations and actions through drama activities and/or identifying and responding to the elements of drama or theatre in performance.
identification of features of characters
LS.1.1 Students explore the role and features of a selected character. This may involve:– using gestures – using simple props– using simple costume items, eg hats or shoes to walk or move like the character, and/or
interact with others like the character
Exploring the role and features of selected characters may involve exploring characters, roles, situations and actions through drama activities.
Teacher encourages, supports and affirms students’ involvement in exploring a character.
continued
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Focus: Characters in real life (cont)Outcomes: LS.1.1, LS.1.3, LS.3.1, LS.3.2Outcomes Integrated learning experiences and assessment Evidence of Learning
(words in italics refer to Life Skills outcomes)
Feedback
LS.1.1 Students explore movement appropriate to a range of characters, 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
Exploring movement appropriate to a range of characters from television, film and/or live productions may involve exploring characters, roles, situations and activities through drama activities and/or identifying and responding to the elements of drama or theatre in performances.
Teacher encourages, assists and affirms students’ involvement in exploring movement appropriate to a range of characters.
LS.1.1 Students explore verbal and nonverbal communication appropriate to a range of characters, eg– use facial expression, gesture to communicate feelings such as pride, happiness, fear– use an appropriate tone and volume of voice to communicate feelings such as anger,
excitement, pain
Exploring verbal and nonverbal communication appropriate to a range of characters may involve exploring characters, roles, situations and actions through drama activities.
Teacher provides demonstration, modelling or advice to support and affirm students’ exploration of verbal and nonverbal communication appropriate to a range of characters.
LS.1.3 Students set up and participate in a mock interview (hot seating) with one or more characters in role. The role of the character may be taken by the teacher, another adult (an outsider) or the student. Students prepare and ask questions to assist in exploring:– the background of the character, eg their family, where they live– the feelings of the character, eg what makes them happy, who do they love– how the character treats others
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.
Teacher provides encouragement and affirms students’ participation in mock interview activities.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Characters in real life (cont)Outcomes: LS.1.1, LS.1.3, LS.3.1, LS.3.2Outcomes Integrated learning experiences and assessment Evidence of Learning
(words in italics refer to Life Skills outcomes)
Feedback
LS.1.3 Students video the mock interview and discuss the character’s responses to the questions 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.
Teacher affirms student involvement in mock interview activities by highlighting the character’s response in selected video excerpts.
Focus: What’s my role, what’s your role?Outcomes: LS.1.1, LS.1.3LS.1.1LS.1.3
Students explore real-life situations through scenarios with students in role, others in role (outsiders), and/or teacher in role (as narrator). 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, missing a bus, making another choice if the preferred item is not available for purchase
– giving an explanation for personal actions, eg losing a friend’s wallet, 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, at the bus stop, on the sports field
Participating in scenarios to explore real-life situations may involve exploring characters, roles, 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.
Oral, visual and/or tangible feedback and prompting to encourage, guide and affirm students’ participation in role taking experiences.
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Focus: Exploring, developing and performing a narrativeOutcomes: LS.1.2, LS.2.1, LS.2.2, LS.3.2, LS.3.3Outcomes Integrated learning experiences and assessment Evidence of Learning
(words in italics refer to Life Skills outcomes)
Feedback
LS.1.1LS.2.1LS.2.2LS.3.2LS.3.3
Students create a series of scenes around an identified theme, story or event with an identified beginning, middle, climax and end. These scenes may later be used as the basis for a group/class performance. These scenes may include:– using images or photographs of students participating in a celebration or school event,
accepting a prize after a sports carnival and developing a series of scenes to explore the sequence of events relating to the photograph. A student then develops a narrative to indicate what happened before, what happened next, what happened after.
– 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, eg the capture of Ned Kelly, landing on the moon, an accident to a star sportsperson on the field or in the pool
Creating a series of scenes around an identified theme, story or event may involve exploring a variety of playbuilding activities and/or exploring dramatic forms and theatrical conventions. 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.
Teacher encouragement and affirmation of students’ participation in the creation of a narrative that includes a series of scenes.
LS.2.1 Students explore characters and/or roles in depth within the framework of the narrative they have developed. Students may do this by identifying, with teacher assistance, one character in the narrative that they would like to focus on. Further activities may include:– identifying items of costume that the character may wear– selecting, from a range, an image of what the character may look like– selecting, from a range, descriptions of personality and appearance which match the
character– creating a character profile, eg determining age, occupation– undertaking activities, eg walking, talking, moving in the manner of the character
Students’ exploration of characters and/or roles within the framework of the narrative may involve exploring dramatic forms and theatrical conventions.
Teacher offers positive and constructive advice and encouragement on student involvement in exploring characters/roles within the framework of a narrative.
continued
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Focus: Exploring, developing and performing a narrative (cont)Outcomes: LS.1.2, LS.2.1, LS.2.2, LS.3.2, LS.3.3Outcomes Integrated learning experiences and assessment Evidence of Learning
(words in italics refer to Life Skills outcomes)
Feedback
LS.2.2 Students research theatrical techniques such as the use of:– lighting techniques that enhance dramatic impact, eg how spotlights work, 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, props and scenery that enhance the drama– make up techniques that enhance the qualities of the characters
Researching theatrical techniques may involve participating in the preparation of drama works and theatrical productions.
Oral, visual and/or tangible feedback by the teacher to guide and affirm students’ research of the elements of drama.
LS.2.2 Students use theatrical techniques in the context of preparation for performance. 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, props and scenery to enhance the drama – make-up to enhance the qualities of the characters
Using theatrical techniques may involve participating in the preparation of drama works and theatrical productions.
