Life Skills 710 Support

Life Skills
Years 7–10
Advice on Planning, Programming

and Assessment
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Published by
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First published August 2004

Updated July 2007
ISBN 1 7414 7083 8
2007358
Contents
1 Introduction ................................................................................................................. 5
2 Curriculum options for students with special education needs ...................................... 6
2.1 Inclusive curriculum ........................................................................................... 6
2.2 Collaborative curriculum planning ...................................................................... 7
2.3 Curriculum adjustments ...................................................................................... 7
2.4 Decision to access Life Skills outcomes and content ........................................... 9
2.5 School planning to implement Life Skills outcomes and content ....................... 11
2.6 Frequently asked questions on access to Life Skills outcomes and content ........ 11
3 Programming Life Skills outcomes and content.......................................................... 13
3.1 Assessment of Life Skills outcomes .................................................................. 13
3.2 Reporting achievement of Life Skills outcomes................................................. 15
3.3 Model of programming from Life Skills outcomes and content ......................... 15
4 Introduction to the sample units of work .................................................................... 17
5 English....................................................................................................................... 20
5.1 Viewing and reviewing film.............................................................................. 21
5.2 Myself .............................................................................................................. 30
6 Mathematics............................................................................................................... 35
6.1 Number............................................................................................................. 36
6.2 Fractions ........................................................................................................... 40
6.3 Money .............................................................................................................. 42
6.4 Time ................................................................................................................. 45
7 Science ...................................................................................................................... 49
7.1 The needs of living things ................................................................................. 50
7.2 Energy in everyday life ..................................................................................... 61
8 HSIE.......................................................................................................................... 68
8.1 History Years 7–10 Life Skills unit: Connections with History.......................... 69
8.2 Geography Years 7–10 Life Skills unit: Australian communities....................... 77
8.3 Aboriginal Studies Years 7–10 Life Skills unit: Connecting with
Aboriginal people and their cultures.................................................................. 87
8.4 Commerce Years 7–10 Life Skills unit: Informed consumers ............................ 95
8.5 Work Education Years 7–10 Life Skills unit: The world of work .................... 107
9 Technological and Applied Studies .......................................................................... 117
9.1 Technology (Mandatory) Years 7–8 Life Skills unit: What do you
make of it?...................................................................................................... 119
9.2 Agricultural Technology Years 7–10 Life Skills unit:
Vegetable production enterprise ...................................................................... 127
9.3 Design and Technology Years 7–10 Life Skills unit: Storage matters.............. 136
9.4 Food Technology Years 7–10 Life Skills unit: Celebrations ............................ 144
9.5 Graphics Technology Years 7–10 Life Skills unit: Stand-out logos ................. 151
9.6 Industrial Technology Years 7–10 Life Skills unit: Timber utility box ............ 159
9.7 Information and Software Technology Years 7–10 Life Skills unit:
School events in digital ................................................................................... 167
9.8 Textiles Technology Years 7–10 Life Skills unit: Creating with fabrics .......... 175
10 Creative Arts............................................................................................................ 181
10.1 Music Years 7–10 Life Skills unit: Australian music....................................... 182
10.2 Visual Arts Years 7–10 Life Skills unit: ‘I am’................................................ 190
10.3 Dance Years 7–10 Life Skills unit: Let’s dance!.............................................. 197
10.4 Drama Years 7–10 Life Skills unit: Roles, characters, action! ......................... 204
10.5 Visual Design Years 7–10 Life Skills unit: ‘My Magazine’............................. 212
10.6 Photographic and Digital Media Years 7–10 Life Skills unit:
‘Shapes and Shadows’ .................................................................................... 218
11 Personal Development, Health and Physical Education ............................................ 224
11.1 Facing new challenges .................................................................................... 225
11.2 Personal safety net .......................................................................................... 233
12 Languages................................................................................................................ 243
12.1 Languages Years 7–10 Life Skills unit: Let’s celebrate together...................... 244
12.2 Aboriginal Languages Years 7–10 Life Skills unit: Families, friends
and country ..................................................................................................... 252
Life Skills Years 7–10: Advice on Planning, Programming and Assessment
1 Introduction
This support document has been designed to help teachers understand key aspects of the Life
Skills outcomes and content that have been developed in conjunction with the new Years 7–10
syllabuses, and to provide guidance for initial implementation.
The document should be read in conjunction with the relevant syllabus and support documents
already distributed to schools and accessible through the Board of Studies website
(www.boardofstudies.nsw.edu.au).
This advice provides information additional to that contained in the relevant syllabus and
support documents to assist teachers to:
• clarify the process to access Life Skills outcomes and content and identify those students
for whom this option may be appropriate
• program from Life Skills outcomes and content in the new Years 7–10 syllabuses
• design and implement appropriate assessment processes for students undertaking Life
Skills outcomes and content by reflecting on evidence of learning in relation to outcomes.
The document contains sample units of work organised in key learning areas (KLAs). In each
sample unit, a number of integrated teaching, learning and assessment activities have been
prepared to assist teachers to become familiar with the Life Skills outcomes and content in the
particular Years 7–10 syllabus. In addition, links to Life Skills outcomes from other syllabuses
have been provided to assist teachers in developing integrated units.
The sample units provide a basis from which teachers can develop their own programs to cater
for the learning needs of the students in their class.
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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 overview

Collaborative 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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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 learning

Some 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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• 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 assessment
Some 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.
8
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.
9
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.
1. Can the student If no, then consider a range

access some or all of of curriculum adjustments.
the regular syllabus
outcomes in a
particular subject
without adjustments? 2. Can the student access If no, then consider Life Skills
some or all of the regular outcomes and content in the
syllabus outcomes in a relevant syllabus.
particular subject with
adjustments to teaching,
If yes, then the student learning and/or
should follow a regular 3. Are the student’s
assessment? interests, strengths, goals
syllabus program in
that subject without and present and future
adjustments. learning needs best
addressed by Life Skills
If yes, then the student outcomes and content in one
should follow a regular or more subjects?
syllabus program in that
subject with appropriate
adjustments. 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?
5. What further adjustments

are required to teaching and
learning?
6. What further adjustments

are required to assessment?
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?
10
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.
11
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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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.
13
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.
Students will be assessed in relation to the

selected Life Skills outcomes.
The selection of Life Skills outcomes
for individual students is central to the Evidence of learning for students undertaking Life
teaching and learning cycle. Skills outcomes and content must be specific to the
individual student.
Identify the Life Skills outcomes that Teachers need to become aware of:
will be addressed in the particular • the way in which the student communicates
syllabus or unit of work. • the time required for the student to communicate
• support that will be required for the student to
Students do not need to address all the demonstrate achievement in relation to
Life Skills outcomes in each syllabus. outcomes, including modifications to equipment,
The student’s learning needs should furniture and environment; verbal, visual and/or
determine which Life Skills outcomes physical prompts; and physical assistance.
and content are addressed. Evidence of learning links observable behaviour
and student products to achievement in relation
to outcomes.
Some strategies for gathering

Teachers reflect on evidence of learning in relation
student performance in to Life Skills outcomes may
relation to Life Skills include:
outcomes. • observation of a physical
response
Information gathered as part • observation of engagement in
of the teaching, learning and the teaching and learning
assessment cycle will activity
inform any changes that are • observation of performance in
needed to instruction and practical activities
teaching strategies. • observation of participation in
group work
Teachers should identify • written responses such as
opportunities for diary entries, design portfolio
maintenance of knowledge • responses using augmentative
and skills and generalisation and alternative
of achievement of outcomes. Content and learning experiences communication (AAC)
Feedback to students Each syllabus has content for each systems
Outcomes need to be Appropriate feedback during outcome in the form of ‘Students • oral reports and presentations
revisited and reviewed often and at the end of activities learn about’ and ‘Students learn to’ • visual displays such as
to ensure maintenance and guides and affirms student that may be selected according to collage, sketching/graphic
generalisation of behaviour towards individual student’s learning needs. communication.
knowledge, understanding achievement of outcomes. The content forms the basis of the
and skills. learning activities for students and
Teachers should consider the also provides opportunities for
most effective form of teachers to make judgements on
feedback for individual student achievement.
students. This may include
oral, visual or tangible forms. 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.
14
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 content

Note: 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.
15
Step 2 Identify the required evidence of learning that will enable students to demonstrate achievement in
relation to outcomes.
Evidence of learning for students undertaking Life Skills outcomes and content must be specific to
the individual student.
Teachers need to become aware of:
• the way in which a student communicates
• the time required for the student to communicate
• the support that will be required for the student to demonstrate achievement in relation to
outcomes, including modifications to equipment, furniture and environment; oral, visual and/or
physical prompts; and physical assistance.
Evidence of learning links observable behaviour and student products to achievement in relation to
outcomes.
Some strategies for gathering evidence of learning may include:
• observation of a physical response
• observation of engagement in the teaching and learning activity
• observation of performance in practical activities
• observation of participation in group work
• written responses such as diary entries, design portfolio
• responses using augmentative and alternative communication (AAC) systems
• oral reports and presentations
• visual displays such as collage, sketching/graphic communication.
Step 3 Plan the instruction, teaching and learning experiences and assessment opportunities appropriate to
the outcomes.
To cater for the range of needs of students in any given classroom it is important that teachers
develop whole-of-class programs that can accommodate the learning needs of all students.
It is important when developing teaching and learning activities that teachers consider:
• the sequence of the teaching and learning activity
• the appropriate placement of the student in that sequence
• a range of adjustments to enable individual students to participate effectively
• age-appropriate activities and materials
• the student’s individual communication system
• the provision of opportunities for the student to generalise skills into other contexts.
The sample units of work in sections 5 to 12 provide examples of integrated teaching, learning and
assessment activities. Teachers should develop their own teaching and learning activities that are
appropriate for the students in their class.
Step 4 Ensure that appropriate and meaningful feedback is given to the student throughout the learning
experience to guide further learning and encourage participation.
Teachers should consider the most effective form of feedback for individual students in relation to
their learning.
Step 6 Reflect on student progress towards outcomes, including generalisation across school, community
and workplace contexts and maintenance of achievement over time.
Outcomes need to be revisited and reviewed often to ensure generalisation and maintenance of
knowledge, understanding and skills.
Students should be given structured opportunities to generalise knowledge, understanding and skills.
Step 7 Adjust teaching and learning experiences accordingly.
Information gathered as part of the teaching, learning and assessment cycle will inform any changes
that are needed to teaching strategies.
16
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
Key Learning Area Syllabus Support documents

English English Years 7–10 Syllabus English Years 7–10 Syllabus: Advice on
Programming and Assessment
Mathematics Mathematics Years 7–10 Syllabus Mathematics Years 7–10 Syllabus: Advice on
Science Science Years 7–10 Syllabus Science Years 7–10: Advice on Programming
and Assessment
Human Society and History Years 7–10 Syllabus History Years 7–10: Advice on Programming
Its Environment 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
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
Technological and Technology (Mandatory) Years 7–10 Technology (Mandatory) Years 7–10: Advice on
Applied Studies Syllabus Programming and Assessment
Agricultural Technology Years 7–10 Agricultural Technology Years 7–10: Advice on
Syllabus Programming and Assessment
Design and Technology Years 7–10 Design and Technology Years 7–10: Advice on
Food Technology Years 7–10 Syllabus Food Technology Years 7–10: Advice on
Graphics Technology Years 7–10 Graphics Technology Years 7–10: Advice on
Industrial Technology Years 7–10 Industrial Technology Years 7–10: Advice on
Information and Software Technology Information and Software Technology Years 7–
Years 7–10 Syllabus 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
17
Key Learning Area Syllabus Support documents

Creative Arts Music Years 7–10 Syllabus Music Years 7–10: Advice on Programming and
Assessment
Visual Arts Years 7–10 Syllabus Visual Arts Years 7–10: Advice on Programming
and Assessment
Dance Years 7–10 Syllabus Dance Years 7–10: Advice on Programming and
Assessment
Drama 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 Personal Development, Health and Personal Development, Health and Physical
Development, Health Physical Education Years 7–10 Syllabus Education Years 7–10: Advice on Programming
and Physical and Assessment
Education *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
#French K–10 Syllabus French: Advice on Programming and
#German K–10 Syllabus German: Advice on Programming and
#Hebrew K–10 Syllabus Hebrew: Advice on Programming and
#Indonesian K–10 Syllabus Indonesian: Advice on Programming and
#Italian K–10 Syllabus Italian: Advice on Programming and Assessment
for Stages 4 and 5
#Japanese K–10 Syllabus Japanese: Advice on Programming and
#Korean K–10 Syllabus Korean: Advice on Programming and
#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
#Russian K–10 Syllabus Russian: Advice on Programming and
#Spanish K–10 Syllabus Spanish: Advice on Programming and
#Turkish K–10 Syllabus Turkish: Advice on Programming and
#Vietnamese K–10 Syllabus Vietnamese: Advice on Programming and
* 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
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
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
Unit number Unit title Unit description

5.1 Viewing and The unit engages students in the study of four areas: initial
reviewing film 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
5.1 Viewing and reviewing film
Life Skills Outcomes Content

‘Learn to’ and ‘Learn about’ paragraphs
(see the English Years 7–10 Syllabus (pp 45–54) for
A student: details of content)
LS.1 responds to auditory cues in a range of 1.2, 1.5
contexts
LS.2 listens for a variety of purposes in a range of 2.3, 2.5, 2.6, 2.7, 2.8, 2.10
contexts
LS.3 uses technology and aids to communicate with 3.5, 3.6, 3.7
a range of audiences
LS.4 uses spoken language to interact with a range 4.4, 4.7, 4.8, 4.9, 4.10, 4.12, 4.13
of audiences
LS.5 recognises visual texts in a range of contexts 5.1, 5.5
LS.6 uses visual texts in a range of contexts 6.1, 6.2, 6.5, 6.6, 6.7, 6.8, 6.9, 6.10
LS.9 writes short texts for everyday purposes 9.8, 9.12
LS.10 composes increasingly complex written texts 10.2, 10.7, 10.11
LS.11 views and responds to a range of visual texts, 11.1, 11.2, 11.6, 11.7, 11.10, 11.11
media and multimedia
LS.12 communicates for a variety of purposes 12.1, 12.2, 12.3, 12.4, 12.5, 12.6, 12.7
LS.13 communicates in a range of contexts 13.1, 13.4, 13.5, 13.6, 13.7, 13.8
LS.14 communicates with a range of audiences 14.1, 14.2, 14.4, 14.5, 14.6, 14.7, 14.8
LS.17 uses individual and collaborative skills in the 17.1, 17.5, 17.6, 17.7, 17.8, 17.9, 17.10, 17.11, 17.12
learning process.
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).
21
Stage 5 sample unit of work: Viewing and reviewing film
Programming from regular outcomes and content
(a) Focus: Initial responses to, and understanding of, film

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

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

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

(a)
assessment
Students
• discuss how we learn about upcoming films Oral responses and Teacher observation and
• consider promotional material and reviews discussion demonstrate oral feedback.
• examine posters as representations of films. their level of
understanding of how
meaning is shaped in
visual texts.
Teacher
• gives instruction on how to analyse a poster
(if required)
• directs questions such as what is the relationship
between a poster and the film it promotes? What
does the poster suggest about the film? How is
each film promoted? Is the focus on the lead
actor, 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 Oral report-backs to class Teacher observation and
or evaluation of the effectiveness of its visual and identify what students oral feedback during group
written elements to the class. Peers listen and take have learnt from previous work and after report-backs.
notes on its features in their workbooks. discussion and are able to
utilise in their own Teacher observation of
analysis. notes taken by students and
Notes in workbooks what they deemed to be
demonstrate listening skills pertinent.
and identification of
pertinent points for
analysis.
Resources: Selected film posters for student
analysis.
25
Focus: Promotion of films, posters and reviews

(b)
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: Responses to information Oral, visual and/or tangible
– gesturing to aspects of the poster nominated by contained in the poster feedback and prompting by
the teacher may indicate recognising the teacher:
– identifying text in the poster visual texts in a range of • to guide responses using
– interpreting text in the poster contexts. It may involve relevant information
– predicting the theme or genre of the film the student reading and
– predicting whether they would enjoy the film responding to short written
texts.
• identify information contained in the print media Identification of • to encourage a response
regarding film listings and film session times. information contained in and to support the
Relevant information may include: print media may involve identification of
– film titles reading and responding to appropriate information
– session times short written texts.
– censorship classification
– cinema contact details
– information telephone numbers
– telephone call cost
– access provisions for people with disabilities
• access other sources of information regarding the Obtaining information • to guide the identification
promotion of films through activities such as: from sources other than of relevant sources of
– telephoning information lines regarding film print media may involve information and use of
sessions and following the recorded prompts using spoken language to appropriate
– telephoning cinemas to enquire about interact with a range of communication skills in
information such as session times and ticket audiences and/or may seeking information.
prices involve using technology
– using the internet to locate information about and aids to communicate
film sessions with a range of audiences.
– using the internet to locate information about It may involve listening for
electronic purchasing of tickets. a variety of purposes in a
range of contexts. It may
indicate viewing and
responding to a range of
visual texts, media and
multimedia.
26
(a) Focus: Close study of film

assessment
Students
• undertake the close study of a selected film Written responses and Teacher observation of
(this could be a popular feature film, short film or contributions to class students in class and any
documentary film) discussion indicate level of note-taking in students’
• write their initial responses to the film in their knowledge and workbooks. Oral feedback
journals and then discuss them with a partner or in understanding of film- at appropriate stages as they
a small group making techniques, textual complete the close study of
• from own experience and teacher-directed integrity and possible the film.
questions discuss film narrative elements, film readings.
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.
Resources: Film on video/DVD.
Students
• design a poster for the film that emphasises a Notes from discussion, Teacher assesses posters
particular perspective or reading of the film relevant research, planning and explanations and
• submit their design with an explanation of its and drafting and provides written feedback.
layout and design features and its relationship to a explanation of poster
particular reading of the film design indicate students’
interpretation of the film
and ability to represent this
visually.
Students’ poster design

and explanation.
• read initial journal entry on the film and write Journal entries that explore Teacher reads students’
subsequent response to film after studying it. students’ understanding of self-evaluations and
Students include reflection on what they feel they their own learning. reflections in journal and
have learnt from their close study of the film. revises program of study
where necessary.
27
Focus: Close study of film

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 A response may constitute Oral, visual and/or tangible
regarding a film poster or DVD cover. Responses responding to auditory feedback and prompting by
may include: cues in the environment. It the teacher:
– acknowledging the presentation of the poster or may indicate using spoken • to encourage and guide
cover language to interact, responses and to affirm
– identifying elements of the poster or cover and/or using technology participation in the
– describing the elements of the poster or cover and aids to communicate activity
– relating information provided by the poster or with a range of audiences.
cover to previous knowledge, eg other films the It may indicate recognising
actors have been in visual texts in a range of
– predicting the theme/genre of the film contexts.
• view a film and participate in class, small group Participation may • to encourage and guide
or pair discussion about aspects of the film such constitute responding to responses in identifying
as: auditory cues in a range of relevant features of a
– actors environments. It may film
– character indicate using spoken
– storyline language to interact,
– specific incidents and/or using technology
– film-making techniques, eg special effects, and aids to communicate
music, camera techniques with a range of audiences.
It may constitute viewing
Responses may be prompted by the teacher and and responding to a range
may include use of augmentative and alternative of visual texts, media and
communication systems, gestures, supported multimedia.
role-plays, illustrations and verbal comments.
• advertise a screening of a film to a wider Participation in the • to develop appropriate

audience by creating a handbill, poster or creation of a poster or advertising material.
multimedia presentation. A variety of techniques multimedia presentation
including desktop publishing software, may indicate using visual Peer responses to the
multimedia presentation, magazine clippings and texts in a range of contexts materials.
drawings may be used 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.
continued
28
Focus: Close study of film (cont)

• screen a film for an audience at school. Activities Participation in the activity Oral, visual and/or tangible
may include: may indicate using feedback and prompting by
– liaising with school personnel to organise technology and aids to the teacher to guide the
equipment and venue communicate with a range fulfilment of roles.
– informing peers as to screening details verbally of audiences and/or using
or by using augmentative and alternative spoken language to Audience reactions also
communication systems interact with a range of provide feedback on the
– gesturing to direct the audience audiences. Writing of success of the
– operating switches and other equipment, eg programs and other communication skills
start the video, increase/decrease volume, materials may constitute involved.
replay sections writing short texts for
– directing the organisation of the furniture everyday purposes.
– welcoming the audience and introducing the Participation may indicate
film communicating for a
– designing and producing programmes variety of purposes, in a
a range of audiences. It
may involve using
individual and
collaborative skills in the
learning process.
• reflect on the experience of advertising and Responses may indicate Oral, visual and/or tangible
screening the film in response to teacher using individual and feedback and prompting by
questioning and prompts and visual supports. collaborative skills in the the teacher to elicit and
Responses may include: learning process. It may guide a response that is
– gesture and/or facial expressions involve writing short texts descriptive of feelings.
– indicating symbols to express emotion for everyday purposes
– using augmentative and alternative and/or responding to
communication systems increasingly complex
– responding yes/no to questions about whether written texts.
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.
Resources: Film and video/DVD, video/DVD
player, materials for making posters, computer and
appropriate software.
29
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, 1.6
LS.2 listens for a variety of purposes in a range of 2.1, 2.2, 2.3, 2.7, 2.10
contexts
LS.3 uses technology and aids to communicate with a 3.2, 3.4, 3.5, 3.6, 3.7
range of audiences
LS.4 uses spoken language to interact with a range of 4.2, 4.3, 4.4, 4.8, 4.9, 4.12, 4.14
audiences
LS.5 recognises visual texts in a range of contexts 5.1, 5.3, 5.5
LS.6 uses visual texts in a range of contexts 6.1, 6.2, 6.4, 6.5, 6.7, 6.8, 6.9
LS.7 reads and responds to short written texts 7.2, 7.6, 7.8, 7.10, 7.11, 7.12
LS.8 responds to increasingly complex written texts 8.1, 8.2, 8.4, 8.7, 8.8
LS.9 writes short texts for everyday purposes 9.6, 9.7, 9.8, 9.9, 9.10, 9.1, 9.12
LS.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, 10.11
LS.11 views and responds to a range of visual texts, 11.2, 11.5, 11.10, 11.11, 11.12
media and multimedia
LS.12 communicates for a variety of purposes 12.1, 12.3, 12.4, 12.5, 12.6, 12.7
LS.13 communicates in a range of contexts 13.1, 13.2, 13.4, 13.5, 13.7
LS.14 communicates with a range of audiences. 14.1, 14.2, 14.3, 14.4, 14.5, 14.6, 14.7, 14.8
Links A student:
History LS.2 explores personal connections to history
Languages MLC.2 explores ways in which meaning is conveyed
by nonverbal communication
Mathematics 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.
30
Focus: Myself – sharing and engaging with others

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 Engagement in activities Oral, visual and/or tangible
• participate in a variety of name games, eg name may involve responding to feedback and prompting by
alliteration, toss-a-name, name/card match-up, auditory cues and/or the teacher:
matching names to photographs listening for a variety of • to encourage
purposes in a range of participation in the
contexts. It may involve activities and to guide
using technology and aids and encourage
to communicate with a identification and use of
range of audiences and/or their own names and
using spoken language to those of peers
interact with a range of
audiences and may involve
recognising visual texts in
a range of contexts.
• identify and/or describe personal characteristics Identification and/or • to assist and encourage
such as likes, dislikes, hobbies, pets, interests, description of personal students in identifying
family members, favourite sports, colours, food, characteristics may involve and reflecting on their
bands. This may be in response to guided using technology and aids own characteristics and
questions and prompts by the teacher and peers to communicate with a those of peers
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.
• construct a collage for classroom display to Constructing the collage • to assist and affirm
represent themselves, eg likes/dislikes, hobbies, may involve recognising students in selecting
pets, interests, family members, favourite sports, and using visual texts in a appropriate visual texts
colours, food, bands. Individual student range of contexts. It may to represent their own
participation may include: involve using spoken characteristics and those
– selecting images from photo albums, language to interact with a of peers and to guide and
magazines and newspapers, etc range of audiences and encourage reflection on
– arranging chosen images under appropriate viewing and responding to these.
headings a range of visual texts,
– describing aspects of the collage to peers in media and multimedia.
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.
continued
31
Focus: Myself – sharing and engaging with others (cont)

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

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 Development of diary Oral, visual and/or tangible
their lives. Individual student participation may entries may involve feedback and prompting by
include: writing short texts for the teacher:
– acknowledging photographs taken of everyday purposes and/or • to assist and confirm the
themselves and others participating in daily communicating for a identification of
events variety of purposes, in a appropriate events to
– choosing photographs/symbols to sequence range of contexts and with record and to encourage
events in the day a range of audiences. full participation in the
– recount events of the day recording process
– recording thoughts and opinions
– responding to texts and stimulus materials
• compose and send an email to a peer or known The composition and • to guide and
adult outlining details of an event/activity sending of the email may acknowledge the
recorded in their daily diary. Individual student constitute writing short inclusion of relevant
participation may include: texts for everyday purposes information in the email,
– identifying one event/activity recorded in their and/or composing use of appropriate
diary increasingly complex language and language
– describing one event/activity recorded in their written texts. It may structures, and
diary involve communicating for transmission of the
– describing selected aspects of an event/ activity a variety of purposes, in a email.
based on a knowledge of the interests of the range of contexts and with
recipient a range of audiences. Response by the recipient
– recording reflections and opinions on events provides peer/adult
and seeking advice and information from the feedback.
recipient
• maintain a calendar of events and dates significant Entry of events on the Oral, visual and/or tangible
to themselves, their family and/or their peers. calendar may involve feedback and prompting by
These may include birthdays, holidays, sporting writing short texts for the teacher to guide and
events, favourite television shows and concerts. everyday purposes and/or affirm identification and
Individual student participation may include: communicating for a entry of events on the
– identifying symbols to indicate significant variety of purposes and in calendar.
events such as religious holidays/school a range of contexts.
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.
33
Focus: Myself – composing texts (cont)

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

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
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
6.1 Number
NLS.2 A student counts objects.