Oral, visual and/or tangible feedback by the teacher to guide and affirm students’ identification of the elements of drama in the context of preparation for a performance.
LS.2.2 Students use pace/timing during the scenes to heighten the dramatic tension Using pace/timing during scenes may involve exploring dramatic forms and theatrical conventions.
Teacher provides affirmation of the effectiveness of pace and timing.
LS.2.2 Students explore and engage in activities associated with theatre productions, eg choice/selection of performance space/venue, seating, sale of tickets, preparation of programs, role of ushers
Exploring and engaging in activities associated with theatre productions may involve participating in the preparation of drama works and theatrical productions.
Teacher provides advice and assistance to students to clarify choices and issues.
LS.2.2 students participate in final rehearsals– refine scene linkages– present sections to the class– respond and/or reflect on the performances of others
Participation in final rehearsals may involve participating in the preparation of drama works and theatrical productions.
Teacher gives support, encouragement and oral, visual and/or tangible feedback throughout the rehearsal process.
continued
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Focus: Exploring, developing and performing a narrative (cont)Outcomes: LS.1.2, LS.2.1, LS.2.2, LS.3.2, LS.3.3Outcomes Integrated learning experiences and assessment Evidence of Learning
(words in italics refer to Life Skills outcomes)
Feedback
LS.2.2 Students perform the event, incident or scenario for others in the class, and/or in the school/community
Performing for others may involve participating in the preparation of drama works and theatrical productions.
Teacher discussion with students to affirm the successful elements of the performance.
LS.2.2 Students evaluate their performance in terms of feedback from the audience and/or video recordings
Evaluating their own performance may involve identifying and responding to the elements of drama or theatre in performance.
Teacher coordinates discussion to affirm student evaluation.
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11 Personal Development, 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, Health and Physical Education key learning area.
The sample units should be read in conjunction with the PDHPE Years 7–10 Syllabus and the support document PDHPE Years 7–10: Advice on Programming and Assessment already distributed to schools and available on the Board of Studies website (www.boardofstudies.nsw.edu.au).
Unit number
Unit title Unit description
11.1 Facing new challenges
In this unit students develop strategies to manage some of the challenges associated with adolescence and transitions to new and unfamiliar situations. Students examine ways in which they can access help and support and how they can support their peers. In the context of physical activities, positive and friendly social interactions between students are promoted.
11.2 Personal safety net
In this unit students learn to develop and use strategies that promote their personal safety and wellbeing in a wide range of situations. Through structured opportunities, students demonstrate behaviours, skills and strategies in a range of scenarios, and use a personal support network card to seek assistance from others, if required.
Students in these units develop a support network card. This card includes information on support people in the school and/or community, including their location in the school and/or the community, and the type of support they can provide. (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.) The support network card should be made in a format that is appropriate to the needs of individual students.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
11.1 Facing new challenges
Unit title: Facing new challengesDescription: In this unit students develop strategies to manage some of the challenges associated with adolescence, new environments and/or meeting new people. These challenges and the people and resources available to students if they need help and advice are identified. Students examine ways in which they can access help and support and how they can support their peers. By participating in enjoyable physical activities, positive and friendly social interactions between students are promoted. 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 OutcomesA student:LS.1 recognises the personal characteristics and needs that make them similar to
others yet uniqueLS.3 recognises the feelings and emotions associated with adolescenceLS.4 uses strategies to manage feelings and emotionsLS.5 uses appropriate behaviours in social situationsLS.8 demonstrates a range of movement skills across environmentsLS.9 participates in a range of physical activitiesLS.11 demonstrates safe practices that promote personal wellbeingLS.14 recognises and assists with routine health care proceduresLS.17 identifies the appropriate and inappropriate use of substances.
ResourcesPhotographs of students and school staff membersCharts to record student characteristics such as size, weightEquipment and materials to develop a support network card such as computer and appropriate softwareSUPPORT NETWORK CARD: Students in this unit develop a support network card. This card includes information on support people in the school and/or community, including their location in the school and/or the community, and the type of support they can provide. (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.) The support network card should be made in a format that is appropriate to the needs of individual students.
LinksA student:DanceLS.2.1 explores the elements of dance to create movement and communicate ideasDramaLS.1.3 participates in drama experiences in which role-taking is used to enhance their
understanding of ideas and feelingsEnglishLS.3 uses technology and aids to communicate with a range of audiencesLS.4 uses spoken language to interact with a range of audiencesLS.13 communicates in a range of contextsLS.17 uses individual and collaborative skills in the learning process.
A student:LanguagesLS.MBC.1 experiences cultural diversityMathematicsSGLS.5 uses the language of position in a variety of situationsSGLS.6 uses simple maps and plansVisual ArtsLS.6 makes a variety of artworks that reflect experiences, responses or a point
of view.
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 ‘Meeting new people – facing new challenges’ in PDHPE Years 7–10: Advice on Programming and Assessment (pp 30–32).
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Getting to know youOutcomes: LS.1, LS.3, LS.4, LS.9Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
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, and different from, each other
facilitates opportunities for students to share feelings and concerns about new situations with others.
Students 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
participate in a range of icebreaker and other group activities. This may include: – passing an object around a circle – shaking hands around a circle– responding to questions from other students about
themselves, eg their favourite food, games, songs, 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
Participation in icebreaker and other group activities may indicate participating in a range of physical activities.
Oral, 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, abilities and characteristics that make students within the group unique
identify and record characteristics and feelings that they have in common and those that are different from other students using class photographs, video segments and/or discussion. This may include recording the following:– hair/eye colour– height– interests/abilities– likes/dislikes– goals– feelings– preferences for music/food/people
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.
identification and recording of the characteristics they have in common with other students and those that are different.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Support networksOutcomes: LS.3, LS.4, LS.5, LS.8, LS.11, LS.14, LS.17Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
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, where necessary, their support network card to seek advice and support.
Students the management of
feelings and emotions during adolescence
respond to the feelings and emotions of others
recognise, collaboratively, situations in which assistance from others may be required. This may include:– finding a particular person, class or specialist room – communicating concern about losing an item of
clothing, medication or equipment – communicating concerns and managing feelings
about school rules, bullying or inappropriate touching by others
Recognising situations in which assistance may be required may be evidence of recognising the feelings and emotions associated with adolescence.
Oral, 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.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Support networks (cont)Outcomes: LS.3, LS.4, LS.5, LS.8, LS.11, LS.14, LS.17Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students the management of
feelings and emotions during adolescence
personal health care strategies to
communicate dissatisfaction and distress in relation to unwanted touching, bribes, threats, 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
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
identify trusted adults or other students in the school and/or community contexts, through photographs or by naming, 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, unwanted touch or harassment
at school and/or in community contexts– dealing with situations when medication, illegal
drugs or substances are offered by others at school and/or in community contexts
Identifying trusted adults or other students may indicate using strategies to manage feelings and emotions.
Oral, 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
strategies to communicate dissatisfaction and distress in relation to unwanted touching, bribes, threats, bullying or harassment
recognise known people within a network of trusted adults with whom it is appropriate to communicate dissatisfaction and distress in relation to unwanted touch, bribes, threats, bullying or harassment
develop a support network card that can be used appropriately and discreetly to identify, locate, contact and communicate with trusted adults or students who can provide assistance in school and/or community contexts. 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.
development and use of a support network card of trusted adults.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Support networks (cont)Outcomes: LS.3, LS.4, LS.5, LS.8, LS.11, LS.14, LS.17Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students the management of
feelings and emotions during adolescence
strategies to communicate dissatisfaction and distress in relation to unwanted touching, bribes, threats, 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
demonstrate refusal skills when offered medication by another student
demonstrate refusal skills when offered illegal drugs or substances for inappropriate purposes
participate in structured role-plays that involve using their support network card to identify, locate and communicate with specific and appropriate people to seek help or advice in the school context. Possible scenarios include:– dealing with leaving a bag, 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, harassment or inappropriate
touch by others– reporting bullying, harassment or inappropriate
touching by others– reporting offers of medication or illegal
drugs/substances by others
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.
Oral, 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
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, eg police, rail or bus staff, life guards at a pool/beach, 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.
identification of appropriate/trusted adults in the community who can provide help in various situations.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Support networks (cont)Outcomes: LS.3, LS.4, LS.5, LS.8, LS.11, LS.14, LS.17Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students moving around in the
environment
strategies to communicate dissatisfaction and distress in relation to unwanted touching, bribes, 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, handling, bribes, threats, bullying or harassment
participate in structured role-plays that involve using their support network card to identify, locate and communicate with specific and appropriate people to seek help or advice in the community. Possible scenarios for role-plays may include:– asking a store manager, information staff or life
guards for help in locating a toilet at a shopping centre, swimming pool
– locating a lift, ramp, 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, 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
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.
Oral, 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
move efficiently and cooperatively around the school/community environment. This may include:– negotiating escalators, lifts, moving walkways– judging the gap between train and platform, bus and
kerb– moving safely and in an orderly way in crowded
environments such as shopping centres, railway stations
– negotiating stairs of different gradients– negotiating different surfaces– waiting appropriately in a queue for service– waiting for others to leave trains, buses, lifts before
entering.
Moving efficiently around the school and/or community environment may indicate demonstrating a range of movement skills across environments.
demonstration of moving efficiently around the school and community environment.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Getting activeOutcomes: LS.8, LS.9Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher arranges visits by sporting identities to discuss and
demonstrate safe participation in particular sports, organises a range of physical activities to promote
interaction and teamwork explicitly teaches the rules and skills, safe practices and the
appropriate use of protective equipment for particular physical activities, games and sports
explicitly teaches appropriate behaviour for participation in a preferred physical activity at school or in the community.
Students participating in
physical activities demonstrate safe
practice when participating in physical activities
view and listen to presentations and demonstrations about specific aspects of safety in sport from sporting identities such as members of local football, netball, volleyball, and cricket teams. As a result of these presentations students may:– sort photographs, pictures, images of scenarios into ‘safe’
and ‘unsafe’ and indicate reasons for their choice– sort, match, identify, 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, cricket, volleyball, netball; ‘What protective equipment do you need to wear for participation in …..’
Viewing and/or listening to demonstrations about aspects of safety in sport may indicate recognising and responding to safe and unsafe situations.
Oral, 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, team games and sports
use movement skills to participate in physical activities, games and sports
demonstrate skills in striking, kicking, throwing, catching, trapping, fielding and propelling balls
identify, develop, practice and demonstrate the skills for participation in games or sports. This may include:– throwing, catching, kicking, fielding, trapping and
propelling balls of different sizes, shapes and weight– using bats and/or racquets of various sizes and shapes to
strike a ball, eg cricket bat, baseball bat, table tennis bat, tennis racquet
– demonstrating skills such as running, jumping, leaping, sliding, twisting and turning
Developing the skills for participation in specific sports may indicate participating in a range of physical activities and/or demonstrating movement skills across environments.
demonstration of the specific skills necessary to participate in a range of physical activities.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Getting active (cont)Outcomes: LS.8, LS.9Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students participating in
physical activities participating in
physical activities, 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
participate in a variety of games and/or sports. This may include:– following the rules when participating in physical
activities, eg accepting the umpire’s decision, 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, eg take turns, use facilities/equipment appropriately, look after equipment and return it to storage area.