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

Method 3 Press 2 = Ans + 2 = then continue to press =
ss
In each case the calculator display should be 2, 4, 6, 8, 10, 12, … .
continued
38
Using a hundreds chart

Students 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 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 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 chart

The 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
6.2 Fractions
NLS.5 A student recognises fractions in everyday contexts.

NLS.6 A student uses fractions in everyday contexts.
about mathematics strategies in solving mathematical reasons to reach mathematical
problems language in everyday conclusions experiences to
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.
NLS.5 NLS.5
Half and halves • respond to fraction language in everyday situations
• recognise the terms ‘half’ and ‘halves’ in everyday (Applying Strategies, Reflecting)
situations • follow an instruction involving fraction language in
• sharing an object everyday situations (Applying Strategies)
Quarters • recognise the use of fractions in everyday contexts
• recognising the term ‘quarter’ in everyday situations (Reflecting)
• sharing an object
NLS.6 NLS.6
Half and halves
• recognising the need for two equal parts when • allocate portions or divide materials (Applying
dividing a whole in half Strategies)
• putting two halves together to make a whole eg two • question if parts of a whole object, or collection of
half sandwiches is the same as one whole sandwich objects, are equal
• halving a group of objects by sharing into two equal (Questioning)
piles, eg ‘If I take one half of the six lollies, I will • identify items that are about a half
have three lollies’ (Applying Strategies)
"1% • identify items that are less than a half or more than a
• using fraction notation for a half $ '
#2& half (Applying Strategies)
• combining a half with whole numbers • describe situations using the terms ‘half’ and
Quarters ‘halves’ (Communicating)
• putting four quarters together to make a whole • recognise the use of fractions in everyday contexts
• putting two quarters together to make a half (Communicating, Reflecting)
!
• using fraction notation for quarters • follow instructions involving the use of ‘quarter’
Thirds and/or ‘third’ (Applying Strategies)
• using the term ‘third’ in everyday situations • indicate the relative size of a fraction or mixed
• sharing an object by dividing it into three equal parts number (Communicating, Reasoning)
• using fraction notation for thirds
Technology
Computer software, calculators
Resources Language
Food items such as sandwiches, fruit, cakes; three The same as, equal, more than, less than, half, one half,
dimensional materials such as fraction cakes (square a half, a quarter, one quarter, three quarters, a third,
and round), cuisenaire rods, fraction mats; 2D fraction one third, two thirds
circles and squares, paper squares and circles;
measuring cups, jugs and spoons
Links
Fraction 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 texts
Food 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
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
"1%
• introduce the notation for a half $ '
#2&
• 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’
"2% &3#
• introduce the notation for two quarters $ '
# 4&
and three quarters $ ! . The teacher could explain that the bottom
%4"
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
1 1
• label diagrams as being ‘ ’ or ‘not ’
2 2
1 1
• label diagrams as being ‘less than ’ or ‘more than ’
2 2
1
• find examples of the notation in everyday situations, eg recipes
2
• 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 1 sandwiches on each plate’, ‘use 2 1 cups of flour in a recipe’, ‘cook a chicken for 1 1 hours’.
2 2 2
41
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.
Asks questions Uses a range of Responds to and uses Checks solutions Links their
about mathematics strategies in solving mathematical and reasons to reach mathematical
problems language in everyday conclusions experiences to
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.
NLS.11 NLS.11
• recognising a range of coins and notes • indicate the appropriate coin to purchase a specific
• matching and sorting coins and notes into groups on item in the school canteen (Applying Strategies)
the basis of face value • indicate the most appropriate note to purchase an
• ordering coins and notes on the basis of face value item in a shop (Applying Strategies)
• recognising that coins and notes have different
values
NLS.12 NLS.12
• recognising the cost of goods or services • identify the cost of items up to $10 in value by
• writing amounts in cents locating prices (Communicating, Applying
• writing amounts in dollars Strategies, Reflecting)
• writing amounts of money using decimal notation • identify the cost of items up to $100 in value by
• writing amounts of money in words locating prices (Communicating, 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 • use coins to pay for purchases (Applying Strategies)
• recognising that money is a medium for obtaining • use coins or notes to pay for services (Applying
goods and services Strategies)
• recognising the hierarchy of value attached to goods • tender an amount of money using a combination of
and services coins and notes (Applying Strategies, Reasoning)
• counting coins of the same denomination • determine if they have enough money to pay for a
• counting coins of different denomination particular item or service (Applying Strategies,
• counting notes of the same denomination Reasoning)
• counting notes of different denomination • use the language of money in a range of contexts
• matching a range of coins to demonstrate (Communicating)
equivalence of value • check the details of purchases on receipts or dockets
• matching a range of notes to demonstrate (Reflecting, Applying Strategies)
equivalence of value
continued
42
NLS.14 NLS.14
• estimating amounts of money to tender for goods or • estimate the cost of a range of items and select the
services appropriate coin or note to pay for the items
• calculating amounts of money to tender for goods or (Applying Strategies)
services • calculate the cost of several items and tender the
• estimating the amount of change due in relation to a appropriate amount (Applying Strategies,
transaction for goods or services Reasoning)
• calculating the amount of change due in relation to a • estimate the amount of change due and check using
transaction for goods or services a calculator (Applying Strategies, Reasoning)
• calculating the amount of time it will take to save
for items at a specific rate per week or month
Technology
Calculators, ATMs, cash registers, vending machines, EFTPOS
Resources Language
Coins, notes, cheque books, payslips, catalogues Coins, notes, value, worth, cents, dollars, price, cost,
cash
Links 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 community
LS.7 makes informed decisions about purchasing and services
LS.8 purchases goods and services
LS.9 uses financial services
English LS.8 responds to increasingly complex written texts

LS.9 writes short texts for everyday purposes
LS.12 communicates for a variety of purposes
LS.13 communicates in a range of contexts
LS.14 communicates with a range of audiences
Geography LS.1 experiences a range of environments

LS.2 moves around in the environment.
43
NLS.11
Students 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.12
Students 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.13
Students could:
• identify item to be purchased and its price and determine the value of money needed to purchase the item
• use coins or notes to pay for purchases, eg 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.14
Students 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
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.
about mathematics strategies in solving mathematical language reasons to reach mathematical
problems in everyday situations conclusions 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.
MLS.1 MLS.1
• associating familiar activities involving eating, • indicate an association (using personalised
personal care and social routines with times of the strategies) between a time of the day and a range of
day familiar activities (Applying Strategies, 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 MLS.2
• recognising the language of time in relation to • use or respond to the language of time in relation to
specific personal activities a range of personal activities (Communicating)
• recognising the language of time in a range of • respond to questions involving the language of time
everyday situations (Communicating)
• using the language of time to describe activities in a • use the language of time to describe personal
range of everyday situations activities and events (Communicating)
MLS.3 MLS.3
Clocks and Watches Clocks and Watches
• reading the hour on digital clocks or watches • use ‘hour’ within a personal context
(Reflecting)
• reading the hour on analog clocks and watches • use ‘half hour’ within a personal context
(Reflecting)
• reading half and quarter hour on digital clocks and • use minutes within a personal context
watches (Reflecting)
• reading half hour and quarter hour on analog clocks • respond to questions related to time
or watches (Communicating)
• reading minutes on clocks or watches • ask questions related to time (Questioning)
• describing the relationship between analog and
digital time
• reading am and pm on digital clocks and watches
continued
45
Calendars and Planners Timetables

• reading the names or symbols for days of the week • read and follow an individual sequence chart
on a calendar (timetable) for a range of activities (Applying
• reading the months of the year on a calendar Strategies, Reflecting)
• locating special days and events on a calendar • read and follow a school timetable for group or class
activities (Applying Strategies, Reflecting)
• recognising that calendars are used to plan special • read and interpret a written timetable for TV
events and activities programs (Applying Strategies, Reflecting)
• identifying number of days, weeks, months between • read and interpret a timetable for using community
one event and another 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 • recognise that specific activities require a particular
activities amount of time (Reflecting)
• structuring activities of a school day in relation to • recognise the order and sequence of events in
the time required for each event relation to carrying out regular routines (Reflecting)
• making choices and decisions about activities on the • identify priorities in relation to personal time, and
basis of time available discriminate between essential and non-essential
• planning personal time over a day or a week so that activities (Reflecting)
activities do not clash • prepare a personal timetable for a weekend
• scheduling events over a day or week taking into (Applying Strategies, Reflecting)
account a range of activities and personal
responsibilities
Technology
Digital and analog clocks
Resources Language
Photographs, pictures and symbols, a variety of Morning, afternoon, evening, days of the week
calendars, personal diary
Links A student:
History LS.1 explores the concepts of time and chronology
LS.2 explores personal connections to history.
46
MLS.1
Students could:
• indicate from a sequence of photographs the activities that relate to morning, afternoon, evening, eg indicate a
photograph or picture of getting ready for school in the morning in response to ‘What do you do before school
in the morning?’
• sort photographs or pictures to represent weekday and weekend activities
• match activities with particular days of the week using objects or pictures, eg swimming or PDHPE is on
Wednesdays, Food Technology is on Thursdays
• associate personal activities with time, eg ‘It is now one o’clock and it’s lunchtime’, ‘Where are you going to
sit for lunch today?’
• prepare a visual sequence of the activities that have taken place on any given day from a selection of
photographs or pictures
• prepare a daily timetable with the sequence of activities before school, during school and after school
• prepare a weekly timetable using a calendar.
MLS.2
Students could:
• arrange photographs or pictures in response to questioning, eg ‘When are you going shopping – in the morning
or the afternoon?’
• use the language of time to describe personal activities, eg ‘We’re going shopping, tomorrow’, ‘The party is on
next week’
• use photographs or pictures to respond to questioning about weekend activities
• compose a story about a school excursion or event that happened on the weekend
• label class activities under the headings ‘Yesterday’, ‘Today’, ‘Tomorrow’
• respond to teacher questions about the days of the week, eg ‘If today is Tuesday, then yesterday was _____
and tomorrow will be _____ ?’
MLS.3
Students could:
• recognise, in a range of settings, that the minute hand points straight up to indicate ‘o’clock’ on analog clocks,
eg 2 o’clock
• recognise, in a range of settings, that the minutes appear as :00 on a digital clock to indicate ‘o’clock’
• recognise, in a range of settings, that the minute hand points straight down to indicate ‘half past’ on analog
clocks
• observe the complementary action of the hour and minute hands on an analog clock, eg using a real clock, set
the hands to show 10 o’clock. Then move the minute hand to 6, that is half way around the clock, observing
that the hour hand has moved half way between 10 and 11 and the time shown is half past 10.
• recognise, in a range of settings, that the minutes appear as :30 on a digital clock to indicate ‘half past’
• recognise, in a range of settings, that the minute hand points to the 3, or the corresponding position, to indicate
‘quarter past’ on an analog clock
• recognise, in a range of settings, that the minutes appear as :15 on a digital clock to indicate ‘quarter past’
• recognise, in a range of settings, that the minute hand points to the 9, or the corresponding position, to indicate
‘quarter to’ on an analog clock
• recognise, in a range of settings, that the minutes appear as :45 on a digital clock to indicate ‘quarter to’
• recognise that a clock showing 7:05 can be read as ‘five minutes past seven’ as well as ‘seven-o-five’
• work in pairs to position the hour hand to indicate a time. Swap clocks with their partner. Partner states the
time on the clock and gives reasons for their choice
• write the numbers 1 to 12 around a circle to represent a clock
• count 5-minute intervals around the clock
• recognise the number pattern – 5, 10, 15, 20, 25, 30, 35, 40, 45, 50, 55, 60.
• be given a clock face and students draw a line to cut the clock in half and in quarters. Label the clock
highlighting ‘o’clock’, ‘half past’, ‘quarter past’, ‘quarter to’…
continued
47
• indicate analog time on individual clock faces in response to verbal statements of digital time. Reverse the
procedure. Given analog time, students indicate digital time.
• use matching games (eg cards with time on clock faces, time in words, time in digital notation) to recognise
am/pm time
• match activities to suitable times (eg 7 am – breakfast, 1 o’clock – lunch )
• recognise that the next time shown on a digital clock after 6:59 is 7:00 (not 6:60)
• recognise that time is often expressed to the nearest five minute mark on an analog clock (eg 7:28 would be
read as ‘nearly half past seven’)
• recognise that time before noon is denoted as ‘am’ and after noon as ‘pm’, eg 7 am is in the morning, 7 pm is
at night
• given a scenario, the student describes the situation as being ‘early’, ‘on time’ or ‘late’, eg ‘the bus was late, it
arrived at school after 9 o’clock’
• explore and discuss the common features and the differences using a range of calendars. Students could count
how many days there are in each month, then note the last day on a given month and the first day of the next
month. They could compare the date of a given Tuesday with that of the Tuesday in the following week.
Students may also label significant days on the calendar, eg birthdays, school holidays.
• practise sequencing order of days and months
• locate birthdays of significant people, public holidays and special events on a calendar
• use a calendar to plan for regular personal activities, eg swimming every second Friday
• use a calendar to plan special events and activities, eg camp, birthday party
• plan an afternoon or evening of television viewing by referring to television guides, noting the channel and
start and finish times for each program to be watched
• read bus and train timetables.
MLS.4
Students could:
• predict the movement of the hands on a clock and tell the new time after a given period of time, eg if the time is
now 3:15 what time will it be after 5 minutes, 10 minutes, one hour, 2 hours, half an hour?
• participate in specific timing activities, eg time taken to do one lap of the bike track or walk to the bus stop
• identify the start and finish times for the lesson period, recess, lunch, the school day
• estimate/guess and check the amount of time needed for a range of activities, eg eat lunch, shower and dress,
travel home from school
• identify the start time of the various activities on a particular day, eg on Monday – get up at 7 am, catch bus at
8:15 am, school starts at 9 am
• find from a television guide, the start and finish times of a particular television show
• identify the routine activities they undertake each day of the week, eg go to school on each week day, go to
youth club on Friday evening
• prepare a personal timetable for particular days of the week, eg for a school day, for Saturday, for Sunday
• use a calendar or planner to calculate time between particular activities
• schedule events over one week
• set the alarm on a clock and/or clock radio to ring after a given period of time, eg 5 minutes, 1 hour, 8 hours
(to wake up after sleeping)
• set the time on a VCR to record a television program at a particular time
• keep a personal diary.
48
7 Science
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
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 Unit title Unit description
number
7.1 The needs of living This unit develops students’ skills in working scientifically. They
things 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 This unit develops students’ knowledge and understanding about
life 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.
49
7.1 The needs of living things
Unit title: The needs of living things

Description: This unit develops students’ skills in working scientifically. They are involved in planning and conducting investigations to develop knowledge and understanding
of living things and their interrelationships with the environment. Students also examine ways in which human activity impacts on the environment. Learning activities address
selected ‘learn about’ and ‘learn to’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students. The unit
provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests.
Life Skills Outcomes Resources
A student: Animal Welfare Guidelines for Teachers: Animals in Schools
LS.2 recognises that the process of science involves conducting investigations Existing textbooks/reference material
LS.9 recognises characteristics of and changes in living things Access to information in the print and electronic media
LS.15 explores the impact of human activity on the Earth’s resources Access to computer hardware and software
LS.16 describes the impact of human activity on living systems Access to site visits in the local environment such as wildlife parks, reserves
LS.17 participates in the development of a plan to carry out an investigation Access to animals to investigate in the school environment (eg Rent-A-Chook
LS.18 participates in an investigation http://www.rentachook.com, Chicks R Us http://www.chicksrus.com.au)
LS.19 communicates information about an investigation Potted seedlings/plants and materials necessary for their growth
LS.20 suggests a way to solve a problem Light bulb/tube for growing plants (eg Gro-Lux®) available from hardware or nursery
LS.21 undertakes a variety of team and individual tasks.
Links
A student: A student:
Agricultural Technology Information and Software Technology
LS.2 investigates some environmental factors that affect plant and animal LS.5.3 uses a variety of techniques to present information and software technology
production solutions
English Mathematics
LS.5 recognises visual texts in a range of contexts DLS.2 gathers, organises and displays data
LS.12 communicates for a variety of purposes PDHPE
LS.13 communicates in a range of contexts LS.26 uses problem-solving strategies in a variety of contexts
LS.14 communicates with a range of audiences Visual Arts
LS.17 uses individual and collaborative skills in the learning process LS.6 makes a variety of artworks that reflect experiences, responses or a point
Geography of view.
LS.5 explores the effects of people’s activities on the physical environment
LS.10 recognises the importance of active and informed citizenship
LS.11 uses a variety of strategies to locate and select information
LS.12 uses a variety of strategies to organise and communicate information.
For students working towards Life Skills outcomes in regular classes, teachers may wish to link the activities in this unit with the Stage 4 unit ‘Living things’ (pp 26–35) in
Science Years 7–10: Advice on Programming and Assessment.
In developing and delivering teaching programs teachers should be aware of, and adopt, relevant guidelines and directives of their education authorities and/or
schools. Teaching programs should recognise and reflect State and Commonwealth legislation, regulations and standards including Occupational Health and
Safety Standards, Chemical Safety in Schools and Animal Welfare guidelines. Teachers need to be aware of activities that may require notification, certification,
permission, permits and licences.
50
Focus: Animals and their needs as living things

Outcome: LS.9
Students learn about Students learn to Integrated learning experiences, instruction and Evidence of learning Feedback
assessment (words in italics refer to Life
Skills outcomes)
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 • recognise livings things • recognise a variety of animals in the school and/or Recognising a variety of Oral, visual and/or tangible
living things at home, at school and community environment. This may include: animals in the school and/or feedback and prompting
in the community – observing and/or interacting with animals that are community may involve by the teacher to guide and
brought to the school recognising the affirm students’:
– observing and/or interacting with animals in a characteristics of and changes • recognition of a variety
wildlife park, zoo, pet shop, natural environment in living things. of animals in the school
– recording their experiences with animals by and/or community
photographing, videoing, illustrating, writing,
creating tactile pictures/models
– presenting their observations/experiences to others
LS.9
• the needs of living • recognise the needs of • recognise that animals, as living things need air, food, Exploring and/or recording the • recognition that animals
things living things shelter, care and protection. This may include: needs of one or more animals as living things need air,
– researching the needs of one or more animals through may involve recognising the food, shelter, care and
practical observations and/or print and electronic characteristics of and changes protection.
media in living things.
– recording their findings
– presenting their findings to others.
51
Focus: Investigating the needs of animals as they grow

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

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

Outcomes: LS.2, LS.9, LS.18, LS.19, LS.21
Skills outcomes)
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 • identify plants in the • recognise a variety of plants in the school/community Recognising a variety of Oral feedback and
plants local school environment. Students may observe trees, grasses, plants in the school or local prompting by the teacher
environment ferns, shrubs, vegetables, aquatic plants in the community environments may to guide and affirm
playground, park, nursery, wetland, creek, bush, beach involve recognising students’:
characteristics of and changes • recognition of plants in
in living things. the school/community
environment
LS.9
• characteristics of • recognise some • recognise that plants, as living things need air, light, Recognising the needs of • recognition that plants
living things characteristics of living water and nutrients. This may include researching the plants may involve as living things need air,
things needs of plants through practical observations such as recognising characteristics of light, water and
growing watercress in different conditions (eg no light, and changes in living things. nutrients.
no water etc), and then recording and communicating
their findings to others
continued
54
Focus: Plants and their needs as living things (cont)

Skills outcomes)
LS.2, LS.9, LS.18,
LS.19, LS.21 Students
• characteristics of • recognise the parts of • observe, record and communicate about investigations Observing, investigating Oral feedback and
living things plants into the parts and functions of a typical plant, eg stem recording and communicating prompting by the teacher
• the scientific process • participate as part of a provides support and transport of water and nutrients, about the parts and functions to guide and affirm
– observing team in a scientific roots take up water and nutrients, leaves absorb light of a typical plant may involve students’ participation in
– questioning investigation of an and make food. Investigations may include: recognising that the process of an investigation.
– planning observed phenomenon – placing a freshly cut end of stem of celery or white science involves conducting
– participating in the local school carnations into water coloured with food dye, and investigations and/or
– communicating environment observing the results after several hours or overnight recognising characteristics of
• communicate – placing a small plant with roots in coloured water, and changes in living things
information about the and observing the results after several hours or and/or participating in an
investigation overnight investigation. It may also
– placing a small plant on a window sill, and observing involve participating in an
its growth towards the light over several weeks. investigation and/or
communicating information
about an investigation and/or
55
Focus: Investigating the effect of light on plant growth

Skills outcomes)
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,
• the scientific process • participate as part of a • plan a fair test/controlled experiment to investigate the Planning an investigation of Oral, visual and/or tangible
– observing team in an effect of light on plant growth. The steps in the plan the effect of light on plant feedback and prompting
– questioning investigation to explore may be developed by the teacher and include: growth may involve by the teacher to guide and
– planning the effect of light on a – selecting an appropriate type of plant to grow, eg recognising that the process of affirm the planning of a
– participating plant over time marigolds, beans, watercress, bulbs science involves conducting fair test/controlled
– communicating – identifying the control plants that will be exposed to investigations and/or experiment into the effect
• the needs of living • recognise the needs of full light and the experimental plants that will have recognising characteristics of of light on plant growth.
things living thing restricted light and changes in living thing. It
• importance of light • recognise the parts of a – setting up strategies for recording changes, eg height may also involve participating
and water to plants plant and colour in the development of a plan
to carry out an investigation
and/or participating in an
investigation and/or
continued
56
Focus: Investigating the effect of light on plant growth (cont)