Participation in a variety of sports may indicate participating in a range of physical activities.
Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ participation in a range of activities.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
11.2 Personal safety net
Unit title: Personal safety netDescription: In this unit students learn to develop and use strategies that promote their personal safety and wellbeing in a wide range of situations. Through structured opportunities students demonstrate behaviours, skills and strategies in a range of scenarios, and use a personal support network card to seek assistance from others, if required. 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 OutcomesA student:LS.5 uses appropriate behaviour in social situationsLS.10 recognises and responds to safe and unsafe situationsLS.11 demonstrates safe practices that promote personal wellbeingLS.17 identifies the appropriate and inappropriate use of substances.
ResourcesSocial skills program resourcesNo-Go-Tell (A series of safety steps or strategies that can be used in unsafe or threatening situations. It involves the skills required to say no in threatening situations, to get away from the unsafe situation and to seek help, advice and support.)Child Protection guidelines materialNSW Department of Education and Training, 2002, Child Protection Education: Support materials to assist teachers of students with high support needsVideos, photographs, access to computer hardware such as digital cameras, scanners and software such as word-processing
LinksA student:DramaLS.1.3 participates in drama experiences in which role-taking is used to enhance their
understanding of ideas and feelingsEnglishLS.3 uses technology and aids to communicate with a range of audiencesLS.4 uses spoken language to interact with a range of audiencesLS.13 communicates in a range of contextsLS.17 uses individual and collaborative skills in the learning process.
A student:MathematicsSGLS.4 responds to the language of positionVisual ArtsLS.6 makes a variety of artworks that reflect experiences, responses or a point
of viewWork EducationLS.4 identifies appropriate support personnel and agencies in the communityLS.9 demonstrates skills for effective participation in the workplace.
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 ‘Risky Business’ in PDHPE Years 7–10: Advice on Programming and Assessment (pp 43–48).
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Safety in the environmentOutcomes: LS.5, LS.10, LS.11Students learn about: Students learn to: Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher uses videos, 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.
Students 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
view pictures/videos of specific scenarios that focus on safe and appropriate behaviour for both individuals and groups in a range of 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
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, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ recognition of safe and unsafe situations.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Safety in the environment (cont)Outcomes: LS.5, LS.10, LS.11Students learn about: Students learn to: Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students safe and unsafe
situations recognise factors that
contribute to safety in the environment
view and listen to presentations about specific aspects of safety from appropriate personnel such as road safety consultants/local police, local swimming pool life guards, surf life savers, fire personnel, road/bike safety consultants, national parks rangers, train safe officers or station master. As a result of these presentations students may:– identify, match and sort photographs, pictures,
images of scenarios into ‘safe’ and ‘unsafe’ and indicate reasons for their choice
– identify, match, sort, 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, as a pedestrian, as a passenger in a vehicle, as a passenger waiting for a train, as a bicycle rider, playing indoor or outdoor games/sport, using recreation areas in the community, in or near water
Focusing on safety in the environment may indicate recognising and responding to safe and unsafe situations.
Oral, 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
indicate appropriate ways to respond to potential hazards in the environment. 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
Responding appropriately to changed conditions that affect safety in the environment may indicate recognising and responding to safe and unsafe situations.
appropriate response to potentially dangerous situations.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Safety in the environment (cont)Outcomes: LS.5, LS.10, LS.11Students learn about: Students learn to: Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students safe and unsafe
situations respond to indicators of
unsafe situations develop a practical set of guidelines for general safety in
the environment using pictures, photographs and/or written formats. Such guidelines may include ways to identify indicators of unsafe situations, alerting trusted adults to indicators of unsafe situations and seeking support from appropriate individuals when confronted with unsafe situations
Development of a practical set of guidelines for general safety in the environment may indicate recognising and responding to safe and unsafe situations.
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
safe and unsafe situations
recognise that safety depends on the behaviour of themselves and others
within structured role-plays demonstrate the application of developed guidelines. Possible scenarios for role-plays may include:– recognising and using safe places to cross roads– locating and wearing seat belts appropriately– recognising, avoiding and reporting hazards such as
we floors, broken glass.
Students’ responses may indicate recognising and responding to safe and unsafe situations in the environment.
demonstration of safe and appropriate behaviour in a range of situations.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Personal safety and wellbeing Outcomes: LS.5, LS.11, LS.17Students learn about: Students learn to: Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher uses videos, pictures, 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.
Students safe and unsafe
personal situations recognise aspects of safe
and unsafe personal situations
view pictures/videos of specific scenarios that focus on personal safety and wellbeing in a range of situations
Students’ participation and responses may indicate recognising and responding to safe and unsafe situations.
Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ recognition of safe and unsafe situations.
safe and unsafe personal situations
recognise aspects of safe and unsafe personal situations
sort images of scenarios into those that are ‘safe’ and those that are potentially ‘unsafe’ in relation to their personal safety and wellbeing and indicate reasons for their choice
Sorting images of scenarios into safe and unsafe may indicate recognising and responding to safe and unsafe situations.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Personal safety and wellbeing (cont)Outcomes: LS.5, LS.11, LS.17Students learn about: Students learn to: Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
their right to privacy, 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, eg using change rooms at the local swimming pool
sort or match pictures to indicate behaviour which is appropriate for particular situations. 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, eg sport, rock concerts, parties
Students’ participation and responses may indicate recognising and responding to safe and unsafe situations and/or demonstrating safe practices that promote personal wellbeing.
Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ recognition of safe practice in a range of situations.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Personal safety and wellbeing (cont)Outcomes: LS.5, LS.11, LS.17Students learn about: Students learn to: Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students safe and unsafe
personal situations
the appropriate and inappropriate use of substances
recognise specific aspects of safe and unsafe personal situations
demonstrate refusal skills when offered medication by another student
demonstrate refusal skills when offered illegal drugs or substances for inappropriate purposes
respond to teacher questions and participate in structured role-plays to clarify and indicate appropriate responses in a range of scenarios, 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, harassment, bribes, threats or bullying behaviour (No-Go-Tell routine)
– personal strategies to reject medication or illegal drugs or substances
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.
Oral, 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, bribes, threats, bullying or harassment
recognise known people within a network of trusted adults with whom it is appropriate to communicate dissatisfaction and distress in relation to unwanted touch, bribes, threats, bullying or harassment
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. 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, locate, contact and communicate with trusted adults and/or other students in relation to personal safety and wellbeing issues
Students’ participation in the development of a personal list of trusted adults may assist students in demonstrating safe practices that promote personal wellbeing.
development of a list of trusted adults who can provide support in relation to personal safety and wellbeing issues.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Personal safety and wellbeing (cont)Outcomes: LS.5, LS.11, LS.17Students learn about: Students learn to: Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students 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
develop a set of practical guidelines for personal safety and wellbeing in a range of situations using pictures, photographs and/or written formats:– letting others know where they are going, who they
are going with, 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
Students’ participation in the development of guidelines may indicate recognising and responding to safe and unsafe 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, bribes, threats, bullying or harassment
develop and use individualised communication strategies and devices to carry out ‘No-Go-Tell’ routine in a range of situations
demonstrate safety steps or strategies that can be used in unsafe or threatening situations (No-Go-Tell routine). This involves the skills required to: – say no in threatening situations– get away from the unsafe situation– seek help, advice and support
Demonstration of the No-Go-Tell routine may assist students in demonstrating safe practices that promote personal wellbeing and may indicate recognising and responding to safe and unsafe situations.
demonstration of strategies for maintaining personal safety and wellbeing in unsafe or threatening situations.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Personal safety and wellbeing (cont)Outcomes: LS.5, LS.11, LS.17Students learn about: Students learn to: Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students 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
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
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.
Oral, 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.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Personal safety and wellbeing (cont)Outcomes: LS.5, LS.11, LS.17Students learn about: Students learn to: Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students behaviour that is
appropriate to a range of situations
demonstrate behaviours that are socially appropriate in a range of situations
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.
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.
Oral, 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.
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Life Skills Years 7–10: Advice on Planning, 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.
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.boardofstudies.nsw.edu.au).
Unit number
Syllabus Unit title Unit description
12.1 Selected K–10 Language Syllabus
Let’s celebrate together
This unit has been written generically and may be used for students undertaking Life Skills outcomes and content from any selected language syllabus. In this unit students develop language skills through exploring the cultural features of their school community. Students participate in a range of experiences that focus on using language within the context of a school cultural celebration. They also extend these skills through community-based activities.
12.2 Aboriginal Languages
Families, friends and country
In this unit students develop language skills through cultural and community activities and explore a theme relating to community activities at the river/waterway. They acquire vocabulary, expressions and language structures within this context. Students also listen, read and respond to texts, and record their own experiences using visual and written text.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
12.1 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. Students participate in a range of experiences that focus on using language within the context of a school cultural celebration. They also extend these skills through community-based activities. 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. 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. 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 StructuresA student:LS.UL.1 recognises words and phrases in [Language]LS.UL.2 uses [Language] to interact in everyday activitiesLS.UL.3 obtains and gives information in [Language]LS.UL.4 uses written [Language] to communicateLS.MLC.2 explores ways in which meaning is conveyed by nonverbal communicationLS.MLC.4 explores ways in which meaning is conveyed by written languageLS.MBC.1 experiences cultural diversityLS.MBC.2 explores own and other cultures.
Language functions and structures include: identifying food and drink vocabulary identifying traditional foods expressing likes and dislikes describing food and drink naming items that are eaten and drunk using culturally appropriate language ordering food and drink in a restaurantResourcesSamples and images of food and drink, materials for language games, textbooks, videos, audiocassettes, CD-ROMs, internet, recipe books, cooking equipment and utensils, ingredients for traditional foods, opportunity to visit local restaurant/café.
LinksA student:DanceLS.1.2 uses dance technique to communicate LS.3.1 experiences a variety of dance performancesEnglishLS.2 listens for a variety of purposes in a range of contextsLS.4 uses spoken language to interact with a range of audiencesLS.5 recognises visual texts in a range of contextsLS.7 reads and responds to short written textsLS.9 writes short texts for everyday purposesLS.10 composes increasingly complex written textsLS.12 communicates for a variety of purposesFood TechnologyLS.5.1 participates in making food itemsLS.6.2 recognises the significant role of food in society.
A student:GeographyLS.7 explores the diversity of Australian communitiesHistoryLS.9 recognises the contribution of Aboriginal peoples and other cultures to
Australian societyInformation and Software TechnologyLS.5.3 uses a variety of techniques to present information and software technology
solutionsMusicLS.7 experiences music from a variety of social, cultural and historical contextsVisual ArtsLS.1 experiences a variety of artmaking activitiesLS.6 makes a variety of artworks that reflect experiences, responses or a point of
view.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 ‘Eating and Drinking’ in the selected language Stages 4 and 5: Advice on Programming and Assessment.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Coming togetherOutcomes: LS.MBC.1, LS.MBC.2 Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
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, eg dance, music/musical instruments, songs/chants, clothing/costumes, greetings, festivals/special occasions, traditions, stories
introduces students to appropriate [Language] vocabulary in the context of participating in a range of cultural activities.