Skills outcomes)
LS.2, LS.9, LS.18, Students
LS.19, LS.21
• the importance of light • participate as part of a • conduct the planned fair test by following a teacher- Participation in an experiment Oral, visual and/or tangible
and water to plants team in an developed series of steps. This should involve: by following a developed feedback and prompting
investigation to explore – setting up two identical groups of plants (eg two series of steps may involve by the teacher to guide and
the effect of light on a groups of five plants), a control group and an recognising that the process of affirm students’:
plant over time experimental group science involves conducting • following the steps of
• changes that occur in • observe changes that – following a consistent procedure for tending the investigations and/or the investigation and
living things over time occur in a plant over plants, eg amount of water and light (eg setting up recognising characteristics of support and affirm their
time the plant light bulb or Gro-Lux® tube on both the and changes in living things participation in the
• the scientific process • participate as part of a control and experimental group) and/or participating in an investigation
– observing team in a scientific – covering the plants in the experimental group with a investigation and/or
– questioning investigation of an box for a set period each day to restrict light undertaking a variety of team
– planning observed phenomenon availability (eg 4–6 hours) and individual tasks.
– participating in the local school – measuring and recording plant growth, eg height or
– communicating environment number of leaves, of plants in both the control and
experimental groups at regular intervals (eg once a
week)
• communicate • maintain a record of the results of the investigation in Recording results of the • recording of the results
information about the their folio/workbook. This may include: investigation may involve of the investigation in
investigation – photographing plant growth at regular intervals recognising that the process of an appropriate format
– recording information on a spreadsheet science involves conducting
– calculating averages of the measurements in each investigations and/or
group recognising characteristics of
– creating graphs of the results for each group and changes in living things.
• communicate • communicate information about the investigation into Communicating the results of • selection of appropriate
information about the plants and light to others, eg they compare, describe and their investigation into the format and their
investigation explain differences. This may involve: effect of light on plant growth communication of the
– displaying posters and graphs may involve communicating results of the
– producing booklets for future reference and sharing information about an investigation to others.
with peers investigation and/or
– using multimedia presentations at a school assembly. undertaking a variety of team
57
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.21
Students learn about Students learn to Integrated learning experiences, instruction and assessment Evidence of learning Feedback
(words in italics refer to Life
Skills outcomes)
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 • recognise the needs • recognise and record the natural resources that are essential to Identification of human Oral, visual and/or tangible
things of living things meet human needs. This may involve creating a poster of needs and how these may be feedback and prompting
• the scientific process • participate as part of natural resources to meet human needs using photographs, met may involve by the teacher to guide and
– observing a team in a scientific pictures, drawings, images of any of food and water, shelter, recognising that the process affirm students’:
– questioning investigation of an clean air, other living things and/or people of science involves • recognition that humans
– planning observed phenomena conducting investigations as living things need
– participating in the local school and/or recognising the clean air, food and
– communicating environment characteristics of and water, shelter, other
changes in living things. living things and/or
LS.16 people
• the effect of human • recognise that • recognise items of waste, eg rubbish in the school and home, Recognising waste in the • recognition of waste in
waste products on human activities and identify items that can be recycled. This may involve: school and home and the school and home
natural systems produce waste – sorting and matching pictures of waste products identifying items that can be and the importance of
– conducting a lunchbox survey at school and recording waste recycled may involve recycling.
products describing the impact of
– developing a display of waste products collected at the human activity on living
school systems.
– 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
continued
58
Focus: Investigating how people change the environment (cont)

Skills outcomes)
LS.15, LS.16, LS.17,
LS.18, LS.19, LS.20,
LS.21 Students
• ways to conserve or • explore ways in which • participate in an investigation to reduce the impact of Participation in an Oral, visual and/or
monitor the resources people can reduce the rubbish in the school environment. This may involve: investigation to reduce the tangible feedback and
of the earth quantity of resources – identifying examples of school waste that could be impact of rubbish in the school prompting by the teacher
used reduced or recycled environment may involve to guide and affirm
• the effect of human • recognise that human – identifying an area of the school to be investigated exploring the impact of human students’ participation in
waste products on activities produce – collecting, recording and sorting waste products activity on the Earth’s an investigation to reduce
natural systems waste produced in the identified area over a school day resources and/or describing the impact of rubbish in
• explore ways in which – developing a plan to ascertain the activities that will the impact of human activity the school environment.
people can reduce the be undertaken, eg sorting litter for recycling and on living systems. It may also
impact of rubbish composting; recording quantity of litter and recycled involve participating in the
materials over a period of time; responsibilities of development of a plan to carry
class members to publicise, sort and monitor progress out an investigation and/or
– recording the results of their investigation at regular participating in an
intervals through photographs, videos, tables, investigation and/or
spreadsheets communicating about an
– reporting at a school assembly the results of the investigation and/or
investigation and the improvements made to the suggesting a way to solve a
school environment problem and/or undertaking a
variety of team and individual
tasks.
continued
59
Focus: Investigating how people change the environment (cont)

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

Description: This unit develops students’ knowledge and understanding about the applications and uses of science. 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.
A student: Energy provider websites or local energy provider shop fronts
LS.2 recognises that the process of science involves conducting investigations Electrical appliances, a variety of switches
LS.6 recognises some forms and sources of energy Selection of battery operated devices
LS.7 explores the ways that energy is used in our daily lives Simple circuit boards
LS.15 explores the impact of human activity on the Earth’s resources A variety of types and sizes of batteries
LS.17 participates in the development of a plan to carry out an investigation
LS.18 participates in an investigation
LS.19 communicates information about an investigation
LS.20 suggests a way to solve a problem
LS.21 undertakes a variety of team and individual tasks.
Links
English Food Technology
LS.5 recognises visual texts in a range of contexts LS2.1 recognises the relationship between food properties, preparation and processing
LS.12 communicates for a variety of purposes Mathematics
LS.13 communicates in a range of contexts DLS.2 gathers, organises and displays data.
LS.14 communicates with a range of audiences
LS.17 uses individual and collaborative skills in the learning process.
61
Focus: ‘Plug-ins’ – impact of energy on daily life

Outcomes: LS.6, LS.7
Skills outcomes)
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 • recognise changes that • observe and explore the effects of turning switches on Observing and exploring the Oral, visual and/or tangible
change occur when energy is and off. This may include: effects of turning switches on feedback and prompting
used – following safety instructions and using electrical and off may involve by the teacher to guide and
• recognise things don’t devices appropriately recognising some forms and affirm students’:
happen if there is no – turning on a light switch or lamp to produce light sources of energy and/or • exploration of the
energy source – plugging in/turning on a CD player, radio to produce exploring the ways that energy effects of turning
• the use of energy in • identify energy use in sound is used in our daily lives. switches on and off
the wider community the wider community – plugging in/turning on a fan to produce movement
– plugging in/turning on a hairdryer to produce heat
LS.6, LS.7
• energy as an agent of • recognise changes that • observe and explore the effects when no energy is Observing and exploring the • recognition of the need
change occur when energy is available from the source. This may be explored through effects when no energy is for energy to operate
used investigations of a range of devices to show that available may involve appliances
• recognise things don’t appliances will not operate if not plugged in or switch is recognising some forms and
happen if there is no not turned on including: sources of energy and/or
energy source – battery-operated devices such as torch, radio, clock exploring the ways that energy
• the use of energy in • identify energy use in – electrically operated devices such as hairdryer, fan, is used in our daily lives.
the wider community the wider community CD player
– simple circuits
LS.7
• the use of energy in • identify energy use in • identify commonly used devices at school and at home Identifying commonly used • identification of devices
the wider community the wider community that need electricity. This may include: devices at school and at home that need electricity.
– sorting, matching pictures of devices may involve exploring the
– developing a poster of electrical appliances ways that energy is used in
– creating a multimedia presentation of devices that our daily lives.
need electricity
62
Focus: Types and sources of energy

Outcomes: LS.2, LS.6, LS.7, LS.17, LS.18, LS.19, LS.21
Skills outcomes)
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 • identify the sources of • identify and record sources of energy used in their daily Identifying and recording Oral, visual and/or tangible
energy we use in the lives, eg sun and wind to dry clothes, petrol to run a car, sources of energy used in their feedback and prompting by
home/school electricity to operate the TV, batteries to use a Walkman daily lives may involve the teacher to guide and
• the use of energy • participate individually recognising some forms and affirm students’:
within the home or as part of a team in sources of energy and/or • identification and
an investigation into exploring the ways that energy exploration of sources
how a specific form of is used in our daily lives. of energy
energy is used in the
home
LS.6
• energy as an agent of • recognise things don’t • explore the ways that energy can be stored. Exploring the ways in which • observation of the use
change happen if there is no This may include: energy can be stored may of stored energy in, for
energy source – exploring the effect of removing batteries from involve recognising some example, batteries.
• types of energy • recognise forms of different devices, eg torches, walkmans, watches forms and sources of energy.
energy we use in our – exploring the ways in which stored energy can be
home/school used when other energy sources are not available,
• sources of energy • identify the sources of eg batteries operate a Walkman, gas bottles for a
energy we use in the BBQ
home/school – recognising that some batteries are rechargeable and
observe the ways in which they can be recharged, eg
video cameras, electric wheelchairs, mobile phones
continued
63
Focus: Types and sources of energy (cont)

Skills outcomes)
LS.2, LS.6, LS.17,
LS.18, LS.19, LS.21 Students
• energy as an agent of • recognise changes that • investigate changes in state brought about by the Participating in investigations Oral, visual and/or tangible
change occur when energy is application of heat energy to a variety of foods by of changes in state brought feedback and prompting by
used observing, recording and communicating their about by applying heat energy the teacher to guide and
• types of energy • recognise forms of observations. This may include: to food may involve affirm students’
energy we use in our – predicting the changes to various foods as a result of recognising that the process of participation in
home/school the application of heat energy by responding to science involves conducting investigations and
• the scientific process • participate as part of a questions and/or pictures investigations and/or identification of changes
– observing team in a scientific – cooking cakes or pancakes, melting ice blocks, recognising some forms and brought about by
– questioning investigation of an chocolate or cheese and observing the changes sources of energy. This may application of heat energy
– planning observed phenomenon – recording the observed changes to the food after also involve participating in to food.
– participating in the local school heating such as colour, texture, state an investigation and/or
– communicating environment – communicating information about the ways in which communicating information
energy changed the food about an investigation and/or
– recording the results of the investigation in their undertaking a variety of team
folio/workbook. and individual tasks.
64
Focus: Energy usage in a typical day

Skills outcomes)
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,
• types of energy • recognise forms of • record the ways in which energy was used during a Recording the way energy is Oral, visual and/or tangible
energy we use in our typical day at school and/or home and communicate this used during a typical day may feedback and prompting by
home/school to others. This may include: involve recognising some the teacher to guide and
• sources pf energy • identify the sources of – responding to questions and/or pictures about their forms and sources of energy affirm students’ recording
energy we use in the day, eg ‘Why do we need energy?’, ‘What makes and/or exploring the ways that of the ways in which
home/school things work?’, ‘What did you use to cook energy is used in our daily energy is used in a typical
• the use of energy • participate individually breakfast?’, ‘How did you get to school?’ lives. It may also involve day.
within the home or as part of a team in – sorting and matching pictures of devices and the participating in an
an investigation into types of energy they use, eg a Walkman uses stored investigation and/or
how a specific form of energy in batteries; a clock radio, toaster, light, communicating about an
energy is used in the computer, CD player, oven, power tool and television investigation and/or
home all use electricity; a hot shower, cooktop and room undertaking a variety of team
• the use of energy in • identify energy use in heating use gas or electricity; a car or bus uses petrol and individual tasks.
the wider community the wider community or diesel
– developing a poster or visual sequence of energy
usage in a typical day.
65
Focus: Conserving energy

Skills outcomes)
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 • explore ways in which • identify ways in which wasting energy can be reduced. Identifying ways that energy Oral, visual and/or tangible
monitor the resources people can reduce the This may include: can be conserved may indicate feedback and prompting by
of the earth quantity of resources – turning off a Walkman when not in use so that the exploring the impact of human the teacher to affirm
used batteries won’t run down activity on the Earth’s students’ identification of
– switching off lights when leaving a room resources. ways in which energy can
– turning off computers when not in use be conserved.
– showering for a shorter time
– turning off the oven or BBQ when not in use
continued
66
Focus: Conserving energy (cont)

Skills outcomes)
Students
LS.15, LS.17, LS.18,
LS.19, LS.20, LS.21
• ways to conserve or • explore ways in which • plan and investigate ways that energy use can be Investigating ways in which Oral, visual and/or tangible
monitor the resources people can reduce the reduced in the classroom. This may involve: energy can be conserved in the feedback and prompting by
of the earth quantity of resources – identifying the forms of energy used in the classroom may involve the teacher to guide and
used classroom, eg lighting, computers, heating, cooling exploring the impact of human affirm students’:
– identifying ways to conserve energy, eg turn off activity on the Earth’s • identification of ways in
lights, computers and heaters when not in use, close resources and/or participating which energy use can be
doors and windows if air conditioning is on, close in the development of a plan reduced in the
curtains or use draft excluders when heater is on, to carry out an investigation classroom
open windows for ventilation instead of using air and/or participating in an • location of energy
conditioners investigation and/or providers to obtain
– calculating and recording on a graph the number of communicating information information
hours that specific items are used over a determined about an investigation and/or • calculation and
period of time such as one week suggesting a way to solve a recording of energy
– locating energy provider websites on the internet or problem and/or undertaking a usage
contacting providers by phone or through a site visit variety of team and individual • communication of the
to obtain information on the energy costs for specific tasks. results of their
items investigation to others.
– 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.
67
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
Unit Syllabus Unit title Unit description

number
8.1 History Connections This unit involves students exploring their personal
with History 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 This unit involves students accessing the geographical
communities 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 Connecting This unit involves students exploring important features of
Studies with Aboriginal cultures and the ways that Aboriginal people
Aboriginal contribute to Australian society. Students develop
people and appropriate ways to interact with members of the
their cultures Aboriginal community and explore the importance of land
to Aboriginal people.
8.4 Commerce Informed This unit involves students exploring needs and wants, and
consumers 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 The world of This unit involves students developing skills and strategies
Education work 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.
68
8.1 History Years 7–10 Life Skills unit: Connections with History
Unit title: Connections with History

Description: This unit involves students exploring their personal connections with history and examining time and chronology through a variety of sources. 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.
A student:
LS.1 explores the concepts of time and chronology People in the community such as grandparents, former students and staff of the
LS.2 explores personal connections to history school, members of local historical societies
LS.3 participates in site studies to explore people, events and issues in Australian history Museums, libraries, galleries
LS.8 investigates the importance of significant people, events and issues in Australian Access to computers and the internet
history Existing textbooks
LS.11 uses a variety of strategies to locate and select information Digital camera, audio and/or video recorder/player
Links
Drama Languages
LS.1.3 participates in drama experiences in which role-taking is used to enhance their LS.MBC.1 experiences cultural diversity
understanding of ideas and feelings LS.MBC.2 explores own and other cultures
English LS.MBC.3 recognises the contribution of different cultures to Australian society
LS.2 listens for a variety of purposes in a range of contexts Mathematics
LS.3 uses technology and aids to communicate with a range of audiences MLS.1 matches familiar activities with time frames
LS.9 writes short texts for everyday purposes MLS.2 recognises and uses the language of time
LS.10 composes increasingly complex written texts MLS.3 reads and interprets time in a variety of situations
LS.13 communicates in a range of contexts LS.5 uses appropriate behaviours in social situations
Information and Software Technology LS.21 uses appropriate communication strategies in a variety of contexts
LS.1.3 uses a range of software programs Visual Arts
LS.5.3 uses a variety of techniques to present information and software technology LS.6 makes a variety of visual design artworks that reflect experiences,
solutions. 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.
69
Focus: Personal connections with history

Skills outcomes)
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 • explore the language of • listen and respond to a speaker, such as a grandparent, Listening and responding to a Oral, visual and/or tangible
and chronology time sharing experiences of the past using old items and/or guest speaker may involve feedback and prompting
• how we discover what • explore the concept of photographs. This may include: exploring the concepts of time by the teacher to guide and
happened in the past old and new – identifying items and photographs used by the and chronology and/or affirm students’:
• experience a range of speaker exploring personal • responses to the guest
historical evidence – asking questions to clarify their understanding connections to history. speaker
– recording key features of the presentation using audio
or video formats for later discussion
• the concept of time • the concept of time and • group items, models and/or images supplied by the Grouping of images and/or • grouping of images
and chronology chronology teacher as ‘old’ and ‘new’. Examples may include irons, items may involve exploring and/or items according
telephones, coins and bank notes, cooking implements, the concepts of time and to time.
motor vehicles, records/CDs, images of people chronology and/or exploring
preparing and obtaining food. Participation may personal connections to
involve: history.
– identifying items that are familiar/unfamiliar
– indicating items which are no longer used
– recording items as old or new
continued
70
Focus: Personal connections with history (cont)

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

Outcomes: LS.1, LS.2, LS.11, LS.12
outcomes)
Students
• the concept of time • use the everyday • share their personal history with others using the Sharing their personal history Oral, visual and/or tangible
and chronology language of time language of time. using the language of time feedback and prompting by
may show evidence of the teacher to guide and
exploring personal affirm students’ sharing
connections to history and/or their personal history with
exploring concepts of time and others using the language
chronology. of time.
72
Focus: Connecting with people from the past

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 • explore the contribution • investigate the life, times and contribution of a significant Participating in gathering Oral, visual and/or tangible
significant people of one or more Australian, eg Sir Donald Bradman, Ian Thorpe, Mum information about a feedback and prompting by
and/or groups significant Australians Shirl, Eddie Mabo, Mel Gibson, Nancy Wake. Information significant Australian may the teacher to guide and
• explore the contribution gathered may include date and place of birth, early life involve investigating the affirm students’:
of one or more experiences, and why they are important. The importance of significant • selection of appropriate
significant people or investigation may involve: people, events and issues in information from a
groups in the areas of – participating in a discussion about significant Australian history and/or variety of sources
the arts, sport or Australians using a variety of strategies
community welfare – identifying a significant Australian for investigation to locate and select
• use a variety of – identifying the types of resources that will provide information.
strategies to locate and information on the life, times and contribution of the
select information 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
• the contribution of • explore the contribution • further activities may include: Further activities may • presentation of their
significant people of one or more – preparing questions and participating in a mock involve investigating the knowledge from the
and/or groups significant Australians interview with the significant Australian importance of significant investigation of a
– re-creating or re-enacting a particular event from the people, events and issues in significant Australian in
life of the selected Australian Australian history. a range of formats.
– participating in a short debate to argue why the selected
person is significant
continued
73
Focus: Connecting with people from the past (cont)

outcomes)
Students
• the contribution of • use a variety of • determine the most appropriate way to record and Determining appropriate ways Oral, visual and/or tangible
significant people strategies to organise present the information gathered. This may involve: to record information may feedback and prompting by
and/or groups and communicate – participating in a discussion about the information involve using a variety of the teacher to guide and
information obtained strategies to organise and affirm students’:
– creating a scrapbook of images and/or newspaper communicate information. • selection and recording
cuttings of information
– creating a collage of annotated photographs
– retelling the main events in the life of the selected
person through photographs, pictures, multimedia
presentation
• the contribution of • use a variety of • communicate the results of their investigation to others. Communication of the • communication of the
significant people strategies to organise This may involve: information may indicate results of their
and/or groups and communicate – displaying the recorded information in a prominent investigation of the investigation to others
information place in the classroom or school importance of significant in an appropriate
– using a multimedia presentation people, events and issues in format.
– presenting an oral report. Australian history and/or
using a variety of strategies to Responses from others
organise and communicate provide feedback.
information.
74
Focus: Connecting with places of historical significance

Skills outcomes)
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 • experience a range of • explore the history of a significant place, organisation or Exploring the history of a Oral, visual and/or tangible
happened in the past historical evidence institution, eg their school, a building in the local significant location, feedback and prompting by
• participate in an community, a sporting club. This may involve: organisation or institution may the teacher to guide and
investigation of the – identifying the subject of their investigation, eg the indicate exploring personal affirm students’:
history of the school history of the school connections to history and/or • location and selection of
• participate in an – identifying and accessing appropriate resources, participating in site studies to appropriate information
investigation of an eg school magazines, photographs, internet, films, explore people, events and
historically or audio recordings issues in Australian history. It
culturally significant – participating in one or more site studies to a museum, may also involve using a
location library, gallery to obtain information variety of strategies to locate
• use a variety of – interviewing a guest speaker, eg a former student or and select information.
strategies to locate and retired principal of the school, caretaker of local
select information museum, senior citizens
• how we discover what • use a variety of • determine the most appropriate way to record the Determining the most • selection of an
happened in the past strategies to organise information gathered for future historical reference. This appropriate way to record appropriate way to
and communicate may include: information from the past may record their
information – participating in a group discussion/forum to discuss involve using a variety of information.
the information obtained strategies to organise and
– creating a scrapbook of images, newspaper cuttings communicate information.
– creating a collage of annotated photographs
– retelling the history of the location through
photographs, pictures, multimedia presentation
continued
75
Focus: Connecting with places of historical significance (cont)

Skills outcomes)
Students
• how we discover what • use a variety of • re-create or re-enact a particular event in the history of Re-creating or re-enacting a Oral, visual and/or tangible
happened in the past strategies to organise the significant place using the historical evidence particular event may involve feedback and prompting by
and communicate gathered, eg the formal opening of the school using a variety of strategies to the teacher to guide and
information organise and communicate affirm students’:
• experience a range of information. • participation in
historical evidence re-creating a particular
event in the history of a
significant place
• how we discover what • use a variety of • record information of their investigation in oral, visual Recording information may • recording of
happened in the past strategies to organise and/or written formats involve using a variety of information in an
and communicate strategies to organise and appropriate format
information communicate information.
• how we discover what • use a variety of • gather items and/or information for inclusion in a time Incorporating information into • incorporation of their
happened in the past strategies to organise capsule. This may include: a time capsule may indicate information into a time
and communicate – determining the best ways to conserve and protect using a variety of strategies to capsule
information photographs, documents, artefacts over time organise and communicate
– incorporating items/information into a time capsule information.
– determining location of the time capsule
– determining access to the time capsule after a period
of time
• how we discover what • use a variety of • share or publicise their investigation to others, Sharing or publicising their • sharing of the results of
happened in the past strategies to organise eg through the local media, historical society, school investigation may involve their investigation with
and communicate newsletter. using a variety of strategies to others.
information organise and communicate
information.
76
8.2 Geography Years 7–10 Life Skills unit: Australian communities
Unit title: Australian communities

Description: This unit involves students accessing the geographical features of the school and local environment. 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.
A student: Existing textbooks
LS.1 experiences a range of environments SBS World Guide http://www.theworldnews.com.au/Worldguide/index.php3
LS.2 moves around in the environment Other internet sources
LS.3 recognises the features of a range of environments Archival magazines and brochures
LS.4 explores the effects of the physical environment on peoples’ activities Photographs of the local community
LS.7 explores the diversity of Australian communities Computer hardware and software appropriate to multimedia presentations, including a
LS.10 recognises the importance of active and informed citizenship digital camera
Links
English Languages
LS.4 uses spoken language to interact with a range of audiences LS.MBC.1 experiences cultural diversity
LS.6 uses visual texts in a range of contexts LS.MBC.2 explores own and other cultures
LS.8 responds to increasingly complex written texts LS.MBC.3 recognises the contribution of different cultures to Australian society
LS.10 composes increasingly complex written texts Mathematics
LS.11 views and responds to a range of visual texts, media and multimedia DLS.1 reads and interprets tables and data displays
LS.13 communicates in a range of contexts LS.5 uses appropriate behaviours in social situations
LS.14 communicates with a range of audiences LS.21 uses appropriate communication strategies in a variety of contexts
History Visual Arts
LS.9 recognises the contribution of Aboriginal peoples and other cultures to LS.6 makes a variety of artworks that reflect experiences, responses or a point
Australian history of view.
LS.12 uses a variety of strategies to organise and communicate information
Information and Software Technology
LS.5.3 uses a variety of techniques to present information and software technology
solutions.
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).
77
Focus: Our community