Students cultural
characteristics of the school community
recognise visual representations of culture(s)
identify names of countries in [Language]
identify features of the culture(s)
bring items from home that reflect features of their cultural background to share with others, eg photographs, traditional costumes, music, songs, stories
Bringing items from home that reflect features of their culture may involve experiencing cultural diversity and/or exploring their own and other cultures.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: sharing of their cultural
items with others
cultural characteristics of the school community
the importance of cultural celebrations
the diversity of cultural expression
identify culture(s) represented in the school community
identify features of the culture(s)
participate in cultural activities
explore the diversity of cultural practices
share cultural items with others, recognising features that are the same and different across cultures. 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, myths and legends – learning a dance associated with a particular festival – exploring the movement, feel and sound produced by
musical instruments from a range of cultures– listening to/viewing cultural presentations by members of
the community, eg painting, dancing – sharing in cultural activities alongside community
members, eg participate in making a mural
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.
participation of cultural diversity within the school and wider community.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Coming together (cont)Outcomes: LS.MBC.1, LS.MBC.2Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students 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
demonstrate respect for diverse cultural practices
make a poster/model/multimedia presentation to illustrate a particular cultural aspect, eg costumes worn for particular occasions such as weddings, festivals.
Making a poster, model or multimedia presentation to illustrate a particular cultural aspect may involve exploring their own and other cultures.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ creation of a poster, model or multimedia presentation.
Focus: Meet and greetOutcomes: LS.MLC.2, LS.UL1, LS.UL2
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.
Students communication of
meaning in nonverbal ways
identify the meaning conveyed by gestures and facial expressions
respond to gestures and facial expressions
respond appropriately to nonverbal greeting by others in the school and community. This may include:– whistling, bowing in return, waving in response, 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.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ appropriate responses to nonverbal greetings.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Meet and greet (cont)Outcomes: LS.MLC.2, LS.UL1, LS.UL2Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students words and phrases in a
variety of spoken contexts
the different purposes of using known language
listen to words, phrases and simple sentences to identify meaning
identify known words and phrases
establish and maintain social contact
meet/greet and farewell others using appropriate words in [Language], eg hello, how are you, goodbye, thank you
Meeting, 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.
Oral, 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, maintain and conclude a conversation
respond to and use vocabulary using [Language] within the context of a conversation. This may include responding to and answering the following, eg My name is... I live at…, I am 12 years old. What is your name? Where do you live?
Engaging in a conversation using [Language] vocabulary may involve recognising words and phrases in [Language] and/or using [Language] to interact in everyday activities.
demonstration of use of [Language] in a conversation.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Let’s do lunch – at schoolOutcomes: LS.UL.1, LS.UL.2, LS.UL.3, LS.UL.4, LS.MBC.1, LS.MBC.2Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
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.
Students features of lifestyles
and belief systems in diverse cultures
compare aspects of their own lifestyles and with those of [Language] communities
participate in a talk/presentation by parents/members of the local community on the food and drink associated with their culture
Identifying the variety of food and drink items associated with a particular culture may indicate experiencing cultural diversity.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: identification of food
and drink associated with particular cultures
words and phrases in a variety of spoken contexts
words and phrases in a variety of written contexts
the relationship between printed words and symbols and their sounds and meanings
listen to words, phrases and simple sentences to identify meaning
identify known words and phrases
identify known words and phrases in conversation
read whole words, phrases and simple sentences
recognise symbols, letters and syllables in print in [Language]
recognise and/or use [Language] vocabulary to identify food and drink items associated with a particular culture. This may involve:– matching pictures, photographs, 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]
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].
identification and/or demonstration of use of language associated with food and drink.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Let’s do lunch – at school (cont)Outcomes: LS.UL.1, LS.UL.2, LS.UL.3, LS.UL.4, LS.MBC.1, LS.MBC.2Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students the use of language in
the context of a conversation
engage in conversation
participate in conversations about food and drink using [Language]
Participating in conversation about food and drink may involve using [Language] to interact in everyday activities.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: demonstration of use of
[Language] in a conversation
the importance of cultural celebrations
participate in cultural activities
participate in a step-by-step plan to organise a lunch at school as part of a cultural celebration/multicultural day/community festival. This may include:– determining the nature and type of the celebration and
who will participate, eg other students, parents, members of the community
– selecting traditional music and making decorations
Participating in planning a cultural celebration may involve experiencing cultural diversity.
planning of a lunch associated with a cultural celebration
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, phrases and simple sentences
communicate information in a variety of ways
determine the menu for the cultural celebration using [Language]. 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, 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], eg use examples from the internet, menus from restaurants/cafes, magazines
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. Designing printed menus may involve recognising words and phrases in [Language] and/or using written [Language] to communicate information.
demonstration of use of [Language] to name food items and the development of a printed menu using [Language].
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Let’s do lunch – at school (cont)Outcomes: LS.UL.1, LS.UL.2, LS.UL.3, LS.UL.4, LS.MBC.1, LS.MLC.2Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students 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
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
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]
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.
Oral, 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]
ways to use written text to communicate information
communicate information in a variety of ways
write thank you notes using pictures or written text in [Language] to thank others for their participation.
Writing thank you notes may indicate using written [Language] to communicate.
demonstration of use of written words and phrases in [Language] in the context of designing thank you notes.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: ‘Let’s go out for lunch’Outcomes: LS.UL.1, LS.UL.2, LS.UL.3, LS.UL4, LS.MBC.1, LS.MBC.2Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher extends students’ experiences of using [Language] in the
context of eating and drinking, 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].
Students 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
extend their experiences of using [Language] by:– visiting a [Language] café/restaurant to sample/taste a
variety of food and drink items and indicating their preferences using [Language]
– obtaining a menu from a [Language] café/restaurant and identifying and recording preferences from the menu using [Language]
– participating in a follow-up visit to a [Language] café/restaurant for lunch
– ordering (and eating) a meal from the menu using [Language]
– engaging in conversation in [Language] during the meal, eg ‘This is good’, ‘Can I have another drink please?’ ‘Thanks, I enjoyed that’
– record their experiences at a [Language] café/restaurant in a multimedia presentation using [Language].
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. Recording their experiences at a [Language] café/restaurant may involve obtaining and giving information in [Language] and/or using written [Language] to communicate.
Oral, 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.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
12.2 Aboriginal Languages Years 7–10 Life Skills unit: Families, friends and country
Unit title: Families, friends and countryDescription: In this unit students develop language skills by exploring a theme relating to community activities at the river. They acquire vocabulary, expressions and language structures within this context. Students also listen, read and respond to texts, and record their own experiences using visual and written text. 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 Language Functions and StructuresA student: Introducing family, eg Gayrr ngay Harry. (My name is Harry.) Ngaya milan banay.
(I am eleven.) Gulibaa ngay dhagaan . (I have three brothers.) Ganungu gayrr … (Their names are …) Gunii ngay nhalay. (This is my mother.) Gayrr nguungu … (Her name is …) Ngiyani wilay-la-nha Walgett-ga. (We live at Walgett.)
Describing present activities, eg Ngaya yinabildanha. (I am fishing.) Nguu gubiyaanha. (She is swimming.)
Exchanging information about family activities, eg Minyanda nginda? (What are you doing?) Minyaaya dhaadhaa? (Where is grandfather?) Wii wiimaldanha nguu. (He is making a fire.) Minyaaya baawaa ngay? (Where is my sister?) Dhaldanha nguu. (She is eating.)
Recounting past events, eg Ngaya yanaanhi. (I went.) Ngiyani guduu yilamay. (We cooked fish.)
LS.UL.1 recognises words and phrases in Aboriginal languagesLS.UL.2 uses Aboriginal languages to interact in everyday activitiesLS.UL.3 obtains and gives information in Aboriginal languagesLS.UL.4 uses written Aboriginal language to communicateLS.MLC.3 explores ways in which meaning is conveyed by spoken languageLS.MLC.4 explores ways in which meaning is conveyed by written languageLS.MBC.1 experiences cultural diversityLS.MBC.2 explores their own and other cultures.
ResourcesPublished ResourcesYuwaalayaay Dictionary – Ash, A, Giacon J and Lissarrague (ed) 2003. IAD Press, Alice SpringsWe are Speaking Gamilaraay – Yuwaalaraay (book and CD) Yaama Maliyaa – An Aboriginal Languages Textbook Learn Yuwaalaraay. Gaay Yuwaalaraay Winanga-li-gu website at: http://www.yuwaalaraay.orgTeacher-made Resources photographs, picture flashcards of family members, activities, animals model written text for reading activity – recount of an event at the river
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
LinksA student:Aboriginal StudiesLS.1 recognises factors that contribute to an Aboriginal person’s identityLS.2 explores Aboriginal culture and cultural expressionLS.3 recognises the importance of families and communities to Aboriginal peopleDanceLS.1.2 uses dance technique to communicate LS.3.1 experiences a variety of dance performancesEnglishLS.2 listens for a variety of purposes in a range of contextsLS.3 uses technology and aids to communicate with a range of audiencesLS.4 uses spoken language to interact with a range of audiencesLS.7 reads and responds to short written textsLS.9 writes short texts for everyday purposesLS.11 views and responds to a range of visual texts, media and multimedia.
A student:GeographyLS.7 explores the diversity of Australian communities HistoryLS.9 recognises the contribution of Aboriginal peoples and other cultures to
Australian societyInformation and Software TechnologyLS.5.3 uses a variety of techniques to present information and software technology
solutionsMusicLS.7 experiences music from a variety of social, cultural and historical contextsVisual ArtsLS.1 experiences a variety of artmaking activitiesLS.6 makes a variety of artworks that reflect experiences, responses or a point
of view.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 ‘Families and Country’ in Aboriginal Languages Years K–10: Advice on Programming and Assessment (pp 25–36).
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Coming together Outcomes: LS.UL.1, LS.UL.2, LS.UL.3Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
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.Students
cultural characteristics of the school community
recognise visual representations of culture
identify names of countries
identify features of the cultures
bring items from home that reflect features of their cultural background to share with others, eg photographs, items of traditional apparel, music, songs, stories
Bringing items from home that reflect features of their culture may involve experiencing cultural diversity and/or exploring their own and other cultures.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: sharing of their own
cultural items with others
the diversity of cultural expression
explore the diversity of cultural practices
explore Aboriginal cultural items. This may include:– listening to traditional and contemporary Aboriginal
music associated with a range of celebrations – listening to/viewing stories, eg Dreamtime stories– observing and participating in a dance associated with a
particular occasion or ceremony– exploring the movement, feel and sound produced by
musical instruments – listening to/viewing cultural presentations by members of
the Aboriginal community, eg painting, dancing – sharing in cultural activities alongside community
members, eg participating in making a mural, constructing/decorating items in the classroom/school to represent a theme, eg A Day at the River
Exploring Aboriginal cultural items may involve exploring their own and other cultures.
response to Aboriginal cultural items.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Coming together (cont)Outcomes: LS.UL.1, LS.UL.2, LS.UL.3Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students 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
explore a particular aspect of Aboriginal culture through the creation of a poster/multimedia presentation. An example in relation to items of traditional apparel may involve:– selecting pictures/photographs of items of traditional
apparel– annotating pictures of traditional apparel – researching through print and electronic media– selecting and organising information under the following
headings in relation to traditional apparel (Who wears it? What do they wear? When do they wear it? Where do they wear it? Why do they wear it?)