Skills outcomes)
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 • experience and • access features of the school by following a personal Accessing features of the Oral, visual and/or tangible
of the immediate participate in activities timetable and using safe practice. This may include: school may indicate feedback and prompts by
environment that focus on the – taking photographs of features of the school and experiencing a range of the teacher to guide and
– school immediate environment matching/placing these on a map with text if environments and/or moving affirm students’:
– school appropriate around in the environment • demonstration of safe
• geographical language • respond to – following directions involving geographical language and/or recognising the movement around the
used to describe geographical language to move around the school environment, eg ‘come to features of the environment. school and following
features of the the front of the class’, ‘wait at the top of the stairs’, and/or using appropriate
environment ‘turn left at the end of the corridor and give this note geographical language
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’
• moving around the • identify assistance • indicate the need for and/or seek assistance, if required, Indicating the need for • request for assistance
environment using needed to move around to access particular parts of the school using a support assistance may be a strategy and safe movement in
safe practice in the immediate network card#, eg ‘I need help to get to the kitchen on for moving around in the the environment.
environment the top floor’, ‘I need someone to push my wheelchair environment and may indicate
over the grass to get to the football field’, ‘meet the using a variety of strategies to
teacher at the southern end of the oval’. organise and communicate
information.
continued
# See pages 213 and 216 for details of how to develop a support network card
78
Focus: Our community (cont)

Skills outcomes)
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 • experience and • recognise and explore the geographical features of the Exploring the geographical Oral, visual and/or tangible
of the immediate participate in activities community, eg shopping and recreational areas, public features of the community feedback and prompts by
environment that focus on the buildings and places of interest. This may include: may indicate experiencing a the teacher to guide and
– community immediate environment – taking photographs of features of the community and range of environments and/or affirm students’:
– community matching/placing on a map with text if appropriate recognising the features of a • identification of the
– exploring the function of a range of community range of environments and/or geographical features of
facilities, eg What do libraries provide? Where using a variety of strategies to the community
would you go to deposit money? What kinds of locate and select information.
things would you expect to find in a museum? Where
would you go to buy medicine?
• geographical language • respond to geographical • respond to questions using geographical language to Responding to questions • response to questions
used to describe language locate features of the environment. This may include: involving geographical involving geographical
features of the – responding to questions using geographical language language to locate features of language.
environment to locate themselves in relation to features of the the environment may indicate
environment such as ‘you are here, how will you get moving around in the
to…’ environment and/or
– demonstrating their understanding of geographical recognising the features of a
language as they move around the community in the range of environments.
context of undertaking fieldwork, site studies and/or
specific projects
continued
79
Focus: Our community (cont)

Skills outcomes)
Students
• moving around the • identify assistance • indicate the kind of assistance required to access Indicating assistance required Oral, visual and/or tangible
environment using needed to move around particular parts of the community. This may include: may be a strategy for moving feedback and prompts by
safe practice in the immediate – identifying the kind of assistance required using around in the environment. the teacher to guide and
environment individual communication systems affirm students’:
– identifying appropriate trusted and known adults • request for assistance
from whom to ask assistance and safe movement in
– requesting assistance in a range of structured role the environment
plays
– demonstrating skills in a range of community
situations
• moving around the • use modes of travel to • demonstrate skills and strategies as they move around Demonstrating appropriate • demonstration of
environment using meet individual needs safely in the community, eg cross when traffic lights are skills and strategies may appropriate skills and
safe practice in the immediate green, stand behind the yellow line when waiting for a indicate moving around in the strategies and safe
environment train, wear a seatbelt in a car or bus, wear a helmet environment. movement in the
• demonstrate safe when riding a bike. community.
practice as a pedestrian
• demonstrate safe
practice when travelling
in a vehicle
80
Focus: Belonging to communities

Skills outcomes)
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 • recognise that they are • participate in classroom activities and fieldwork to Identifying, locating and Oral, visual and/or tangible
a sense of identity in members of a variety of identify, locate and explore the activities of community exploring the activities of feedback and prompts by
Australian communities groups such as youth groups, scouts, guides, swimming community groups to which the teacher to affirm
communities • explore the features of club, football team, religious group to which they they belong may indicate students’ identification of
communities belong and/or support. This may include: exploring the diversity of groups to which they
– bringing photographs, videos, badges, uniforms and Australian communities and/or belong and the variety of
other items from home recognising the importance of groups within the
– indicating the activities of the community group to active and informed community.
which they belong and their participation in these citizenship. These activities
activities may also involve using a
– indicating what they enjoy most about belonging to variety of strategies to locate
and/or supporting these groups and select information and/or
– using photographs/pictures to record on a community using a variety of strategies to
map the location of meeting places for identified organise and communicate
community groups, eg the scouts meet at the hall in information.
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.
81
Focus: Faces in the community

Skills outcomes)
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 • recognise the range of • bring items from home that reflect features of their Bringing items from home Oral, visual and/or
identity cultures represented in cultural background to share with others, eg food, that reflect their cultural tangible feedback and
the class, school and photographs, traditional costumes, music, songs, stories background may indicate prompts by the teacher to
wider community exploring the diversity of guide and affirm
Australian communities. students’:
• sharing their cultural
background with others
• Australia’s cultural • explore the features of • record information about the cultural background of Recording information about • recording of the cultural
identity communities class members. Activities may include: the cultural background of background of
• recognise the range of – plotting country of origin of class members or their class members may indicate themselves and others
cultures represented in parents on a world map using a variety of strategies to in the class
the class, school and – including items brought from home in classroom locate and select information
wider community display and/or using a variety of
– describing cultural similarities and diversity between strategies to organise and
class members communicate information
and/or exploring the diversity
of Australian communities.
• Australia’s cultural • explore the ways that • share in cultural activities alongside community Sharing in cultural activities • participation in cultural
identity cultural diversity has members, eg by participating in making a mural, may be evidence of exploring activities alongside
contributed to making and decorating models, constructing and/or the diversity of Australian community members.
Australia’s identity decorating items in the classroom or school to represent communities.
a cultural theme
continued
82
Focus: Faces in the community (cont)

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

Skills outcomes)
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 • recognise the shape of • identify the location of their community on a map. This Identifying the location of Oral, visual and/or tangible
geographical Australia may include: their local community may feedback and prompts by
dimensions – recognising the shape of Australia indicate recognising the the teacher to guide and
– shape – tracing, drawing or modelling the shape of Australia features of a range of affirm students’:
– locating the state of New South Wales on a map environments. • identification of the
– plotting the location of their community on a map of location of their
New South Wales and/or Australia community on a map of
Australia
• patterns of: • recognise that there • explore the difference between coastal and inland Participation in exploring the • identification of the
– landforms are varied types of environments. This may include: difference between coastal and features of coastal and
– drainage basins landforms, climates, – matching pictures/photographs to distinguish between inland environments may inland environments
– climate, rainfall, vegetation and natural coastal and inland environments indicate recognising the
temperature resources in Australia – labelling pictures/photographs to indicate the type of features of a range of
– vegetation climate associated with coastal and inland environments environments.
– natural resources – labelling pictures/photographs to highlight the
– soils vegetation typical of coastal and inland environments
• effects of aspects of • recognise that • undertake research, possibly including fieldwork, to Participation in fieldwork may • research into the effect
the physical people’s activities are explore and compare the effect of the physical environment indicate exploring the effect of of the physical
environment on influenced by climate, and the climate on the activities of people in coastal and the physical environment on environment on the
people’s activities topography and inland communities. This may include establishing links people’s activities and/or activities of people.
– climate natural resources with one or more schools using communication technology using a variety of strategies to
– topography and/or site studies and investigating: locate and select information.
– natural resources – recreational activities
– transport
– work opportunities
continued
84
Focus: Distinctive features of Australia (cont)

Skills outcomes)
Students
• distinctive features of • recognise well-known • undertake fieldwork to recognise and record native Participation in fieldwork to Oral, visual and/or tangible
Australian flora Australian trees and trees/flowers in the school/local environment. This may recognise and record native feedback and prompts by
flowers include: plants may indicate the teacher to guide and
• recognise the – locating native flora such as eucalyptus trees, recognising the features of a affirm students’:
distinctive features of banksias, wattles etc range of environments and/or • recording of native
native Australian trees – sorting and matching photographs/pictures of the experiencing a range of plants in the school
and flowers features of a variety of native trees/flowers environments. It may also and/or local
– exploring the distinctive features of native plants, involve using a variety of environment
eg the colour, size, shape and colour of waratahs, the strategies to organise and
feel and smell of wattle flowers and eucalyptus communicate information.
leaves, the varieties of banksias
– recording their fieldwork using photographs, videos,
drawings, written text, tables and graphs
• determine from their fieldwork the most appropriate Determining the most • identification of the
native trees/flowers to plant in the school or local appropriate native trees and most appropriate plants
community as part of a flora regeneration project flowers to plant in the to grow in the local
school/community may area.
indicate recognising the
features of a range of
environments and/or using a
variety of strategies to locate
and select information.
continued
85
Focus: Distinctive features of Australia (cont)

Skills outcomes)
Students
• distinctive features of • recognise well-known • undertake fieldwork to recognise and record the Participation in fieldwork to Oral, visual and/or tangible
Australian fauna Australian animals distinctive features of native animals. This may include: recognise and record native feedback and prompts by
• recognise the – recognising native animals in a visit to a zoo, animals in the local the teacher to guide and
distinctive features of wildlife sanctuary or in the local environment environment may indicate affirm students’:
Australian animals – observing, photographing and/or videoing a variety moving around in the • recording of the distinct
of native animals focusing on their appearance, environment and/or features of Australian
eating habits, habitats and the way they care for their recognising the features of a native animals
young range of environments. The
– recording their fieldwork using photographs, fieldwork may also involve
pictures, written text using a variety of strategies to
locate and select information
and/or using a variety of
strategies to organise and
• distinctive features of • use a variety of • communicate results of their fieldwork to others. This Communicating the results of • communication of the
Australian fauna strategies to organise may include: their fieldwork with others results of their
and communicate – placing labelled photographs and/or a poster in a may indicate using a variety of fieldwork.
information prominent position in the classroom or school strategies to organise and
– developing a multimedia presentation communicate information.
– presenting an oral report.
86
8.3 Aboriginal Studies Years 7–10 Life Skills unit: Connecting with Aboriginal people and their cultures
Unit title: Connecting with Aboriginal people and their cultures

Description: This unit involves students exploring important features of Aboriginal cultures and the ways that Aboriginal people contribute to Australian society. 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 Outcomes
A student:
LS.1 recognises factors that contribute to an Aboriginal person’s identity
LS.4 recognises the importance of self-determination and autonomy for Aboriginal Peoples
LS.5 recognises the significant contribution of Aboriginal people to Australian society
LS.6 explores the ways in which the wider Australian community interacts with Aboriginal Peoples and cultures
LS.8 uses appropriate protocols for working with Aboriginal Peoples and communities
Resources
Books Videos
Barlow, A & Hill, M, Australian Aborigines Series, Macmillan, Sydney. The Dreaming Series, Aboriginal Nations Pty Ltd, 97 Rose St Chippendale, 2008
Aboriginal Australia Reading Series, Harcourt Brace Jovanovich, Sydney. Message Stick. ABC Series.
Roughsey, D, The Rainbow Serpent, Collins, Sydney. Websites
Deadly Vibe Magazine, PO Box 810, Darlinghurst, 2010. Bangarra Dance Theatre http://www.bangarra.com.au
Tresize, P & Roughsey, D, Gidja, Collins, Sydney, reprinted by Angus & Robertson, Aboriginal and Torres Strait Islander Commission http://www.atsic.gov.au
Sydney. Australian Museum http://www.amonline.net.au
Djugurba – Tales from the Spirit Time, Australian National University Press, Rushcutters Yothu Yindi http://www.yothuyindi.com
Bay. Christine Anu http://www.christineanu.com
Stokes, D, Desert Dreamings, Jacaranda Press, reprinted by Heinemann Library, Carlton. Deadly Vibe Magazine http://www.vibe.com.au
Traditional Aboriginal Culture and Society (Information Pack) ATSIC, Canberra.
Posters
ATSIC, Canberra
Department of Aboriginal Affairs, Sydney
Naamarroo Employment Services, Redfern
87
Links
Aboriginal Languages Information and Software Technology
LS.MBC.1 experiences cultural diversity LS.5.3 uses a variety of techniques to present information and software technology
LS.MBC.2 explores their own and other cultures solutions
English Music
LS.2 listens for a variety of purposes in a range of contexts LS.7 experiences music from a variety of social, cultural and historical contexts
LS.3 uses technology and aids to communicate with a range of audiences LS.9 appreciates a variety of music
LS.11 views and responds to a range of visual texts, media and multimedia PDHPE
LS.16 explores social and cultural issues through texts LS.5 uses appropriate behaviours in social situations
Geography LS.23 supports and cooperates with others in a range of contexts
LS.2 moves around in the environment Visual Arts
LS.4 explores the effects of the physical environment on people’s activities LS.1 experiences a variety of artmaking activities
History LS.2 explores a variety of materials, techniques and processes.
LS.3 participates in site studies to explore people, events and issues in Australian
history
LS.9 recognises the contribution of Aboriginal peoples and other cultures to
Australian society.
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.
88
Focus: Exploring traditional and contemporary Aboriginal culture

Outcomes: LS.1, LS.6, LS.8
Skills outcomes)
Teacher
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 • recognise that each • bring items from home that reflect features of their Bringing items from home Oral, visual and/or tangible
to identify person has their own cultural background to share with others, representing students’ cultural feedback and prompts by
identity eg photographs, traditional costumes, music, songs, backgrounds is important in the teacher to guide and
stories recognising factors that affirm students’:
contribute to an Aboriginal • sharing their cultural
person’s identity. background with others
• explore factors that • identify features of diversity in their local community Identifying features of • response to and
contribute to identity such as food, food outlets, dance, music, musical diversity in their local identification of the
instruments, songs, chants, clothing/costumes, community is important in cultural background of
greetings, festivals, special occasions, traditions, stories recognising factors that themselves and others
contribute to an Aboriginal in the class.
person’s identity.
continued
89
Focus: Exploring traditional and contemporary Aboriginal culture (cont)

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

Skills outcomes)
Students
• the increasing • explore how people in • make a poster, model or multimedia presentation to Illustrating a particular aspect Oral, visual and/or tangible
interaction of non- the wider community illustrate a particular aspect of Aboriginal culture such of Aboriginal culture may feedback and prompts by
Aboriginal people are accessing aspects of as music, stories, dance, art, food. indicate exploring the ways in the teacher to guide and
with Aboriginal Aboriginal culture which the wider Australian affirm creation of a poster,
Peoples and culture community interacts with model or multimedia
Aboriginal Peoples and presentation about a
cultures. particular aspect of
Aboriginal culture in an
appropriate format.
Focus: Land and its significance for Aboriginal identity
Teacher
• assists students to explore links between contemporary
Aboriginal enterprises, culture and the land.
Students
• factors that contribute • recognise the centrality • explore the significance of the land for Aboriginal Exploring the significance of Oral, visual and/or tangible
to Aboriginal identity of land to Aboriginal people through: the land for Aboriginal people feedback and prompts by
identity – viewing films, eg Rabbit Proof Fence may indicate recognising the teacher to guide and
• explore factors that – viewing/listening to Dreamtime stories factors that contribute to an affirm responses to films,
contribute to an – viewing/listening to Aboriginal visual and Aboriginal person’s identity. stories, visiting artists and
Aboriginal person’s performing artists the Aboriginal flag and the
sense of identity – discussing the significance of the colours and design identification of the link
of the Aboriginal flag between the land and
Aboriginal identity.
continued
91
Focus: Land and its significance for Aboriginal identity (cont)

Skills outcomes)
Students
• the importance of the • recognise the links • undertake site studies and/or communication Undertaking site studies or Oral, visual and/or tangible
land and economic between economic technology research to explore contemporary research may involve feedback and prompts by
independence for independence and Aboriginal organisations/enterprises. This may include recognising factors that the teacher to guide and
Aboriginal self- autonomy answering the following questions: contribute to an Aboriginal affirm students’:
determination and • identify the importance – What does the organisation/enterprise do? person’s identity and/or • investigation of
autonomy of the land for – Where does it operate? recognising the importance of contemporary
Aboriginal self- – How does it service the needs of the community? self-determination and Aboriginal
determination – What are the links between the autonomy for Aboriginal organisations and
• a variety of strategies • locate information organisation/enterprise and various expressions of Peoples. It may also involve enterprises
to access information using appropriate Aboriginal culture? using a variety of strategies to
to meet a particular strategies locate and select information.
need
• strategies for • evaluate and order • record the results of their research and present their Recording the results of • recording of results and
organising information findings to others. This may include: research and presenting presentation to others.
information – annotating photographs taken on the site study findings may involve using a
• formats for • select and use – completing a teacher-structured worksheet variety of strategies to Responses by others
communicating appropriate written, oral – creating a poster organise and communicate provide feedback.
information and graphic forms to – presenting an oral report information.
communicate – developing a multimedia presentation.
information
92
Focus: Connecting with prominent Aboriginal people

Skills outcomes)
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 • recognise the ways in • participate in class activities to explore roles of well- Participation in class activities Oral, visual and/or tangible
interaction of non- which Aboriginal known Aboriginal people in the community. This may to explore roles of well-known feedback and prompts by
Aboriginal people Peoples are increasingly include: Aboriginal people may the teacher to guide and
with Aboriginal visible and vocal in the – identifying well-known Aboriginal people indicate exploring the ways in affirm students’:
Peoples and culture community – sorting and matching well known Aboriginal people which the wider Australian • identification of well
with the area in which they are famous community interacts with known Aboriginal
– recognising through discussion that Aboriginal Aboriginal Peoples and people and their roles in
people are now more visible and vocal in the cultures. the community
community
• the contribution of • participate in the • select an Aboriginal person as the subject of a case Selection of an Aboriginal • selection of an
Aboriginal people to development of a case study. Individuals may be selected from the areas of: person as the subject of a case appropriate Aboriginal
Australian society study regarding the – visual arts, eg Sally Morgan, Bronwyn Bancroft study may indicate person as the subject of
contribution of an – performing arts, eg Christine Anu, Mandawuy recognising the significant a case study.
Aboriginal person to Yunupingu, David Gulpilil contribution of Aboriginal
Australian society – film and television, eg Deborah Mailman people to Australian society.
– sport, eg Jason Gillespie, Nova Peres-Kneebone,
Cathy Freeman
– politics, eg Linda Burney, Aiden Ridgeway
– human rights, eg Dr Lowitja O’Donoghue
continued
93
Focus: Connecting with prominent Aboriginal people (cont)

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

Description: 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.
A student:
LS.1 explores the differences between needs and wants Websites
LS.2 recognises ways in which people obtain goods and services in the local Australian Competition and Consumer Commission http://www.accc.gov.au
community Australian Consumers’ Association http://www.choice.com.au
LS.3 explores consumer, financial, legal and employment issues which affect daily life Consumers Online http://www.consumersonline.gov.au
LS.4 explores rights and responsibilities as a consumer NSW Office of Fair Trading
LS.7 makes informed decisions about purchasing goods and services http://www.dft.nsw.gov.au
LS.8 purchases goods and services http://www.dft.nsw.gov.au/shopping
LS.10 identifies appropriate community support personnel and agencies who can assist http://www.dft.nsw.gov.au/shopping/shoppingtips/lay-bys
with commercial and legal problems and issues http://www.moneystuff.fairtrading.nsw.gov.au
LS.11 uses a variety of strategies to locate and select information National Children’s and Youth Law Centre http://www.lawstuff.org.au
LS.12 uses a variety of strategies to organise and communicate information Scamwatch http://www.scamwatch.gov.au
LS.13 uses individual and collective skills in the learning process Australian Securities and Investment Commission
Note: Teachers may develop other units of work to address syllabus content related to http://www.fido.asic.gov.au
Life Skills Outcomes 5, 6 and 9. Not all the ‘learn about’ and ‘learn to’ statements for http://www.fido.asic.gov.au/fido/fido.nsf/byheadline/Teacher+resources?openDocument
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.
Links
English Mathematics
LS.6 uses visual texts in a range of contexts NLS.13 uses money to purchase goods and services
LS.7 reads and responds to short written texts NLS.15 plans personal finances
LS.8 responds to increasingly complex written texts PDHPE
LS.12 communicates for a variety of purposes LS.21 uses appropriate communication strategies in a variety of contexts
LS.13 communicates in a range of contexts LS.26 uses problem-solving strategies in a variety of contexts
LS.14 communicates with a range of audiences Visual Arts
Information and Software Technology LS.1 experiences a variety of artmaking activities
LS.2.1 uses information and software technology in solving a range of problems LS.6 makes a variety of artworks that reflect experiences, responses or a point
LS.5.3 uses a variety of techniques to present information and software technology of view.
solutions.
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
Years 7–10: Advice on Programming and Assessment (pp 19–28).
95
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.1
assessment
Teacher
• explicitly teaches the differences between ‘needs’ and
‘wants’ by focusing student attention on items that are
essential to meet basic needs as opposed to ‘wants’ that
are desirable but not essential
• assists students to identify the ways in which their basic
needs are met
• assists students to identify those needs that cannot be
purchased.
Students
• basic needs and wants • identify basic needs • identify the differences between needs and wants. This Identification of needs and Oral, visual and/or
common to all young common to all young may include: wants may indicate exploring tangible feedback and
people people – identifying the basic needs of all young people for the differences between needs prompting by the teacher
• how needs and • identify ways in which food, care, clothing, shelter, education and health and wants. to guide and affirm
aspirations of young the needs of young care students’ demonstration
people may be met people may be met – identifying items that might be desirable but are not of the differences
essential, eg computer games, CDs, DVDs, between needs and wants
fashionable clothing, mobile phones and their appreciation that
– sorting real objects and/or using advertising material they don’t need to buy
to make an individual or group poster that things to be happy.
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.
96
Focus: Where do you get it?