– making a poster/models/multimedia presentation to illustrate a particular aspect of Aboriginal culture.
Making a poster, model or multimedia presentation to illustrate a particular aspect of Aboriginal culture may involve exploring their own and other cultures.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ creation of a poster, model or multimedia presentation.
Focus: Family and friendsOutcomes: LS.UL.1, LS.UL.2, LS.UL.4
Teacher plays the song ‘We are one family’ from ‘We are speaking
Yuwaalaraay’, book and CD assists students to recognise, share and label family
photographs in a personal album in English and Yuwaalaraay
explicitly teaches the language to identify family members by speaking Yuwaalaraay.
Students words and phrases in a
variety of spoken contexts
identify known words and phrases
listen to and participate in the song ‘We are one family’ Listening/participating in singing may involve recognising words and phrases in Aboriginal languages.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ listening, participation and responses.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Family and friends (cont)Outcomes: LS.UL.1, LS.UL.2, LS.UL.4Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students the different purposes
of using known language
share personal information
display family photographs in a personal album Displaying family photographs may involve using Aboriginal languages to interact in everyday activities
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: display of items in an
album ways to use written
texts to communicate information
communicate information in a variety of ways
label family photographs in Yuwaalaraay Labelling photographs may involve obtaining and giving information in Aboriginal languages
demonstration of use of Yuwaalaraay to label photographs.
the different purposes of using known language
share personal information
identify family members in photographs in a personal album by speaking Yuwaalaraay, eg ‘John is my brother’, ‘Cathy is my cousin’, ‘Nola is our sister’
Identifying photographs in an album may involve obtaining and giving information in Aboriginal languages.
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.
Using an album to introduce others to their family may involve using Aboriginal languages to interact in everyday activities.
demonstration and use of their personal album to introduce others to their family.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Meet and greetOutcomes: LS.UL.1, LS.UL.2, LS.UL3, LS.MLC.2Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
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.Students
communication of meaning in nonverbal ways
identify the meaning conveyed by gestures and facial expressions
respond to gestures and facial expressions
respond appropriately to nonverbal greetings by others in the school and community. This may include:– whistling, bowing in return, waving in response, offering
hand in response– demonstrating appropriate gestures when meeting
members of the school and/or community
Responding to nonverbal greetings in the school and community may involve exploring ways in which meaning is conveyed by nonverbal communication.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ response to nonverbal greetings.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: Meet and greet (cont)Outcomes: LS.UL.1, LS.UL.2, LS.UL3, LS.MLC.2Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students the use of language in
the context of a conversation
engage in conversation
use appropriate words in Yuwaalaraay to meet/greet and farewell others in the school and members of the community, eg hello, how are you, goodbye, thank you
Using appropriate words inYuwaalaraay in the context of greeting members of the community may involve using Aboriginal languages to interact in everyday activities.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: use of appropriate words
in Yuwaalaraay to meet, greet and farewell others in the school and community
the use of language in the context of a conversation
initiate, maintain and conclude a conversation
respond to and use vocabulary in Yuwaalaraay within the context of a conversation. This may include responding to and answering the following, eg My name is..., I live at…, I am 12 years old. What is your name? Where do you live?
Responding to and using vocabulary in Yuwaalaraay in the context of engaging in conversation may involve using Aboriginal languages to interact in everyday activities.
use of appropriate words in Yuwaalaraay in the context of a conversation.
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: A day at the river Outcomes: LS.UL.1, LS.UL.2, LS.UL.3, LS.UL.4Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Teacher tells, reads or displays (using picture sequences) the cartoon
story of ‘A Day at the River’ in English and Yuwaalaraay, 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.
Students words and phrases in a
variety of spoken contexts
listen to words, phrases and simple sentences to identify meaning
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
Listening to and retelling a story may involve recognising words and phrases in Aboriginal languages.
Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: listening to and retelling
a story words and phrases in a
variety of spoken contexts
identify known words and phrases
use vocabulary in Yuwaalaraay to describe activities that are shown in the cartoon, eg ‘He is fishing’, ‘That is a good fire’, ‘The fish is good’. This may involve:– sequencing pictures to make sentences to describe
activities– selecting and matching words and phrases– reading simple sentences
Using vocabulary to describe a story may involve recognising words and phrases in Aboriginal languages.
use of appropriate words in Yuwaalaraay to describe activities in the story.
the use of language in the context of conversation
engage in conversation
respond to pictures/films/videos shown by the teacher and participate in a discussion, using Yuwaalaraay, to suggest and talk about activities which they could undertake during a day at a river/waterway
Participating in a discussion may involve using Aboriginal languages to interact in everyday activities.
use of appropriate words in Yuwaalaraay to participate in a discussion.
continued
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Life Skills Years 7–10: Advice on Planning, Programming and Assessment
Focus: A day at the river (cont)Outcomes: LS.UL.1, LS.UL.2, LS.UL.3, LS.UL.4Students learn about Students learn to Integrated learning experiences, instruction and
assessmentEvidence of learning(words in italics refer to Life Skills outcomes)
Feedback
Students the use of language in
the context of conversation
engage in conversation
initiate, maintain and conclude a conversation
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, eg ‘I am going fishing, what are you going to do?’ ‘I am cooking lunch’, ‘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
identifying items for a visit to a river/waterway may involve using Aboriginal languages to interact in everyday activities.
Oral, 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.
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
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, using words and phrases in Yuwaalaraay in the form of thought, 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.
Labelling photographs, making a poster, 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.
Oral, 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.
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