Outcome: LS.2
assessment
Teacher
• provides students with pictures of a range of goods and
services and assists students to determine where these
can be purchased/obtained
• assists students to determine items that can be
purchased from a single provider and those that can be
purchased from multiple providers
• organises simulated or actual site visits to identify the
range of providers of goods and services in the local
community.
Students
• the differences • identify providers of • match specific goods and services to appropriate Matching specific goods and Oral, visual and/or
between goods and goods providers. This may involve: services to appropriate tangible feedback and
services • identify providers of – matching pictures of specific goods to a single providers may indicate prompting by the teacher
services provider or place of purchase, eg prescription recognising the ways in which to guide and affirm
• where goods and • identify where specific medicines from a chemist, petrol from a service people obtain goods and students’ matching of
services may be goods may be obtained station, goldfish from a pet shop services in the local specific goods and
obtained • identify where services – making a poster to indicate goods that can be community. services to appropriate
may be obtained purchased from multiple providers, eg meat from a providers and
• how goods and • make a purchase supermarket or butcher, fruit from a greengrocer or identification of the ways
services may be directly from a retail supermarket in which people obtain
obtained outlet – matching and labelling pictures or photographs to goods and services in the
indicate where services may be obtained and/or local community.
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.
97
Focus: Rights and responsibilities as a consumer

Skills outcomes)
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 • return hired goods in • participate in role-plays and/or discussions to develop Participating in role-plays Oral, visual and/or
behaviour same condition and on an understanding of how ‘rights’ and ‘responsibilities’ about rights and responsibilities tangible feedback and
time for consumers apply in real life. This could include: of consumers may indicate prompting by the teacher
– recognising conditions for entering some stores, exploring rights and to guide and affirm
eg taking in bags, pets responsibilities as a consumer. students’ participation in
– purchasing goods in good condition and consistent consumer scenarios and
with advertised details identification of some of
– recognising conditions for returning purchased items their rights and
– returning borrowed/hired goods in the same responsibilities as
condition and on time consumers.
– recognising conditions for hiring some items,
eg paying a ‘holding deposit’ which is refunded on
return of an item
continued
98
Focus: Rights and responsibilities as a consumer (cont)

Skills outcomes)
Students
• responsible consumer • return hired goods in • participate with others in site studies to stores and/or Participation in site studies to Oral, visual and/or
behaviour same condition and on service providers for the purpose of clarifying mutual clarify mutual rights and tangible feedback and
time rights and responsibilities. This may include: responsibilities may assist prompting by the teacher
• recognise the – clarifying with staff at a council library the terms and students in exploring their to guide and affirm
importance of making conditions when borrowing books/other items rights and responsibilities as students’:
payments on time – clarifying with video store manager the terms and consumers and/or using • participation in site
• a variety of strategies • locate information conditions for hiring videos/computer games individual and collective skills visits and recording of
to access information using appropriate – clarifying with a store manager the conditions for in the learning process. their rights and
to meet a particular strategies entry such as searching bags, restricted sale of some responsibilities as
need goods consumers
• strategies for • evaluate and order – recording terms and conditions, rights and
organising information responsibilities for purchasing, borrowing, hiring a
information range of goods following site studies
• researching and • take on responsibilities – present and share the information with others
presenting to work independently individually and/or as part of a group
individually and in and as a member of a
groups group
• the need for consumer • explore the features and • participate in drawing up a contract within the class to Participation in drawing up a • participation in
protection terms of basic contracts clarify that contracts consist of an offer and an sample contract may assist drawing up a sample
acceptance. An example of a contract is the offer of free students to recognise the need contract.
time in exchange for a student completing set tasks. for consumer protection and
Signatures of both the student and teacher represent an exploring their rights and
acceptance of the terms and conditions of the contract. responsibilities as consumers.
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
continued
99
Focus: Rights and responsibilities as a consumer (cont)

Skills outcomes)
Students
• the need for consumer • explore the features and • explore the implications of the ‘fine print’ in a range of Exploring the implications of Oral, visual and/or
protection terms of basic contracts common contracts, eg mobile phone plans, lay-bys. ‘fine print’ in common tangible feedback and
• support personnel and • identify agencies, This may include identifying: contracts may involve prompting by the teacher
agencies in the personnel and other – individuals or agencies from whom they would seek exploring rights and to guide and affirm
community who can sources of assistance assistance before entering into a contract responsibilities of consumers students’ identification of
assist with which individuals can – specific rules, conditions and legal obligations and/or exploring individual the importance and
commercial and legal access in relation to associated with entering into contracts, eg ensuring legal rights and responsibilities binding nature of
issues legal and commercial that all sections of a contract are read, understood in relation to contracts. contracts and the need for
issues and agreed to before signing care before entering into
– legal consequences for both parties if the terms and contracts.
conditions of the contract are not met.
100
Focus: Consumer protection

Skills outcomes)
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 • identify areas where • participate in structured role-plays to identify situations Identification of situations in Oral, visual and/or
protection consumers may need where consumers may need protection. This may which consumers may need tangible feedback and
protection include: protection may assist students prompting by the teacher
– checking that correct change is given when in exploring their rights and to guide and affirm
purchasing an item responsibilities as consumers. students’:
– checking that goods are without obvious fault and • identification of
are consistent with advertised details, eg price, size, situations in which
colour they may need
– checking that a service has been provided as protection as
requested, eg shoes have been re-soled, a punctured consumers
bike tyre has been repaired successfully
• the need for consumer • recognise the process • recognise methods of redress that can be used in a range Practising methods of redress in • participation in a range
protection for redress as a of consumer scenarios and apply these in structured structured role-plays may assist of consumer scenarios
consumer role-plays. This may include: students in exploring their and recognition of
– indicating to a shop assistant that the change has not rights and responsibilities as methods of redress for
been given or is incorrect consumers. consumers.
– 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
continued
101
Focus: Consumer protection (cont)

Skills outcomes)
Students
• the need for consumer • identify areas where • recognise ways of seeking additional assistance to Recognising when additional Oral, visual and/or
protection consumers may need redress consumer dissatisfaction. This may include: assistance may be required and tangible feedback and
protection – recognising when additional assistance may be individuals and/or groups that prompting by the teacher
• recognise the process needed to redress consumer dissatisfaction, eg when can assist may indicate to guide and affirm
for redress as a a store refuses to replace faulty goods or to correct a exploring their rights and students’ identification of
consumer repair responsibilities as consumers situations in which they
• support personnel and • identify agencies, – developing a list of individuals and/or groups who and/or indicate identifying may need protection as
agencies in the personnel and other can assist in advocating for their consumer rights appropriate community support consumers and the people
community who can sources of assistance – demonstrating skills in locating, contacting and personnel and agencies that and/or agencies who can
assist with which individuals can communicating with others to redress consumer can assist with commercial and assist them.
commercial and legal access in relation to dissatisfaction. legal problems and issues.
issues legal and commercial
issues
• a variety of strategies • locate information
need
• strategies for • evaluate and order
organising information
information • select and use
• formats for appropriate written, oral
communicating and graphic forms to
information communicate
information
102
Focus: Look, think, try before you buy

Skills outcomes)
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 • identify factors that • within the context of a case study, explore techniques Exploring techniques used to Oral, visual and/or
selection of goods and influence customer used to persuade consumers to buy a product by persuade consumers to buy tangible feedback and
services choices listening to and/or viewing a range of multimedia products may assist students to prompting by the teacher
advertisements from television, radio, posters, make informed decisions about to guide and affirm
billboards, catalogues. Techniques that may be purchasing goods and services. students’ identification of
discussed include: ways that consumers are
– use of colour, movement, sound, images persuaded to buy
– use of high profile people, eg sports or film products and so help
personalities them make informed
– use of language, eg humour, exaggeration, amount of decisions about
information provided purchasing goods and
– use of slogans and jingles, eg ‘everybody needs one’, services.
‘offer ends soon’
– offer of special deals, eg ‘buy one, get one free’
continued
103
Focus: Look, think, try before you buy (cont)

Skills outcomes)
Students
• factors that influence • identify factors that • compare prices of products and services. This may Comparing prices of products Oral, visual and/or
selection of goods and influence consumer include: and services may assist tangible feedback and
services choices – indicating the need for help when purchasing goods students to make informed prompting by the teacher
• a variety of strategies • locate information and services decisions about purchasing to guide and affirm
to access information using appropriate – identifying trusted and known adults who can goods and services. It may also students’:
to meet a particular strategies provide help when purchasing goods and services indicate using a variety of • request for help when
need • select information from – sorting and matching pictures/photographs of goods strategies to locate and select purchasing goods and
identified sources and services that are similar information and/or using a services and
• strategies for • evaluate and order – identifying the cheapest price for a range of goods variety of strategies to organise comparison of prices
organising information and services from printed catalogues and/or online and communicate information. of products and
information catalogues services so that they
– telephoning and/or visiting supermarkets to compare can make informed
the cost of the same size and brand of grocery item decisions about
– visiting a range of outlets to compare prices, quality purchases.
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
• factors that influence • identify factors that • try appropriate items before purchase. This may Recognising that some items • identification of items
selection of goods and influence consumer include: should be tried before purchase that should be tried
services choices – identifying appropriate items that can be tried before may assist students in making before purchase so that
purchase, eg clothing informed decisions about informed decisions
– requesting assistance to try items, eg trying shoes or purchasing goods and services. may be made about
clothing for fit, comfort and appearance; listening to purchasing the goods.
a chosen track on a CD to confirm choice.
104
Focus: Making an informed purchase

Skills outcomes)
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 • recognise the factors • identify and follow the steps in a process to make an Examination of influences on Oral, visual and/or
consumers that influence consumer informed purchase. This may include: consumer behaviour may tangible feedback and
decisions – determining the item to be purchased and the funds indicate exploring consumer, prompting by the teacher
• responsible consumer • identify ways in which available financial, legal and to guide and affirm
behaviour individuals promote – researching through the internet, catalogues and site employment issues which affect students’ identification of
responsible consumer studies to identify whether the item can be purchased daily life and/or making the steps to follow when
behaviour from one or more outlets, comparing costs, informed decision about purchasing items so that
• factors that influence • identify factors that identifying features and value for money across purchasing foods and services. they can make informed
selection of goods and influence consumer suppliers decisions about
services choices – researching to identify whether items for purchase purchasing goods and
• purchasing goods and • identify items for are made from recycled materials and/or are services.
services purchase presented in recyclable packaging
• a variety of strategies • locate information – recognising the guarantee and/or warranty available
to access information using appropriate – identifying the conditions for return or exchange of
to meet a particular strategies goods
information from
identified sources
• strategies for • evaluate and order
organising information
information
continued
105
Focus: Making an informed purchase (cont)

Skills outcomes)
Students
• purchasing goods and • locate appropriate • purchase the item. This may include: Purchasing the item may Oral, visual and/or
services outlets to purchase – identifying and locating the outlet where the item is indicate purchasing goods and tangible feedback and
goods to be purchased services and/or making prompting by the teacher
• locate items to be – locating the item and checking that it is consistent informed decisions about to guide and affirm
purchased with advertised details in respect of price, quality, purchasing goods and services. students’ purchase of
• make payment size and features goods and/or services.
appropriately – 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.
106
8.5 Work Education Years 7–10 Life Skills unit: The world of work
Unit title: The world of work

Description: This unit involves students in developing skills and strategies to participate in personal transition planning. 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.
A student: Contact details for education, training and employment service providers
LS.1 explores the nature of work and the workplace Images and video excerpts related to work safety
LS.3 identifies the roles and responsibilities of a variety of organisations in the Computer hardware, multimedia and word-processing software and access to the internet
community Websites
LS.4 identifies appropriate support personnel and agencies in the community Australian National Training Authority: http://www.anta.gov.au
LS.5 recognises the roles of education, employment and training systems Australian Government Department of Education, Science and Training (Enterprise and
LS.6 explores strategies that facilitate effective planning for and management of Career Education Foundation): http://www.ecef.com.au
transition to further education, training and employment WADU Resource (vocational education resources for Indigenous students and
LS.7 communicates personal preferences and choices within the context of planning communities):
for transition to further education, training and employment http://www.ecef.com.au/WaduResource/WADU_PC.htm
LS.8 recognises skills for effective participation in the workplace myfuture website: http://www.myfuture.edu.au
LS.10 evaluates personal skills and strengths to facilitate participation in pathways Australian Council for Trade Unions (worksite for schools):
planning http://www.worksite.actu.asn.au
LS.11 uses a variety of strategies to locate and select information Australian Government Department of Employment and Workplace Relations:
LS.12 uses a variety of strategies to organise and communicate information. http://www.workplace.gov.au
Resources produced by the NSW Department of Education and Training
The Student Guide to Workplace Learning
The Employment Related Skills Logbook and Support Supplement
School to Work Planning Teacher Resource
WRAPS Careers: What Do You Want to Be? (video)
107
Links
Drama Information and Software Technology
LS.1.3 participates in drama experiences in which role-taking is used to enhance their LS.5.3 uses a variety of techniques to present information and software technology
understanding of ideas and feelings solutions
English PDHPE
LS.4 uses spoken language to communicate with a range of audiences LS.5 uses appropriate behaviours in social situations
LS.10 composes increasingly complex written texts LS.7 uses appropriate strategies to initiate and manage relationships
LS.12 communicates for a range of purposes LS.10 recognises and responds to safe and unsafe situations
LS.13 communicates in a range of contexts LS.11 demonstrates safe practices that promote personal wellbeing
LS.14 communicates with a range of audiences LS.22 uses appropriate strategies in response to at-risk situations
LS.17 uses individual and collaborative skills in the learning process LS.26 uses problem-solving strategies in a variety of contexts
Geography Visual Arts
LS.1 experiences a range of environments LS.6 makes a variety of artworks that reflect experiences, responses or a point
LS.2 moves around in the environment. 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).
108
Focus: Planning ahead

Skills outcomes)
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 • evaluate and order • participate in discussions about the importance of Using a daily and/or weekly Oral, visual and/or
managing the information planning ahead and engage in processes that will diary or timetable to plan tangible feedback and
transition to further • select and use appropriate facilitate planning. Activities may include using a daily ahead may indicate using a prompting by the teacher
education, training written, oral and graphic and/or weekly school diary or timetable to plan ahead variety of strategies to to guide and affirm
and employment forms to communicate for specific events such as excursions, weekend trips, organise and communicate students’:
• strategies for information enrolling for the forthcoming sports season information. • demonstration of a
organising range of strategies to
information plan ahead
• formats for
communicating
information
• education and training • recognise current • participate in discussions to clarify the purpose and Recognising the goals of • identification of the
systems education and training nature of transition planning. This may involve: transition planning may assist goal of transition
options – recognising the importance of planning ahead for students in communicating planning.
• planning and • explore education and future goals personal preferences and
managing the training options with – recognising that discussions at a transition planning choices within the context of
transition to further family, carers and friends meeting will provide information about options for planning for transition to
education, training • explore options and further education, training and/or employment further education, training
and employment requirements for – identifying the time and place for the meeting and employment.
• planning processes to education, training and – identifying the people who will attend the meeting
assist transition to employment with school and the ways in which they can assist the student
further education, and community-based
training and personnel
employment • recognise the purposes of
planning processes and
the role of the student in
these processes
continued
109
Focus: Planning ahead (cont)

Skills outcomes)
Students
• identifying personal • identify personal skills • develop a personal folio/résumé that highlights what they Developing a personal Oral, visual and/or
skills and strengths and strengths like to do and their personal skills and strengths in folio/resume to highlight their tangible feedback and
preparation for discussions at a transition planning goals and personal prompting by the teacher
meeting. The personal folio should be in an appropriate skills/strengths and areas for to guide and affirm
format with photographs and/or visual/written text and development may assist students’:
may include information about: students in communicating • identification of goals
– preferred subjects at school personal preferences and and personal
– preferred work environments, eg inside/outside choices within the context of skills/strengths
– preferred hobbies and interests planning for transition to
– personal attributes such as further education, training
negotiation/communication/listening skills, patience, and employment.
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
• the communication • articulate goals, • participate in simulated transition planning meetings. Participation in structured • participation in
skills required for preferences and choices Students may use their folios as the basis for asking role-plays may assist students simulated transition
effective participation and give reasons for questions and seeking clarification about options for in communicating personal planning meetings and
in planning for these further education, training and employment. The preferences and choices communication of
transition • map personal skills and scenarios should also provide an opportunity for students within the context of planning personal preferences
• linking personal skills strengths in the context to defend a personal point of view about preferred for transition to further and choices.
to pathways planning of pathways planning options and choices education, training and
employment.
continued
110
Focus: Planning ahead (cont)

Skills outcomes)
Students
• linking personal skills • participate in pathways • participate in a scheduled transition planning meeting. Participation in a transition Oral, visual and/or
to pathways planning planning This may include: planning meeting may tangible feedback and
– using the information in their folio to express indicate communicating prompting by the teacher
preferences personal preferences and to guide and affirm
– participating in decision-making processes, choices within the context of students’ active
eg expressing a point of view planning for transition to participation in the
– listening, identifying and recording actions to be taken further education, training transition planning
following the meeting and employment and/or meeting.
– determining the timeframe for subsequent meetings evaluating personal skills and
– undertaking actions agreed to at the meeting. strengths to facilitate
participation in pathways
planning.
111
Focus: Services in the community

Skills outcomes)
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 • identify the roles of • identify agencies that can be accessed to meet individual Identification of relevant Oral, visual and/or
community government needs, eg RTA for applications for a learner’s permit; service providers to meet tangible feedback and
– government departments and bank for opening a personal account; automatic tellers in individual needs may involve prompting by the teacher
– business agencies banks for withdrawing money using a keycard; police & identifying appropriate to guide and affirm the
– service • identify the roles of community youth club for information on leisure support personnel and identification of, and
businesses in the activities; Medicare office to apply for a Medicare card; agencies in the community. contact with, agencies
community public transport authority to ascertain which railway and organisations that can
• accessing support • identify the roles of stations have ramps and/or lifts; Centrelink for payments assist in meeting
services in the services in the and assistance with jobs. This may include: individual needs.
community to meet community – matching pictures, photographs, text to indicate the
individual needs • identify individual roles and functions of departments, agencies,
support needs businesses and services in the community
• identify appropriate – identifying individual needs for support and indicating
departments, the appropriate department, agency, business and/or
businesses, services or service that can provide assistance
personnel that can assist – recording the function and contact details of relevant
with individual support departments, agencies, businesses and services in an
needs appropriate format.
• a variety of strategies • locate information
• strategies for information from
organising identified sources
information
112
Focus: What’s work all about

Skills outcomes)
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 • explore the meaning of • explore different types of work, where specific work is Exploring different types of Oral, visual and/or
the term ‘work’ undertaken, and the reasons why people work. This may work, where specific jobs are tangible feedback and
• identify the reasons involve: done and the reasons why prompting by the teacher
why people work – sorting and matching photographs/pictures to identify people work may indicate to guide and affirm
• the types and variety • identify the types of what is work and what is not work exploring a range of current students’ identification of
of work options work options – recognising the different types of work such as paid, work and employment issues different types of work
• the types and variety • recognise links between unpaid and voluntary work, full-time, part-time or and/or identifying skills for and skills necessary for
of work places types of work and casual work, permanent or temporary work effective participation in the participation in the
workplace – interviewing family members or friends to explore workplace. workforce.
environments work options and the reasons why people work
• a variety of strategies • locate information – recounting the work experiences of people from their
to access information using appropriate research
to meet a particular strategies – exploring the links between types of work and
need • select relevant workplace environments such as indoor/outdoor, alone
information from or with others, eg she is a doctor and she works in a
identified sources hospital; he is a builder and he works outside; she sells
jewellery and she works in a department store
• strategies for • evaluate and order – recording the information obtained on a poster or
organising information multimedia presentation.
information
• formats for • select and use
communicating appropriate written, oral
information and graphic forms to
communicate
information
113
Focus: Experiencing training and workplace environments

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

Skills outcomes)
Students
• employee • demonstrate skills that • within structured role-plays, outline their preferences for Indicating their preferences Oral, visual and/or
responsibilities lead to effective participation in training and/or workplace experiences, and demonstrating skills tangible feedback and
participation in the and demonstrate the skills necessary for effective necessary for participation in prompting by the teacher
workplace participation in training and/or workplace experiences training and/or workplace to guide and affirm
• planning and • set goals, establish experiences within structured students’:
managing the preferences and choices role-plays may involve • communication of
transition to further in relation to education, demonstrating skills for preferences for
education, training training and effective participation in the participation in
and employment employment workplace. training and/or
workplace experiences
• employee • recognise factors that • identify factors necessary for effective participation in Identifying factors necessary • identification of
responsibilities lead to effective training and/or workplace experiences such as for effective participation in workplace skills
participation in the punctuality, reliability, appropriate personal and training and/or workplace
workplace interpersonal skills, enthusiasm experiences may involve
recognising skills for effective
participation in the
workplace.
• identifying personal • identify personal skills • record the skills they already have for effective Recording the skills they • recording of the skills
skills and strengths and strengths participation in training and/or workplace experiences already have may involve they already have in an
• linking personal skills • map personal skills and evaluating personal skills and appropriate format.
to pathways planning strengths in the context strengths to facilitate
of pathways planning participation in pathways
planning.
continued
115
Focus: Experiencing training and workplace environments (cont)

Skills outcomes)
Students
• a range of workplace • participate in workplace • participate in a range of simulated training and/or Participating in simulated Oral, visual and/or
experiences experiences workplace experiences within the school where a range training and/or workplace tangible feedback and
of workplace skills can be explored. This may include: experiences within the school prompting by the teacher
– communicating and behaving appropriately with may involve investigating the to guide and affirm
others nature of work and the students’:
– working safely workplace. • demonstration of
– dressing appropriately workplace skills in the
– staying on task and attending to own work context of simulated
training and/or
workplace experiences
within the school
• participate in a range of training and/or workplace Participating in training • participation in a range
experiences in the community. These experiences should and/or workplace experiences of training and/or
provide students with opportunities to: in the community may workplace
– demonstrate travel skills involved in attending involve investigating the experiences.
training/workplaces nature of work and the
– demonstrate skills for effective participation in the workplace.
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.
116
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).

number
9.1 Technology What do you This unit involves students in designing, producing and
(Mandatory) make of it? 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 Vegetable This unit involves the planting, growing and harvesting of
Technology production vegetables and the marketing of vegetable products.
enterprise 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 Storage This unit involves students exploring storage solutions
Technology matters 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 Celebrations This unit involves students participating in a range of
Technology 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 Stand-out This unit involves students in the development of either a
Technology logos 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 Timber This unit involves students in the design, development
Technology utility box 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.
117

number
9.7 Information School This unit introduces students to a variety of digital media.
and Software events in Students learn to operate a variety of computer hardware
Technology digital and software in the creation of a multimedia presentation
to record a significant school event.
9.8 Textiles Creating This unit involves students creating with fabrics to
Technology with fabrics produce decorated fabric items. Students may design a
decorated fabric item, personalise a design or embellish
an existing fabric item with appropriate decorations.
118
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
A student: Access to computer hardware such as digital cameras, scanners and software such as
LS 1.1 recognises that a process is used to produce design projects word-processing
LS 1.2 recognises factors that influence design Examples and images of bags, bracelets, planter boxes and T-shirts
LS 2.1 gathers and uses information in the context of producing design projects A variety of embellishments such as tassels, studs, sequins, stencils, transfers, stickers
LS 2.2 uses a variety of techniques to communicate ideas in the context of producing A variety of materials that could include beads, shells, vinyl, leather, timber, jewellery
design projects thread, plastic, calico, denim, hessian, canvas, closing devices, handles
LS 3.2 selects the appropriate tools, equipment and materials for specific design A variety of finishes that could include paint, wood stain, lacquer
projects A variety of tools and equipment for the making of the product
LS 3.3 demonstrates safe practices in the use of materials, tools and equipment in the
context of producing a design project
LS 3.4 cares for materials, tools and equipment
LS 5.1 participates in producing design projects
LS 6.1 evaluates the success of completed design projects
LS 6.2 evaluates the design of everyday products in terms of intended use.
Links
English Mathematics
LS.11 views and responds to a range of visual texts, media and multimedia DLS.2 gathers, organises and displays data
LS.12 communicates for a variety of purposes MLS.5 responds to the language of measurement in everyday contexts
Information and Software Technology MLS.6 uses the language of measurement in everyday contexts
LS.5. uses a variety of techniques to present information and software technology MLS.8 estimates and measures length and distance
solutions. SGLS.4 responds to the language of position
SGLS.5 uses the language of position in a variety of situations
Visual Arts
LS.1 experiences a variety of artmaking activities
LS.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).
119
Focus: Function of a variety of products

Outcomes: LS.1.2, LS.2.1, LS.2.2, LS.6.2
Skills outcomes)
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 • evaluate everyday • explore the function of a variety of products such as bags Exploring the different uses Oral, visual and/or
of everyday objects in products in terms of (Accessories Design), bracelets (Jewellery Design), of products may involve tangible feedback and
terms of meeting their their planter boxes, toys (Industrial Design) or T-shirts evaluation of the design of prompts by the teacher to
end use – function, finish, (Fashion Design). This may include: everyday products in terms of guide and affirm
appeal – collecting and exploring examples and/or pictures of a intended use. students’ identification of
– usefulness, durability variety of products from home, school and the local the use and function of a
– stability, ergonomics community, eg consider the appeal of bracelets, the variety of products.
– construction, safety construction, safety and stability of planter boxes, the
– materials used 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?’
continued
120
Focus: Function of a variety of products (cont)

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

Outcomes: LS 1.2, LS 2.1, LS 2.2
Skills outcomes)
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 • recognise that the • select a project from either the examples provided or Selection of an appropriate Oral, visual and/or
design design of an object is from their own research and personal preference. This project may involve tangible feedback and
related to its function may include: gathering and using prompts by the teacher to
and purpose – selecting a project after observing and experimenting information in the context of guide and affirm
• obtaining information • access sources of with the samples producing design projects students’ selection of an
from a variety of information – indicating a preference for a project and/or recognising factors appropriate project.
sources – accessing the internet to explore aspects of design, that influence design.
• applying the design • participate in designing eg colour, size, decorations
process in the context and producing a product – generating designs that take into account the function
of producing a design and purpose of the project using computer graphics
project software.
122
Focus: Planning steps for producing a product

Outcomes: LS.1.1
Skills outcomes)
Teacher
• provides a personalised step-by-step plan of the steps in
the production process.
Students
• the steps in a process • recognise the steps in • recognise the steps in the personalised step-by-step plan. Identification of steps in the Oral, visual and/or
to produce a design producing a project This may involve: production process may tangible feedback and
project including: – including the personalised step-by-step plan in their indicate recognising that a prompts by the teacher to
– identifying a need folio process is used to produce guide and affirm
– exploring ideas – following through each step of the plan recognising the design projects. students’ identification of
– choosing a preferred activities at each step. the steps needed to
idea produce a design project.
– planning steps for
producing the design
project
– selecting tools,
equipment and
materials
– producing a design
project
– evaluating a design
project
123
Focus: Safe use of tools, equipment and materials in producing a product

Skills outcomes)
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 • select appropriate tools • select tools, equipment and materials necessary for the Selection of tools, equipment Oral, visual and/or
purpose of a range of and equipment for a completion of the project and materials may indicate tangible feedback and
tools and equipment design project selecting appropriate tools, prompts by the teacher to
• properties of materials • select materials that are equipment and materials for guide and affirm
appropriate for a design specific design projects. students’:
project • identification of
appropriate materials,
tools equipment
• factors that influence • recognise factors that • use safe work practices when using materials, tools and Use of safe practices may • demonstration of safe
safety influence the safety of equipment. This may include: indicate recognising safe and use of materials, tools
– in the classroom conditions – recognising rules for the safe use of materials, tools unsafe conditions when equipment.
– in specialist rooms and equipment undertaking design projects
– in external areas – using materials, tools and equipment safely and and demonstrating safe
• the application of • recognise properties of appropriately under supervision practices in the use of
Occupational Health materials, equipment materials, tools and
and Safety practices and tools that make equipment in the context of
them dangerous producing a design project.
continued
124
Focus: Safe use of tools, equipment and materials in producing a product (cont)
Skills outcomes)
Students
• caring for materials, • store materials, tools • store materials, tools and equipment appropriately during Appropriate storage of items Oral, visual and/or
tools and equipment and equipment the production process. This may include: and the maintenance of a tidy tangible feedback and
appropriately – returning materials, tools and equipment to their work area may indicate prompts by the teacher to
• keep workplace clean storage space after use caring for materials, tools guide and affirm
and clear of hazards – tidying the work area and equipment. students’ demonstration
– reporting any faults or damage to tools and equipment. of the care and storage of
tools and equipment.
Focus: Producing the product
Outcome: 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 • participate in designing • participate in the production process for the project Participation in the Oral, visual and/or
and time to complete and producing a product according to the personalised step-by-step plan. This may production of a product may tangible feedback and
a design project involve: involve participating in prompts by the teacher to
– making a product, eg bag, bracelet, planter box, T-shirt producing design projects. guide and affirm
• applying the design • follow the steps to or toy using the selected design and materials; and/or students’ demonstration
process in the context complete a design – embellishing/decorating a bag, T-shirt, planter box or of following the plan and
of making a design project toy using the selected design and materials. use of materials, tools
project and equipment in the
production process.
125
Focus: Evaluating the completed product

Outcomes: LS.2.2, LS.6.1
Skills outcomes)
Teacher
• assists students to evaluate the product
• facilitates students sharing their experiences of the
production process with others.
Students
• evaluating a design • evaluate a completed • evaluate their product in terms of function and aesthetics. Evaluation of the project may Oral, visual and/or
project in terms of design project This may include: indicate evaluating the tangible feedback and
– function • evaluate a design – responding to questioning such as, ‘What are the success of completed design prompts by the teacher to
– aesthetics project in terms of features of your bracelet that make it look good?’ projects and/or using a guide and affirm
– available resources – presentation – trialling the bag and completing a teacher-designed variety of techniques to students’:
– social and cultural – packaging questionnaire regarding performance to be included in communicate ideas in the • evaluation of the
appropriateness – price/cost the folio context of producing design product in terms of
– environmental – safety – including photographs in their folio of the planter box projects. function and aesthetics
impact – impact on in use
– marketability individuals, society – recording in their folio the reactions of other students
and environment to the T-shirt
• using a variety of • use techniques to – evaluating the toy’s durability
communication communicate ideas – making suggestions in their folio about how the design
techniques and/or construction could be improved or replicated
• using a variety of • use techniques to • share the information in their folio with others. This may Sharing the information in • sharing their
communication communicate ideas include: their folio to others may information with
techniques – displaying the folio in a prominent place in the school involve using a variety of others in an
– describing aspects of their folio to others techniques to communicate appropriate format.
– participating in discussion and answering questions ideas in the context of
about the folio and activities represented in it. producing design projects.
126
9.2 Agricultural Technology Years 7–10 Life Skills unit: Vegetable production enterprise
Unit title: Vegetable production enterprise

Description: 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.
A student: Books
LS.1 experiences a range of plant and animal production enterprises • Bannerman, S., Thornthwaite, S. and Gant, L. (2001) Enterprising Agriculture. Sydney:
LS.2 investigates some environmental factors that affect plant and animal Macmillan Education Australia
production • Brown, L, Hindmarsh, R and McGregor, R. (1998) Dynamic Agriculture Book 1, Sydney:
LS.4 explores how agricultural production contributes to our daily lives McGraw-Hill
LS.5 participates in the production process of an agricultural enterprise • Brown, L. Hindmarsh, R and McGregor, R. (1999) Dynamic Agriculture Book 2, Sydney:
LS.6 participates in marketing an agricultural product McGraw-Hill
LS.10 uses information and communication technologies to collect, organise • Francis, R., Hanlon, M. and Ramsay, B. (1990) Agriculture and You. Melbourne: Nelson
and present information related to an agricultural enterprise Australia
LS.12 selects appropriate equipment, materials and tools to meet the • Sutherland, J.A. (1980) Introduction to Agriculture. New York: McGraw Hill
requirements of an agricultural enterprise • Workboot series books and resources Cloverdale. W.A. Kondinin Group
LS.13 demonstrates safe practice in the use of equipment, materials and tools • Yates (2002) Yates Garden Guide. HarperCollins Publishers (Australia)
LS.14 maintains and cares for equipment, materials and tools. Tools such as garden spade, rake, hoe, hose, sprinkler, hand tools
Materials/Equipment such as pots, garden bed, soil, potting mix, seeds, seedlings, water,
fertiliser, gloves, face masks, pest control products
Links
Commerce Information and Software Technology
LS.2 recognises ways in which people obtain goods and services in the local LS.5.3 uses a variety of techniques to present information and software technology solutions
community Mathematics
LS.8 purchases goods and services MLS.5 responds to the language of measurement in everyday contexts
English MLS.6 uses the language of measurement in everyday contexts
LS.2 listens for a variety of purposes in a range of contexts Science
LS.5 recognises visual texts in a range of contexts LS.9 recognises characteristics of and changes in living things
LS.6 uses visual texts in a range of contexts LS.14 recognises that living things depend upon each other and on their environments
LS.7 reads and responds to short written texts Visual Arts
LS.9 writes short texts for everyday purposes LS.6 makes a variety of artworks that reflect experiences, responses or a point of view.
LS.11 views and responds to a range of visual texts, media and multimedia.
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).
127
Focus: Vegetable products

Skills outcomes)
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
step of the production process in a folio/workbook.
Students
• agricultural products • identify the different • experience vegetables in their unprocessed and processed Experiencing vegetables in Oral, visual and/or
and their uses types of products that states. This may include: their unprocessed and tangible feedback and
are derived from – distinguishing between unprocessed and processed processed states may involve prompting by the teacher
animals or plants vegetables by viewing, feeling, smelling and/or tasting exploring how agricultural to guide and affirm
using safe and hygienic practices production contributes to our students’:
– identifying the parts of vegetables that are suitable for daily lives. • identification of the
eating relationship between
– preparing/processing vegetables in the context of raw and processed
making a meal using safe and hygienic practices, eg vegetables in the
prepare salad ingredients for a BBQ, use vegetable context of making a
peeler and knife to prepare carrots for eating meal
• organising and • print and display • establish and maintain a folio/workbook of their Recording their involvement • recording of their
presenting data information for an involvement at each step of the production process. Items in the production process in a involvement in the
collected identified purpose in the folio/workbook may include: folio/workbook may involve production process in
– photographs and/or other images of their participation using information and an appropriate format.
at various steps in the production process communication technologies
– descriptions of their activities at each step to collect, organise and
– personal observations present information related to
– data and information relevant to the process an agricultural enterprise.
– personalised step-by-step plan for the process
– evaluation of the production process.
128
Focus: Planning and preparation

Skills outcomes)
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 • identify the purpose of • determine the nature of the enterprise. This may include: Recognising the purpose, Oral, visual and/or
production systems the plant production – visiting retail outlets to explore and determine time frame and steps to tangible feedback and
enterprise vegetables that may be grown and marketed produce and market the prompting by the teacher
• selecting plants in • select appropriate plant – surveying and determining a potential market for vegetable product may to guide and affirm
context of project species and specific vegetable products in the school community indicate participating in the students’:
strain/varieties for the – selecting the vegetable product that will be marketed production process of an • identification of the
production system – selecting the particular variety of vegetables best agricultural enterprise and/or nature of the enterprise
suited to the identified market participating in marketing an and the vegetable
agricultural product. product that will be
produced
• environmental factors • identify significant • determine and prepare the location/s for the growing of Selection of an appropriate • selection of an
that affect plant environmental factors vegetables. This may involve students considering: location for plant germination appropriate location
production that affect plant – environmental factors necessary for germination and and growth may indicate for the enterprise.
production growth of plants, eg access to sunlight and rainfall, investigating environmental
• different production • determine the protection from wind factors that affect plant and
systems available production system to be – available resources animal production.
utilised in the light of – accessibility
available resources
continued
129
Focus: Planning and preparation (cont)

Skills outcomes)
Students
• the nature and • select tools and • determine and gather/purchase the tools, materials and Determination and selection Oral, visual and/or
purpose of a range of equipment in relation to equipment needed for the production process. This may of items may indicate tangible feedback and
tools, equipment and an agricultural project include: selecting appropriate tools, prompting by the teacher
materials • select materials in – growth media, pots, fertiliser equipment and materials to to guide and affirm
relation to an – appropriate numbers of packets of seeds/punnets of meet the requirements of an students’:
agricultural project seedlings agricultural enterprise and/or • selection of
• establishing supply • calculate requirements – the necessary tools, materials and equipment participating in the appropriate tools,
and demand to meet the demand production process of an materials and
requirements agricultural enterprise. equipment
• growing a range of • participate in a group • determine the steps to produce and market the vegetable Determination of the planning • identification of steps
suitable crop plants project to grow a range product in an appropriate timeframe. This may involve: steps may indicate involved in growing,
using a variety of of suitable crop plants – including a personalised step-by-step plan of the experiencing a range of plant harvesting and
production systems from seed production process in their folio/workbook and animal production marketing vegetable
– following through each step of the plan, recognising enterprises and/or products.
the activities at each step. participating in marketing an
agricultural product.
130
Focus: Safe use of equipment, materials and tools

Outcomes: LS.13, LS. 14
Skills outcomes)
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 • use a mask and gloves • use tools and personal protective equipment safely in the Appropriate and safe use of Oral, visual and/or
Occupational Health when handling potting context of the production process. This may involve: tools and personal protective tangible feedback and
and Safety practices mix, fertilisers, – putting on safety equipment, eg gloves and face equipment may involve prompting by the teacher
pesticides and herbicides masks when using potting mix and/or agricultural demonstrating safe practices to guide and affirm
• use materials, tool and chemicals in the use of equipment, students’:
equipment safely in the – recognising rules for the safe use of tools and materials and tools. • demonstration of the
context of projects equipment safe use of tools and
• carry and transfer tools, – carrying and using materials, tools and equipment personal protective
materials and equipment appropriately, safely, under supervision and in equipment
safely accordance with instructions, eg mixing nutrient
solutions in the correct ratios for a hydroponic system
• maintenance routines • undertake regular • apply routines to appropriately maintain and care for Appropriate routines to • demonstration of
for care of equipment, maintenance materials, tools and equipment during the production maintain and care for items routines for the care
materials and tools • store materials, tools and process. This may include: may indicate maintaining and and maintenance of
equipment appropriately – returning equipment, materials and tools to their caring for equipment, equipment, materials
• regularly clean materials, storage space after use materials and tools. and tools.
tools and equipment after – carrying out routines for the cleaning of materials,
use tools and equipment after use
• keep work environments – tidying the work environment
clear and clean – reporting unsafe equipment and/or dangerous
situations.
131
Focus: Planting and caring for vegetable plants

Skills outcomes)
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 • plant seeds or seedlings • engage in the planting and care of plants by following Planting and tending of Oral, visual and/or
germination using appropriate the step-by-step plan. This may involve: vegetable seeds and seedlings tangible feedback and
techniques – planting seeds in pots or garden beds may involve participating in prompting by the teacher
• conditions for • maintain vegetable plants – transplanting seedlings the production process of an to guide and affirm
effective growth and – tending plants, eg watering, weeding, fertilising plants agricultural enterprise and/or students’:
production and controlling for pests using safe practices demonstrating safe practices • demonstration of safe
• processes for • transplant seedlings in the use of equipment, work practices and
transplanting plants when necessary using materials and tools. techniques in planting
appropriate techniques and caring for plants
• the application of • use a mask and gloves
Occupational Health when handling potting
and Safety practices mix, fertilisers,
pesticides and herbicides
• using measuring • measure an aspect of a • observe and record in their folio/workbook features of Observation and record • recording of the
devices to collect data plant or animal the plants at regular intervals, eg number, size, colour, keeping may involve using growth of the
production system in growth rate, and yield. This may involve: information and vegetable seedlings in
relation to yield or – observing and/or photographing plants communication technologies an appropriate format.
growth – measuring and/or describing features of plants to collect, organise and
• organising and • print and display – tabulating and/or graphing plant development. present information related to
presenting data information for an an agricultural enterprise.
collection identified purpose
132
Focus: Harvest, process and store vegetable produce

Outcome: LS.5
Skills outcomes)
Teacher
• demonstrates, assists and supervises the harvesting,
storage and processing of vegetable produce.
Students
• harvesting methods • harvest crop using • harvest vegetables appropriately Use of harvesting techniques Oral, visual and/or
for particular plant appropriate techniques may indicate participating in tangible feedback and
species the production process of an prompting by the teacher
agricultural enterprise. to guide and affirm
students’:
• demonstration of
appropriate and safe
techniques for
harvesting vegetables
• techniques used to • use strategies to control • store and/or process vegetables appropriately. This may Storage and processing of • demonstration of
control ripening and ripening processes and involve: produce may indicate appropriate techniques
preservation post- preserve crop post- – storing vegetables to control the ripening process and participating in the for processing and
harvesting harvest preserve quality, eg in the fridge or in a dark production process of an storing vegetables.
cupboard agricultural enterprise.
– 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.
133
Focus: Marketing vegetable products

Outcomes: LS.6
Skills outcomes)
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 • market product in the • produce, display and distribute promotional material to Production of advertising Oral, visual and/or
to meet supply, context of the purpose of potential customers in the school community. This may material may indicate tangible feedback and
demand and the project involve: participating in marketing an prompting by the teacher
consumer preferences – visiting local retail outlets or markets to explore agricultural product. to guide and affirm
promotional material, product presentation and students’:
pricing • selection and use of
– selecting appropriate advertising material information, images
– creating posters from magazine cuttings, brochures, and techniques to
seed packets and photographs taken during the create effective
enterprise marketing materials
– creating video/audio/multimedia advertisements
– arranging tastings of vegetable products
• take orders for vegetable products in the school Collection of orders may • design of an order
community. This may involve: indicate participating in form and
– developing an appropriate order form marketing an agricultural demonstration of skills
– distributing order forms product. in taking orders for
– recording orders vegetable products
• distribute products to customers in the school Distribution of products may • demonstration of skills
community. This may involve: indicate participating in in distributing
– collecting payments marketing an agricultural vegetable products to
– recording payments. product. customers.
134
Focus: Evaluating the vegetable production process

Skills outcomes)
Teacher
• facilitates students sharing their experiences of the
enterprise with others.
Students
• techniques for • review the project in • evaluate the vegetable production enterprise in terms of Participation in the evaluation Oral, visual and/or
reviewing project terms of yield and quality and yield. This may involve: of the enterprise may indicate tangible feedback and
processes in relation quality – completing a teacher-designed questionnaire on their participating in the prompts by the teacher to
to yield and quality involvement to be included in the folio/workbook production process of an guide and affirm
– including photographs in their folio/workbook of their agricultural enterprise and/or students’:
participation in various steps of the process using information and • evaluation of the
– recording, in the folio/workbook, the reactions of communication technologies success of the
customers to the product to collect, organise and enterprise
– making suggestions in their folio/workbook about present information related to
how the production process could be improved or an agricultural enterprise.
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?’
• organising and • print and display • share their experiences of the production process with Sharing their experiences of • communication of
presenting data information for an others. This may involve: the production process with their participation in
collected identified purpose – displaying the folio/workbook in a prominent place in others may involve using the production process
the school information and with others in an
– developing a multimedia presentation. communication technologies appropriate format.
to collect, organise and
present information related to
an agricultural enterprise.
135
9.3 Design and Technology Years 7–10 Life Skills unit: Storage matters
Unit title: Storage matters

Description: This unit involves students exploring storage solutions and producing and evaluating their own storage device. 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.
A student: A variety of storage devices and items to be stored
LS.1.1 recognises that a process is used to develop design solutions Access to computer hardware such as digital cameras, scanners and computer software
LS.1.2 considers factors that influence design such as graphics, word-processing, spreadsheets, desktop publishing, multimedia
LS.3.1 evaluates the work of designers in terms of the benefits to the individual, Access to books and other print and electronic media for research
society and environments Materials, tools and equipment appropriate to the selected project
LS.5.1 gathers and uses information to generate design solutions Off-cuts and samples of materials for practice purposes
LS.5.2 uses a variety of technologies to present design solutions Examples and images of completed projects and modifications/embellishments
LS.6.1 selects and uses appropriate processes and techniques in the context of Prefabricated templates from which to construct the project, eg cake boxes and gift bags
producing design projects
LS.6.2 participates in producing design projects
LS.6.3 demonstrates safe practices in the use of equipment and the implementation of
techniques
LS.6.4 cares for materials, tools and equipment.
Links
English Mathematics
LS.12 communicates for a variety of purposes MLS.5 responds to the language of measurement in everyday contexts
Industrial Technology MLS.6 uses the language of measurement in everyday contexts
LS.1.2 demonstrates safe practices in the use of materials, tools and equipment SGLS.4 responds to the language of position
LS.2.1 recognises that a process is used to design and make projects SGLS.5 uses the language of position in a variety of situations
LS.2.2 selects appropriate tools to undertake projects Visual Arts
LS.3.1 selects and uses appropriate materials to undertake projects LS.2 explores a variety of materials, techniques and processes.
LS.6.1 evaluates the success of projects
solutions.
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).
136
Focus: Function of storage devices

Outcomes: LS.1.1, LS.1.2, LS.5.2
Skills outcomes)
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 • consider the factors that • identify storage devices that are commonly used in the Identification of a range of Oral, visual and/or
design influence design in the home and the items that are stored in them, eg fridge, storage devices in the home tangible feedback and
context of a design cupboards, wardrobes, tubs, canisters, jewellery box and their uses may indicate prompting by the teacher
project considering factors that to guide and affirm
influence design. students’:
• identification of the
range and purpose of
storage devices in the
home
• factors that influence • consider the factors that • identify storage devices that are commonly used in the Identification of a range of • identification of the
design influence design in the school and the items that are stored in them, eg lockers, storage devices in the school range and purpose of
context of a design bags, cupboards, storerooms and their uses may indicate storage devices in the
project considering factors that school
influence design.
• factors that influence • consider the factors that • experiment with storing and carrying items in a range of Experimenting with a range of • identification of
design influence design in the devices. This may involve: storage devices to store and appropriate storage
context of a design – placing and carrying items in a range of devices carry a range of items may solutions for a range
project – recording the number/volume of items able to be involve considering factors of items.
stored in a variety of devices that influence design.
– choosing appropriate devices to store and carry a
range of items
continued
137
Focus: Function of storage devices (cont)

Skills outcomes)
Students
• factors that influence • consider the factors that • explore factors such as safety, security and privacy that Exploration of the factors that Oral, visual and/or
design influence design in the influence the way people store items. These may include: lead to the way we store items tangible feedback and
context of a design – safety, eg chemicals and medication in childproof may indicate considering prompting by the teacher
project containers, knives in knife blocks, food in refrigerator factors that influence design. to guide and affirm
or cool pack students’:
– security, eg cash and valuables in lockable cash box • identification of the
or safe factors that lead to the
– privacy, eg personal documents in a lockable drawer way we store items
• the steps in a design • recognise the steps in a • establish and maintain a record of their involvement at The recording and reflection • recording of their
process design process each step of the design process in a folio. Items in the on activities throughout the participation in the
• communicating folio may include: design process may indicate design process in an
throughout the design – photographs and/or other images of their participation recognising that a process is appropriate format.
process at various steps in the process used to develop design
• a variety of • use techniques to – descriptions of their activities at each step of the solutions and/or using a
communication communicate ideas project variety of techniques to
techniques – personal observations present design solutions.
– personalised step-by-step plan for producing the
project
138
Focus: Exploring features of storage devices

Skills outcomes)
Teacher
• provides examples, images and diagrams of a range of
storage devices.
Students
• evaluating designs • evaluate a variety of • explore features of storage devices such as placement, Identification of design Oral, visual and/or
products in terms of cost dimensions, functions, aesthetics, portability, durability features of a variety of storage tangible feedback and
and benefits and cost. Examples could include packaging for food devices may involve prompting by the teacher
• factors that influence • consider the factors that products, a CD holder, school bag, handbag/wallet. considering factors that to guide and affirm
design influence design in the Activities may include: influence design. students’ identification
context of a design – indicating the purpose of storage devices of a range of design
project – identifying materials used in the construction of each features in modern
device from lists provided by the teacher storage devices.
– describing the advantages and disadvantages of the
construction materials used
– commenting on ease of use of storage devices.
139
Focus: Selecting a storage design project

Skills outcomes)
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 • participate in producing a • select a storage design project. This may include: Selection of a preferred Oral, visual and/or
project design project – personalising an existing storage solution, eg using project may indicate gathering tangible feedback and
• obtaining information • access sources of colour, stencils, decoupage, adding handles, adding and using information to prompting by the teacher
form a variety of information including material to stabilise an object such as Velcro, generate design solutions to guide and affirm
sources electronic media, attaching a lock onto a container, changing the surface and/or selecting and using students’ selection of an
newspapers, libraries, the texture of a container; and/or appropriate techniques in the appropriate project.
internet, CD-ROMs – selecting an appropriate construction kit or context of producing design
prefabricated storage solution; and/or projects.
– producing a storage design project from personal
research.
Focus: Planning steps for producing the storage design project
Outcome: LS.1.1
Teacher
• provides a personalised step-by-step plan of the steps in
the production process.
Students
• the steps in a design • recognise the steps in a • recognise the steps in the personalised step-by-step plan. Identification of the steps for Oral, visual and/or
process design process This may involve: producing the project may tangible feedback and
– including the personalised step-by-step plan in their indicate recognising that a prompting by the teacher
folio process is used to develop to guide and affirm
– following through each step of the plan recognising design solutions. students’ identification
the activities at each step. of the steps to produce
their storage design
project.
140
Focus: Safe use of tools, equipment and materials in producing the storage design project
Skills outcomes)
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 • identify properties of • use safe work practices when using materials, tools and Use of safe practices may Oral, visual and/or
Occupational Health materials, equipment and equipment in the context of the project. This may involve demonstrating safe tangible feedback and
and Safety practices tools that make them include: practices in the use of prompting by the teacher
in relation to dangerous – recognising rules for the safe use of materials, tools equipment and the to guide and affirm
– handling and using • use materials, tools and and equipment implementation of techniques students’:
a variety of equipment safely in the – using materials, tools and equipment safely and and/or caring for materials, • demonstration of safe
materials context of projects appropriately under supervision tools and equipment. practices when using
– handling and using materials, tools and
hand tools, power equipment
tools and
appliances
– handling and using
machine and
computer
equipment
– safe lifting
practices
• routines for care of • store materials, tools and • follow routines to care for and store materials, tools and Following routines to care for • demonstration of the
materials, tools and equipment appropriately equipment during the production process. This may and store materials, tools and skills to care for
equipment • keep workplaces clean include: equipment may indicate materials, tools and
and tidy – returning materials, tools and equipment to their caring for materials, tools and equipment.
storage space after use equipment.
– tidying the work area.
141
Focus: Producing a storage design project

Skills outcomes)
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 • follow the steps to • engage in the process for producing a storage device by Engagement in the production Oral, visual and/or
project complete a design project following the personalised step-by-step plan. This may of the storage design project tangible feedback and
• techniques used to • uses techniques to include selecting and using appropriate processes and may indicate selecting and prompting by the teacher
develop projects produce design projects techniques in: using appropriate processes to guide and affirm
across a range of across a variety of – constructing a storage device; and/or and techniques in the context students’ production of
technologies technologies – personalising an existing storage device; and/or of producing design projects the storage design
– assembling a construction kit or prefabricated storage and/or participating in project by following the
device. producing design projects. personalised step-by-step
plan.
142
Focus: Evaluating the storage design project

Outcomes: LS 5.2, LS.6.1, LS.6.2
Skills outcomes)
Teacher
• assists students to evaluate their project’s suitability for
intended use.
Students
• producing a design • follow the steps to • evaluate their storage design project in terms of Evaluation of the projects may Oral, visual and/or
project complete a design project dimensions, aesthetics, portability and durability. involve selecting and using tangible feedback and
– evaluate design Activities may include: appropriate processes and prompting by the teacher
project – using the device for its designated purpose techniques in the context of to guide and affirm
– commenting on the usefulness of the device producing design projects students’ evaluation of
– suggesting ways that the design could be improved and/or participating in the storage design
– obtaining feedback from others producing design projects. project and its
appropriateness for its
intended use.
Peer and self-feedback

on the storage device.
• a variety of • use techniques to • share the information in their folio with others. This may Sharing the information in the Oral, visual and/or
communication communicate ideas involve: folio with others may involve tangible feedback and
techniques – displaying the folio and storage design project in a using a variety of techniques prompting by the teacher
prominent place in the school to communicate ideas in the to guide and affirm
– describing aspects of the process to others context of producing design students’ sharing their
– developing a multimedia presentation. projects. experiences of the
production process with
others in an appropriate
format.
Feedback from others on

the folio.
143
9.4 Food Technology Years 7–10 Life Skills unit: Celebrations
Unit title: Celebrations

Description: This unit involves students participating in a range of practical activities that highlight the importance and role of food in celebrations. 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.
A student: Examples of foods served at special occasions and celebrations
LS.1.1 demonstrates hygienic and safe practices in the selection, handling and Ingredients, material, equipment and appliances necessary for the preparation and serving
storage of food of celebration foods
LS.4.1 gathers and uses information from a variety of sources Recipes and images of celebration foods
LS.4.2 uses a variety of communication techniques Access to electronic and print media for research
LS.5.1 participates in making food items Access to computers and appropriate software to present information
LS.5.2 uses appropriate equipment and techniques in making a variety of food items
LS.5.3 demonstrates safe practices in the making of food items
LS.5.4 cares for equipment
LS.6.2 recognises the significant role of food in society.
Links
English Mathematics
LS.2 listens for a variety of purposes in a range of contexts NLS.1 recognises language that is descriptive of number
LS.8 responds to increasingly complex written texts NLS.5 recognises fractions in everyday contexts
Industrial Technology NLS.6 uses fractions in everyday contexts
LS1.2 demonstrates safe practices in the use of materials, tools and equipment MLS.5 responds to the language of measurement in everyday contexts
Languages MLS.6 uses the language of measurement in everyday contexts
MBC.1 experiences cultural diversity MLS.9 estimates and measures capacity
MBC.2 explores their own and other cultures MLS.10 estimates and measures mass
MBC.3 recognises the contribution of different cultures to Australian society. Personal Development, Health and Physical Education
LS.12 makes healthy nutritional choices
LS.13 demonstrates appropriate behaviours associated with eating and drinking
Visual Arts
LS.2 explores a variety of materials, techniques and processes
LS.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
144
Focus: The significance of food in celebrations

Skills outcomes)
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 • recognise food as a basic • recognise food eaten on a daily basis. This may include: Recognising why we eat food Oral, visual and/or
society physical need – expressing preferences for particular foods may indicate recognising the tangible feedback and
• recognise the social – keeping a diary of food consumed over a period of significant role of food in prompting by the teacher
aspects of food time society. to guide and affirm
– giving reasons why food is important students’:
– recognising foods that are safe for them to eat • identification of a
– indicating food intolerances variety of
physiological reasons
for eating food
• recognise meals that are shared with others in the home, Recognition of meals that are • identification of a
school and community, eg breakfast at home, lunch at shared with others may variety of social
school, BBQ with friends, celebrations indicate recognising the reasons for eating
significant role of food in food
society.
• recognise food associated with celebrations and special Identification of foods eaten • identification of
occasions. This may include: on special occasions may special foods that may
– indicating special occasions they have experienced indicate recognising the be eaten at
– identifying foods eaten on these special occasions significant role of food in celebrations and
– acknowledging that food eaten on special occasions society. special occasions.
may be different from everyday foods
continued
145
Focus: The significance of food in celebrations (cont)

Skills outcomes)
• using a variety of • use techniques to • establish and maintain a folio recording their Establishing and maintaining a Oral, visual and/or
communication communicate ideas involvement throughout the unit in a folio. Items in the folio may indicate gathering tangible feedback and
techniques folio may include: and using information from a prompting by the teacher
– photographs and/or other images of their participation variety of sources and/or using to guide and affirm
at various steps of the process a variety of communication students’:
– descriptions of their activities at each step techniques. • recording of their
– personal observations participation in the
– data and information relevant to the project design process in an
– personalised step-by-step plan to produce food items appropriate format
– evaluation of the project
• obtaining information • access sources of • investigate one or more celebrations, eg cultural, Investigating celebrations and • research and
from a variety of information in the religious or social, and the foods traditionally served. the foods associated with them demonstrated
sources context of a food project This may include: may involve gathering and selection of relevant
• using a variety of • use techniques to – bringing photographs from home of family using information from a information
communication communicate ideas celebrations variety of sources.
techniques – 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
• the role of food in • recognise the social • share their information with others. Sharing their information to • communication of
society aspects of food others may indicate their information on
• explore cultural recognising the significant the role of food in
influences on food role of food in society and/or society to others in an
• using a variety of • use techniques to using a variety of appropriate format.
communication communicate ideas communication techniques.
techniques
146
Focus: Hygienic and safe practices

Outcomes: LS.1.1
Skills outcomes)
Teacher
• explicitly instructs and demonstrates the use of personal
protective equipment, and the safe selection, handling
and storage of food.
Students
• hygiene and safe • use hygienic and safe • recognise and identify safe and unsafe food in the Recognition and identification Oral, visual and/or
practices in the practices in selecting context of making food items. This may include: of safe and unsafe food may tangible feedback and
selection, handling food – checking for observable contamination, eg mouldy indicate demonstrating prompting by the teacher
and storage of food bread (appearance), sour milk (smell), rotten apple hygienic and safe practices in to guide and affirm
• possible health risks • recognise risk areas (appearance) the selection, handling and students’:
– recognising and/or checking packaging for damage or storage of food. • identification of safe
tampering and unsafe foods
– recognising and/or checking use by dates
– communicating an awareness of personal food
intolerances/allergies
• hygiene and safe • use hygienic and safe • use hygienic and safe practices in handling and Use of hygienic and safe • demonstration of safe
practices in the practices in handling and preparing food. This may include: practices may indicate practice in the
selection, handling preparing food – washing hands demonstrating hygienic and handling and
and storage of food – wearing personal protective equipment safe practices in the selection, preparing food
– covering cuts and abrasions handling and storage of food.
– covering and/or securing hair
– using separate chopping boards for different foods to
avoid cross-contamination
• use hygienic and safe • use hygienic and safe practices in storing food items Correct storage of food may • demonstration of the
practices in storing food – storing food appropriately, eg refrigerate/cover food indicate demonstrating correct procedures for
– retain hot and cold food at correct temperature, eg ice hygienic and safe practices in storage of food.
• possible health risks • recognise risk areas cream in the freezer, keeping chilled foods cool, the selection, handling and
returning dairy products to the fridge immediately storage of food.
after use.
147
Focus: Special occasion catering

Outcomes: LS.1.1, LS.4.1, LS.4.2, LS.5.1, LS.5.2, LS.5.3, LS.5.4, LS.6.2
Skills outcomes)
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 • access sources of • identify a variety of food items suitable for a special Identification of a range of Oral, visual and/or
from a variety of information in the occasion such as a birthday celebration for a class food options may involve tangible feedback and
sources context of a food project member, a thank you morning tea or a multicultural day. gathering and using prompting by the teacher
including electronic This may include: information from a variety of to guide and affirm
media, print media, – indicating the special occasion and/or invited guests sources. students’ identification
library, internet, being catered for of a range of appropriate
CD-ROM – examining, tasting and selecting food items from a food options for special
variety provided by the teacher occasions.
– locating recipes appropriate to the occasion from a
variety of sources, eg recipe books, the internet,
magazines
continued
148
Focus: Special occasion catering (cont)

Outcomes: LS.1.1, LS.4.1, LS.4.2, LS 5.1, LS.5.2, LS.5.3, LS.5.4, LS.6.2
Skills outcomes)
Students
• hygienic and safe • use hygienic and safe • follow a personalised step-by-step plan to prepare the Preparation of the food items Oral, visual and/or
practices in the practices in handling and selected food items. This may include: may indicate demonstrating tangible feedback and
selection, handling preparing food – putting on and wearing personal protective equipment hygienic and safe practices in prompting by the teacher
and storage of food • follow the steps in a – selecting techniques and requirements the selection, handling and to guide and affirm
• using a process in the process to make a variety – preparing food items using appropriate appliances, storage of food and students’:
context of making a of food items equipment and hygienic practices participating in making food • demonstration of
food item – presenting food items in an appealing manner items. hygienic and safe
• techniques used in practices in the
making food items preparation of food
• equipment used in items
making food items
• the application of • recognise properties of • demonstrate appropriate care when handling Appropriate care when • demonstration of care
OHS practices in materials, ingredients, utensils/materials that are hot, heavy, sharp or flammable handling materials may in handling a range of
relation to safe utensils and appliances in the context of making food items. This may include indicate demonstrating safe materials
handling of a variety that make them responding to teacher modelling and demonstration in: practices in making a variety
of materials/ dangerous – transferring hot food from microwave to bench using of food items.
ingredients, utensils • carry and transfer oven mitts
and appliances materials, utensils and – bending knees to pick up box of vegetables
appliances safely – picking up knife by handle, rather than blade
– keeping flammable items away from stovetop
• use materials, utensils • follow instructions when using electrical appliances such Careful use of electrical • demonstration of safe
and appliances safely in as microwaves, kettles, toasters appliances may indicate work practices when
the context of making demonstrating safe practices using electrical
food items in making a variety of food appliances.
items.
continued
149
Focus: Special occasion catering (cont)

Outcomes: LS.1.1, LS.4.1, LS.4.2, LS.5.1, LS.5.2, LS.5.3, LS.5.4, LS.6.2
Skills outcomes)
Students
• routines for care of • regularly clean • clean up workspaces, utensils and equipment after use. Following routines to clean Oral, visual and/or
equipment including equipment after use This may involve: workplaces, utensils and tangible feedback and
utensils and – washing up and putting away utensils appliances may indicate prompting by the teacher
appliances – wiping down surfaces caring for equipment. to guide and affirm
– cleaning and storing equipment students’:
• demonstration of
skills in maintaining a
clean workplace
• the role of food in • enjoy a variety of food • share food with others in the context of the celebration. Sharing food items may • participation in the
society • recognise the social This may involve: involve recognising the social aspects of
aspects of food – responding to others during the celebration significant role of food in eating
• using a variety of • use techniques to – offering food to others using hygienic practices society.
communication communicate ideas – naming and/or describing food items
techniques – experiencing food items with others
• participates in making • follow the steps in a • evaluate the food item/s prepared for the celebration in Evaluation of the food items • evaluation of the
food items process to make a variety terms of visual appeal, variety, taste, colour and texture. produced may indicate prepared food items
of food items participating in making food and identification of
• the role of food in • enjoy a variety of food items and/or recognising the ways in which the
society • recognise the social significant role of food in items could be
aspects of food society. improved.
Responses by others to
the food items can
provide feedback.
150
9.5 Graphics Technology Years 7–10 Life Skills unit: Stand-out logos
Unit title: Stand-out logos

Description: This unit involves students in the development of a personal or group logo to personalise a variety of items. Students explore the function of logos and design their
own personal or group logo. Safe and responsible use of materials, tools and techniques by students is essential in the Graphics Technology course. Teachers should consider this
when delivering this unit of work. The logo design is produced using a variety of media, techniques and/or computer technology. Learning activities address selected ‘learn
about’ and ‘learn to’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students. The unit provides a range of
ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests.
A student: Drawing equipment such as drawing boards, coloured pencils and markers
LS.1.1 participates in the development of graphics projects CAD program 3D capability
LS.1.2 undertakes graphical presentations to communicate ideas Contemporary Technical Graphics (DET publication, 1984)
LS.2.1 recognises appropriate techniques for a variety of projects Kemnitzer, R.B. Rendering with Markers
LS.2.2 evaluates the effectiveness of graphical presentations Examples of graphic representations and logos
LS.4.1 uses computer based presentation techniques
LS.5.1 demonstrates safe practices in the use of tools, materials and techniques in
undertaking a project
LS.6.1 recognises the use of graphics technology in a variety of contexts.
Links
Design and Technology Information and Software Technology
LS.1.1 recognises that a process is used to develop design solutions LS.1.2 uses a range of hardware
LS.1.2 considers factors that influence design LS.1.3 uses a range of software programs
LS.5.1 gathers and uses information to generate design solutions LS.2.1 uses information and software technology in solving a range of problems
LS.5.2 uses a variety of techniques to present design solutions Languages
LS.6.1 selects and uses appropriate processes and techniques in the context of LS.MLC.1 recognises internationally shared signs, symbols and words
producing design projects Mathematics
LS.6.2 participates in producing design projects SGLS.3 identifies the features of three-dimensional objects and two-dimensional shapes
LS.6.4 cares for materials, tools and equipment Visual Arts
English LS.1 experiences a variety of artmaking activities
LS.3 uses technology and aids to communicate with a range of audiences LS.2 explores a variety of materials, techniques and processes.
LS.6 uses visual texts in a range of contexts
Industrial Technology
LS.2.1 recognises that a process is used to design and make projects
LS.4.1 uses a variety of communication techniques in the context of undertaking
projects.
For students working towards Life Skills outcomes in regular classes, teachers may wish to link the activities in this unit with the Stage 5 unit ‘Children’s Toys’ in Graphics
151
Focus: Exploring the purpose of graphic representations

Skills outcomes)
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 • recognise the use of • explore the use of symbols and graphic representations. Examination of symbols and Oral, visual and/or
society graphics in society This may include: graphic representations may tangible feedback and
– identifying and collecting symbols/product logos indicate recognising the use of prompting by the teacher
from magazines, the internet, packaging, school, graphics technology in a to guide and affirm
community variety of contexts. students’:
– matching logos with the symbols/logos of products • identification of
which they represent logos, their purposes
– making a collage of collected material and the meanings they
– suggesting reasons why symbols/logos are used convey
– identifying universally recognised graphics for
signage, instruction, marketing
• the role of graphics in • recognise the use of • explore design features of various graphic Exploring design features of • identification of the
society graphics in society representations such as colour, shape, size, symbols, and various graphic design features in a
• features of graphical • recognise the features of materials. This may include: representations may involve variety of graphic
presentation graphical presentation – collecting and sorting logos by colour, shape, size recognising the use of representations and/or
– responding to images of logos in brochures and graphics technology in a logos.
magazines variety of contexts and/or
– discussing how the features attract attention and give evaluating the effectiveness of
information graphical presentations.
– recording particular design features of logos selected
from print and electronic media
– comparing design features of a variety of logos
continued
152
Focus: Exploring the purpose of graphic representations (cont)

Skills outcomes)
Students
• the role of graphics in • recognise the use of • recognise the advantages of having a logo for personal or Exploring the advantages of Oral, visual and/or
society graphics in society group identification. This may include: having a logo may indicate tangible feedback and
– bringing samples of logos associated with particular recognising the use of prompting by the teacher
groups to which students belong and/or support, graphics technology in a to guide and affirm
eg scouts, church group, football teams variety of contexts and/or students’:
– discussing the advantages of having a logo for evaluating the effectiveness of • identification of the
personal or group identification graphical presentations. advantages of having
– recognising that all logos are unique and belong to a group or personal
one company and/or community group and cannot be logo
used without their permission
• a design process for • use a variety of • establish and maintain a record of their involvement The recording and reflection • recording of their
graphics projects communication throughout the graphic design project in a folio. Items in on activities throughout the participation in the
techniques to present the folio may include: design process may indicate design process in an
ideas – photographs and/or other images of their participation undertaking graphical appropriate format.
• using a design process • participate in a specific at various steps of the process presentation to communicate
in the context of a graphics project – descriptions of their activities at each step ideas and/or participating in
project – personal observations the development of graphics
– data and information relevant to the project projects.
– personalised step-by-step plan to produce the project
153
Focus: Developing a logo design

Skills outcomes)
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 • use freehand sketches to • identify a preferred logo design. This may include: Selection of a logo design may Oral, visual and/or
graphics projects express ideas – selecting from a range presented by the teacher involve undertaking graphical tangible feedback and
• use simple conventions – personalising an existing design presentations to communicate prompting by the teacher
for drawing – researching ideas for a logo ideas. to guide and affirm
• make drawings – sketching a preferred design freehand students’:
– sketching a logo using computer technology • selection of an
appropriate logo
design
• using a design process • refine ideas using a • refine ideas about preferred logo design. This may Refining ideas about the logo • reflection on their
in the context of a variety of techniques include asking and responding to questions such as: design may involve logo design and
project – Are the symbols readily understood by others? undertaking graphical decision that it will be
– What features of the logo do you like best? presentations to communicate suitable for its
– What colours would make the logo stand out more? ideas. intended purpose.
– How could you change the size of the logo to fit onto
a T-shirt?
154
Focus: Planning steps to produce the logo

Outcome: LS.1.1
Skills outcomes)
Teacher
• assists students to develop a step-by-plan for producing
the logo.
Students
• using a design process • participate in a specific • recognise the steps in the personalised step-by-step plan. Identification of steps in the Oral, visual and/or
in the context of a graphics project This may involve: production process may tangible feedback and
project – including the personalised step-by-step plan in their indicate participating in the prompts by the teacher to
folio development of graphics guide and affirm
– following through each step of the plan recognising projects. students’ identification
the activities at each step. of the steps involved in
producing their project.
155
Focus: Producing the graphics project using appropriate equipment and techniques
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 • apply skills and techniques safely in the context of Applying skills and Teacher demonstration of
practical areas producing a logo techniques safely in the skills and techniques.
context of producing a
logo may indicate Students’ demonstration of
demonstrating safe skills and techniques in the
practices in the use of context of producing a logo.
tools, materials and
techniques in undertaking
a project.
• safe handling and • use drawing equipment • use and store markers and related graphics equipment Safe and appropriate use Students’ demonstration of
storage of drawing and drawing media safely appropriately. This may include: and storage of equipment the safe use and storage of
equipment and • care for and store – gripping equipment appropriately may indicate tools and materials.
drawing media drawing equipment – returning equipment to correct storage containers demonstrating safe
• safe work practices • use safe practices in – using all equipment appropriately and according to practices in the use of
practical areas safety regulations as specified by the teacher tools, materials and
techniques in undertaking
a project.
continued
156
Focus: Producing the graphics project using equipment and techniques (cont)
Students
• different drawing • recognise appropriate • recognise and experiment with drawing media in the Using appropriate drawing Oral, visual and/or tangible
media drawing media for context of producing a logo design. This may include media may indicate feedback and prompting by
specific purposes responding to teacher demonstration by: recognising appropriate the teacher to guide and
• a design process for • make drawings – recognising media for specific purposes techniques for a variety of affirm students’:
graphics projects – using media appropriately projects. • demonstration of the use
– creating different effects using a combination of of appropriate drawing
media media in the context of
making drawings for
producing a logo design
• different drawing • recognise appropriate • recognise and experiment with drawing techniques Using a variety of drawing • demonstration of the use
techniques drawing techniques for a and/or computer software in the context of producing a techniques may involve of appropriate drawing
specific purpose logo design. This may include responding to teacher recognising appropriate techniques in the context
• a design process for • refine ideas using a instruction and demonstration by: techniques for a variety of of making drawings for
graphics projects variety of techniques – drawing lines of various thickness and orientation projects. producing a logo design
• make drawings – matching and selecting various colours for parts of
• computer-aided • paint/draw programs in the logo
drawing programs the context of design – applying shade and shadow to the logo
projects – creating a design by importing images
• make computer-aided – drawing two and three dimensional shapes
drawings – resizing, manipulating and aligning shapes
– scanning logo onto computer hard drive
– saving work to a floppy disk and printing using a
printer
• using a design • participate in a specific • complete final drawings for the folio. This may include Completing final drawings • completion of final
process in the context graphics project responding to teacher instruction by: may indicate participating drawings.
of a project – selecting appropriate media for final drawings in the development of
– placing the finished product on selected medium graphics projects.
continued
157
Focus: Producing the graphics project using equipment and techniques (cont)
Students
• using a design • participate in a specific • produce and apply logo design to items for personal or Producing and applying Oral, visual and/or tangible
process in the context graphics project group identification. This may include incorporating the the logo design may feedback and prompting by
of a project logo onto personal and/or group items such as: indicate participating in the teacher to guide and
– badges the development of affirm students’ production
– team T-shirts graphics projects and application of the logo
– letterhead. design to personal or group
items.
Focus: Evaluating the logo design
Teacher
• assists students to evaluate their logo design
• assists students to share their logo design with others.
Students
• a design process for • evaluate process and • evaluate the success of the logo design in terms of Evaluating the logo design Oral, visual and/or tangible
graphics projects product aesthetics and function. This may include: may indicate participating feedback and prompting by
• using a design • participate in a specific – obtaining feedback from others in the development of the teacher to guide and
process in the context graphics project – answering questions such as, ‘What do you like best graphics projects. affirm students’:
of a project about the way it looks?’ ‘What would you change?’ • evaluation of their logo
– using the logo for the identified purpose design
• a design process for • use a variety of • share their final logo design with others. This may Sharing their final logo • sharing of their logo
graphics projects communication include: design with others may design with others in an
techniques to present – developing a multimedia presentation of the steps in indicate participating in appropriate format.
ideas the production process the development of
• using a design • participate in a specific – displaying the logo and folio in a prominent place in graphics projects and/or Others provide feedback on
process in the context graphics project the school undertaking of graphical the success of the logo.
of a project – including completed logos in school newsletter presentations to
– emailing logos to local businesses for comment. communicate ideas. It may
involve using computer-
based presentation
techniques.
158
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.
A student: Examples of timber boxes, materials, and decorative finishes
LS.1.1 recognises safe and unsafe conditions in the context of undertaking a project Hand and power tools
LS.1.2 demonstrates safe practices in the use of materials, tools and equipment Pre-cut pieces and/or kits for construction
LS.2.1 recognises that a process is used to design and make projects Images and designs of projects and completed projects
LS.4.1 uses a variety of communication techniques in the context of undertaking Digital camera
projects Research materials including access to the internet and library
LS.5.1 uses skills and processes in a variety of contexts and projects Images of items that would be stored in various timber boxes
LS.6 evaluates the success of projects.
Links
Design and Technology Mathematics
LS.1.1 recognises that a process is used to develop design solutions MLS.5 responds to the language of measurement in everyday contexts
LS.1.2 considers factors that influence design MLS.6 uses the language of measurement in everyday contexts
LS.4.1 develops innovative design solutions Visual Arts
LS.6.1 selects and uses appropriate processes and techniques in the context of LS.2 explores a variety of materials, techniques and processes
producing design projects LS.6 makes a variety of artworks that reflect experiences, responses or a point
LS.6.2 participates in producing design projects of view
LS.6.3 demonstrates safe practices in the use of equipment and the implementation Work Education
of techniques LS.9 demonstrates skills for effective participation in the workplace.
solutions.
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).
159
Focus: Exploring the function of a variety of timber boxes

Outcome: LS.2.1
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 • recognise the steps in a • explore the function and features of a range of timber Exploration of the function Oral, visual and/or tangible
includes: design process including: boxes. This may include: and features of a range of feedback and prompting by
– analysis of a – identify a need – collecting pictures of timber boxes from catalogues or timber boxes may indicate the teacher to guide and
problem – explore ideas bringing examples from home recognising that a process affirm students’
– idea creation – choose preferred ideas – recognising and sorting boxes for different purposes, is used to design and make identification of the design
– synthesis of ideas – plan steps for making eg Would I store my tools in a trinket box? projects. features and functions of a
and information the project – recognise the features that enhance the function of a range of timber boxes.
– making – select tools, equipment variety of timber boxes, eg lids, closing devices,
– evaluating and materials strength and type of handles, number of
– make project compartments.
– evaluate project
160
Focus: Choosing a timber box project

Teacher
• provides examples of completed timber box projects that
could be produced.
Students
• a design process that • recognise steps in the • select a project from the range of options provided Selection of a project may Oral, visual and/or tangible
includes: design process according to their personal preference, eg trinket box for involve recognising that a feedback and prompting by
– analysis of a – choose preferred idea jewellery, box for tools/sports equipment/games/CDs. process is used to design the teacher to guide and
problem This may include: and make projects and/or affirm students’ selection of
– idea creation – selecting a project after investigating the features of using a variety of an appropriate style of
– synthesis of ideas sample boxes communication techniques timber box for their needs
and information – indicating a preference for a timber box project in the context of and abilities.
– making – determining a design that takes into account the undertaking projects.
– evaluating function and purpose of the project.
• using a variety of • use techniques to
communication communicate ideas
techniques
Focus: Planning steps for producing a timber box
Outcome: LS.2.1
Teacher
• assists students to develop a personalised step-by-step
plan for the production process.
Students
• a design process that • recognise the steps in a • recognise the steps in the personalised step-by-step plan Recognising the planning Oral, visual and/or tangible
includes: design process to complete the project. This may involve: steps to complete the feedback and prompting by
– analysis of a – plan steps for making – following through each step of the plan recognising project may indicate the teacher to guide and
problem the project the activities at each step. recognising that a process affirm students’
– idea creation is used to design and make identification of the steps
– synthesis of ideas projects. needed to produce the
and information timber design project.
– making
– evaluating
161
Focus: Safe use of materials, tools and equipment

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 • recognise factors that • demonstrate safe practice in specialist rooms. This may Demonstrating safe Oral, visual and/or tangible
safety influence safety in include: practice in specialist rooms feedback and prompting by
– in specialist rooms specialist areas – following safety labelling may indicate recognising the teacher to guide and
– identifying location of safety protection equipment safe and unsafe conditions affirm students’
• handling and using a • follow safety labelling and first aid kit in the context of demonstration of safe
variety of equipment – recognising potentially dangerous equipment and undertaking a project practice in specialist rooms.
including machine situations and/or demonstrating safe
tools and computer – putting on personal protective equipment, eg mask, practices in the use of
equipment goggles materials, tools and
equipment.
continued
162
Focus: Safe use of materials, tools and equipment (cont)

Students
• the application of • recognise properties of • use materials, tools and equipment appropriately and Using materials, tools and Oral, visual and/or tangible
OHS practices in materials, equipment and safely under supervision. This may involve responding equipment safely may feedback and prompting by
relation to: tools that make them to teacher instruction, modelling and prompting in: indicate recognising safe the teacher to guide and
– handling and using dangerous, eg – recognising the rules for the safe use of materials, and unsafe conditions in affirm students’:
a variety of – flammability tools and equipment, eg safe handling of a hammer, the context of undertaking • demonstration of safe and
materials – toxicity safe passing techniques for chisels, safe carrying a project and/or appropriate use of
– handling and using – sharpness techniques for a length of timber, safe use of demonstrating safe materials, tools and
a variety of hand – weight adhesives, applying paint/varnish in a well-ventilated practices in the use of equipment
tools and power – temperature area materials, tools and
tools – moving parts – using materials, tools and equipment safely and equipment.
– electrical operation appropriately under supervision to mark, measure,
cut shape, join and finish materials
• handling and using a • carry and transfer
variety of equipment materials, tools and
including machine equipment safely
tools and computer – use materials, tools and
equipment equipment safely
• caring for hand tools, • undertake regular checks • care for and store materials, tools and equipment during Caring for and storing • demonstration of the safe
power tools and of hand tools, power tools the production process. This may include: materials, tools and storage of materials, tools
machines and machines – returning materials, tools and equipment to their equipment during the and equipment.
• factors that influence • recognise factors that storage space after use production process may
safety influence safety in – tidying the work area indicate caring for hand
specialist rooms – reporting unsafe equipment and or dangerous tools, power tools and
– storage: tools, situations. machines.
equipment, materials,
hazardous substances
163
Focus: Producing a timber box

Teacher
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
164
Focus: Producing a timber box (cont)

Students
• using skills to make a • participate in making a • use skills and techniques to engage in the production Using skills and techniques Teacher demonstration of
project in a variety of project in a variety of process for completing a timber box project according to engage in the production skills and techniques.
technologies technologies to the personalised step-by-step plan and in accordance process for completing a
• applying the design • follow steps to complete a with relevant OHS practices. timber box may indicate Oral, visual and/or tangible
process project demonstrating safe feedback and prompting by
• the application of • recognise properties of practices in the use of the teacher to guide and
OHS practices in materials, equipment and materials tools and affirm students’
relation to: tools that make them equipment and/or using identification of the steps
– handling and using dangerous, eg skills and processes in a needed to produce the
a variety of – flammability variety of contexts and project.
materials – toxicity projects.
– handling and using – sharpness Teacher guides and
a variety of hand – weight reinforces students’ skill
tools and power – temperature development in the context
tools – moving parts of producing the project.
– electrical operation
165
Focus: Evaluating the timber design project

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 • evaluate a completed • evaluate their timber box in terms of function and Evaluation of the timber Oral, visual and/or tangible
terms of project eg aesthetics. This may include: box may indicate feedback and prompting by
– function – does the finished – responding to questioning, eg ‘Could you evaluating the success of the teacher to guide and
– aesthetics product require demonstrate how the timber box will be used?’, projects and/or using a affirm students’:
– available resources modification? ‘What do you like best about the way it looks?’, variety of communication • evaluation of their timber
– environmental – what changes, if any, ‘What changes, if any, need to be made?’ techniques in the context of box in terms of aesthetics
impact need to be made? – preparing a project report in which information about undertaking project. and function
– marketability – will it be used? the materials, tools and processes used in the project
– does the project look is outlined. This could be done through photographs,
well made? video, drawings and/or text to demonstrate the step-
– does the project meet by-step plan used to produce the project. The project
the identified need? report could also include information about what
changes, if any, need to be made
• using a variety of • use techniques to • share their completed project with others. This may Sharing their completed • sharing of their completed
communication communicate ideas, eg include: project with others may project with others in an
techniques which may – present a completed – developing a multimedia presentation of the steps indicate using a variety of appropriate format.
include practical project to a undertaken to complete the project communication techniques
– oral presentations class or school – displaying the project in a prominent place in the in the context of
– discussions assembly school undertaking project.
– presenting their completed project to the class or at a
school assembly.
166
9.7 Information and Software Technology Years 7–10 Life Skills unit: School events in digital
Unit title: School events in digital

Description: This unit introduces students to a variety of digital media. 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.
A student: Software: word-processing, graphics, internet access
LS.1.1 uses information and software technology to participate in and manage their Hardware: personal computer, digital camera, voice output device, scanner, printer,
environment data projector, adaptive technology
LS.1.2 uses a range of hardware
LS.1.3 uses a range of software programs
LS.2.1 uses information and software technology in solving a range of problems
LS.2.2 evaluates information and software technology solutions
LS.4.1 explores the impact of past, current and emerging information technologies
LS.5.1 demonstrates communication skills in the development of information and
software technology solutions
LS.5.2 uses collaborative skills in the development of information and software
technology solutions
solutions.
167
Links
Design and Technology Graphics Technology
LS.5.2 uses a variety of techniques to present design solutions LS.1.2 undertakes graphical presentations to communicate ideas
LS.6.1 selects and uses appropriate processes and techniques in the context of LS.2.1 recognises appropriate techniques for a variety of projects
producing design projects LS.4.1 uses computer-based presentation techniques
LS.6.2 participates in producing design projects LS.6.1 recognises the use of graphics technology in a variety of contexts
English Industrial Technology
LS.3 uses technology and aids to communicate with a range of audiences LS.4.1 uses a variety of communication techniques in the context of undertaking
LS.5 recognises visual texts in a range of contexts projects
LS.6 uses visual texts in a range of contexts LS.5.1 uses skills and processes in a variety of contexts and projects
LS.10 composes increasingly complex written texts LS.6.1 evaluates the success of projects
LS.12 communicates for a variety of purposes Languages
LS.14 communicates with a range of audiences LS.MLC.3 explores ways in which meaning is conveyed by spoken language
Food Technology LS.MLC.4 explores ways in which meaning is conveyed by written language
LS.4.1 gathers and uses information from a variety of sources Mathematics
LS.4.2 uses a variety of communication techniques. SGLS.4 responds to the language of position
SGLS.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).
168
Focus: Exploring current and emerging technologies

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
Students
• the ways in which • recognise personal • recognise their own personal technology devices. These Recognition of personal Oral, visual and/or tangible
information and technology devices may include: technology devices may feedback and prompting by
software technology – switch activated equipment indicate using information the teacher to guide and
can be used to – voice output communication aids and software technology to affirm students’:
enhance daily life – computer participate in and manage • identification of personal
– mobile phone their environment. technology devices
– pocket organiser
• the ways in which • recognise that technology • use own personal technology devices to communicate Using personal technology • demonstration of use of
information and can be used to make for a range of purposes. This may include: devices to communicate personal technology
software technology choices and express – requesting and rejecting for a range of purposes devices in the context of
can be used to preferences – protesting may indicate using managing their
enhance daily life • use personal technology – expressing emotions information and software environment.
devices for a variety of – expressing needs technology to participate
purposes – giving information in and manage their
– participating in conversations environment.
continued
169
Focus: Exploring current and emerging technologies (cont)

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

Outcome: LS.2.1
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 • select an appropriate • explore appropriate information and software Exploration of appropriate Oral, visual and/or tangible
technology strategies strategy for a given technology options for communicating about school information and software feedback and prompting by
to a specific problem problem events. This may involve: technology options to the teacher to guide and
– indicating events which are of particular interest communicate about school affirm students’
– making suggestions about the best ways to events may indicate using consideration of a wide
communicate about school events, eg digital information and software range of technology
photographs to show students enjoying lunch time, technology in solving a solutions and guide
audio recording of a school assembly, video of dance range of problems. identification of appropriate
performance, multimedia presentation of school technologies for the
camp particular purpose of
– suggesting items of computer hardware and software recording a significant
to undertake the project. school event.
171
Focus: Following the plan to produce the project

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 • operate a range of • follow a step-by-step plan to record the identified Following the step-by-step Oral, visual and/or tangible
hardware and hardware/software significant school event plan to record the feedback and prompting by
software can be used • use a range of significant school event the teacher to guide and
for a range of hardware/software for a may indicate using a range affirm students’:
purposes in a variety variety of purposes in a of hardware and/or using a • following a plan to record
of school and range of contexts range of software the significant school
community contexts programs. event
• the range and type of • recognise a range of • use a range of hardware and software to develop a Using a range of hardware • demonstration of the use
hardware which can hardware multimedia presentation of a specific school event in and software to develop a a range of hardware and
be accesses in school • use a range of hardware/ response to teacher demonstration and instruction. This multimedia presentation of software to develop a
and community software for a variety of may include: the school event may multimedia presentation
contexts purposes in a range of – taking photographs involve using a range of that could include a
context – recording video footage hardware and/or using a digital camera,
– scanning photographs/images into computer range of software. multimedia software and
– downloading digital images to computer word-processing.
– 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
continued
172
Focus: Following the plan to produce the project (cont)

Students
• how a variety of • use a range of • compile the final multimedia presentation. This may Compiling the final Oral, visual and/or tangible
hardware and hardware/software for a include: multimedia presentation feedback and prompting by
software can be used variety of purposes in a – selecting preferred images may involve using a range the teacher to guide and
for a range of range of contexts – sequencing of hardware and/or use of affirm students’:
purposes in a variety – editing a range of software • compilation of the final
of school and – adding text presentation
community contexts
• using technology to • use multimedia software • present the slideshow to an audience using a data Presentation of the • demonstration of
present solutions to present information to projector. Students may: slideshow may involve appropriate skills in the
a group – activate the application using a variety of presentation of the
– monitor the presentation and cue slides techniques to present slideshow
– make adjustments to the presentation, eg volume, information and software
pace technology solutions. Audience reaction provides
feedback.
• how a variety of • use a range of • make a permanent record of the presentation to share Making a permanent Oral, visual and/or tangible
hardware and hardware/software for a with others record of the presentation feedback and prompting by
software can be used variety of purposes in a to share with others may the teacher to guide and
for a range of range of contexts indicate using a range of affirm students’
purposes in a variety hardware and/or using a identification of appropriate
of contexts range of software. technologies for making a
permanent record of a
significant school event.
continued
173
Focus: Following the plan to produce the project (cont)

Students
• evaluating a project in • evaluate strategies • evaluate their project in terms of its effectiveness. This Evaluating their project Oral, visual and/or tangible
terms of available • makes suggestions for may include: may indicate evaluating feedback and prompting by
resources, time, cost, improvement – responding to feedback from others on the information and software the teacher to guide and
effectiveness presentation technology solutions. affirm students’ evaluation
– responding to questions such as ‘Were the processes of their project in terms of
you used for editing the presentation effective?’, its effectiveness.
‘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.
174
9.8 Textiles Technology Years 7–10 Life Skills unit: Creating with fabrics
Unit title: Creating with fabrics

Description: This unit involves students creating with fabrics to produce decorated fabric items. 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.
A student: Stimulus materials such as fabrics, embellishments, completed projects
LS.1.1 selects fabrics, yarns and fibres appropriate to intended use Equipment and materials for decoration, eg dyes, fabric paints, glue, lace, stencils
LS.2.1 evaluates the design of clothing and household items in terms of function and Digital camera, computer and appropriate software
aesthetics Wall chart or handout illustrating a flow chart or step-by-step instructions for producing
LS.4.1 gathers and uses information for design purposes the project
LS.4.2 uses a variety of techniques to present design ideas and solutions
LS.5.1 demonstrates skills and techniques in the context of a textiles project
LS.5.2 demonstrates safe practices in the use of equipment and the implementation of
techniques
LS.5.3 undertakes textiles projects
LS.6.1 applies appropriate evaluation techniques to a textiles project.
Links
English Information and Software Technology
LS.12 communicates for a variety of purposes LS.5.3 uses a variety of techniques to present information and software technology
LS.14 communicates with a range of audiences solutions
Graphics Technology Mathematics
LS.5.1 demonstrates safe practices in the use of tools, materials and techniques in MLS.6 uses the language of measurement in everyday contexts
undertaking a project SGLS.4 responds to the language of position
Industrial Technology SGLS.5 uses the language of position in a variety of situations
LS.1.2 demonstrates safe practices in the use of materials, tools and equipment Visual Arts
LS.3.1 selects and uses appropriate materials to undertake projects LS.2 explores a variety of materials, techniques and processes.
LS.6.1 evaluates the success of projects.
For students working towards Life Skills outcomes in regular classes, teachers may wish to link the activities in this unit with the Stage 5 unit ‘The World is a Stage’ in Textiles
175
Focus: Exploring fabric design projects

Outcomes: LS.1.1, LS. 2.1, LS.4.1, LS.4.2
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
Students
• fibres, yarns and • select fabrics for • explore a range of fabrics, finished fabric items, Exploration of a range of Oral, visual and/or tangible
fabrics particular purpose and use decorative techniques and embellishments. This may fabrics, finished fabric feedback and prompting by
• obtaining and using • gather information from a involve: items, decorative the teacher to guide and
information from a variety of sources – visiting specialist fabric and/or retail outlets techniques and affirm students’:
variety of sources for • use information for – collecting, matching and sorting samples of fabrics embellishments may • identification of a range
design purposes design purposes and embellishments indicate selecting fabrics, of fabrics, fabric
– comparing the texture, patterns, colour and weight of yarns and fibres products, techniques and
fabrics appropriate to intended embellishments in the
– exploring examples of decorative techniques and use and/or gathering and context of a fabric design
embellishments, eg fabric painting using hand prints, documenting information project
iron on transfers, glued trimmings, transfer crayons, for design purposes.
permanent markers, tie dye, batik, accessories that
can be stitched in place
• using a variety of • use techniques to • establish and maintain a record of their involvement The recording and • recording of their
communication communicate ideas throughout the development of the fabric design item in reflection on activities participation in the design
techniques a folio. Items in the folio may include: throughout the design process in an appropriate
– photographs and/or other images of their process may indicate using format.
participation at various steps a variety of techniques to
– descriptions of their activities at each step present design ideas and
– personal observations solutions.
– personalised step-by-step plan to produce the project
176
Focus: Selecting a fabric design project

Teacher
• assists students to select a fabric design item.
Students
• undertaking a textiles • undertake a specific • determine their preferred fabric design item. This may Determining a preferred Oral, visual and/or tangible
design project textile project include indicating a preference for: fabric design item may feedback and prompting by
• using a variety of • use techniques to – decorating an existing item, eg a T-shirt or quilt indicate undertaking the teacher to guide and
communication communicate ideas cover; or textiles projects and/or affirm students’:
techniques – making and/or decorating an item, eg cushion cover using a variety of • selection of an
for their bedroom; or techniques to present appropriate fabric design
– making and decorating an item, eg a bandanna for a design ideas and solutions. item
school dance party
• skills and techniques • demonstrate skills and • select techniques for producing the item, eg glueing, Selecting appropriate • selection and
that are necessary to techniques in the context iron-on tape, hand or machine stitching techniques for making demonstration of
undertake a specific of a textiles project fabric items may indicate appropriate techniques to
textiles project demonstrating skills and make their fabric item
techniques in the context of
a textiles project.
• skills and techniques • demonstrate skills and • select designs and techniques for decoration and Selecting appropriate • selection and
that are necessary to techniques in the context embellishment, eg iron-ons, fabric paint, beads, sequins, designs and techniques for demonstration of
undertake a specific of a textiles project appliqué and embroidery, tie dying/batik printing. decoration may indicate appropriate designs and
textiles project demonstrating skills and techniques for decorating
techniques in the context of their fabric item.
a textiles project.
177
Focus: Safe use of tools and equipment

Outcome: LS.5.2
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 • identify characteristics of • use materials, equipment and appropriate techniques Use of appropriate Oral, visual and/or tangible
variety of equipment textile equipment that safely under supervision in the context of making and/or techniques and skills in the feedback and prompting by
safely could make them decorating fabric items. This may include: context of making and/or the teacher to guide and
dangerous – passing and using scissors decorating fabric items affirm students’
• using safe techniques • carry and transfer – handling pins and needles may indicate demonstration of safe use of
in the context of a equipment safely – following instructions to thread a needle for hand demonstrating safe materials, tools and
textiles design project sewing practices in the use of equipment.
– following instructions for fabric glue equipment and the
– using gloves and protective clothing for tie- implementation of
dying/batik techniques.
– 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
178
Focus: Producing a fabrics design project

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
production of the fabric item, modelling each step as
required.
Students
• skills and techniques • demonstrate skills and • demonstrate the skills and techniques required for the Demonstrating the skills Oral, visual and/or tangible
that are necessary to techniques in the context completion of the fabric item. This may include: and techniques to complete feedback and prompting by
undertake a specific of a textiles project – using fabric glue the fabric item may the teacher to guide and
textiles project – threading a sewing machine involve demonstrating affirm students’:
– attaching fasteners skills and techniques in the • demonstration of the
– threading a needle context of a textiles skills and techniques to
– using scissors to cut material project. complete the fabric item
• how skills and • demonstrate a • engage in the production process for completing the Engagement in making • following of the step-by
processes may be combination of skills and fabric item according to the personalised step-by-step and/or decorating of a step plan to produce the
combined to complete processes in the context plan. This may involve: fabric item may indicate fabric item.
a project of a textiles project – including the step-by-step plan in their folio undertaking textiles
• undertaking a textiles • undertake a specific – following through each step of the plan, recognising projects.
design project textiles project the activities at each step to make and/or decorate the
fabric item.
179
Focus: Evaluating the fabrics design project

Outcomes: LS. 4.2, LS.6.1
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 • respond to questions, eg • evaluate their textiles project. This may involve: Evaluation of the textiles Oral, visual and/or tangible
response to aesthetic – Do you like it? – responding to questioning such as ‘What are the project may indicate feedback and prompting by
appeal, functionality, – Would you change features of your fabric item that make it look good?’ applying appropriate the teacher to guide and
durability and cost- anything? – trialling the fabric item and completing a teacher evaluation techniques to a affirm students’:
effectiveness – Is it strong enough? designed questionnaire regarding performance to be textiles project. • evaluation of their textile
– Will it last? included in the folio project in terms of
– including photographs in their folio of the fabric item intended use
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
• using a variety of • use techniques to • share the information in their folio with others. This Sharing the information in • sharing of their
communication communicate ideas may involve: their folio to others may information and fabric
techniques – displaying the folio and fabric item in a prominent involve using a variety of item with others in an
place in the school techniques to present appropriate format.
– describing aspects of their folio to others design ideas and solutions.
– participating in discussion and answering questions
about the folio and activities represented in it.
180
10 Creative Arts
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

number
10.1 Music Australian In this unit students explore a wide variety of traditional and
music 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 In this unit students appreciate and respond to dance
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, In this unit students explore characters, roles, situations and
characters, actions through a range of activities. Students participate in
action! 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.
10.5 Visual Design My In this unit students explore the design of magazines,
Magazine magazine covers and posters, and the work of graphic
designers and artists. They participate in identifying different
audiences for different magazines and they use basic
typography and simple digital imaging processes and/or
collage techniques to make a magazine cover for a specific
audience.
10.6 Photographic Shapes In this unit students are introduced to light and shadow as
and Digital and phenomena in the world around them. Students experiment
Media Shadows with light sources to produce and manipulate shadows,
explore the relative opacity/translucency of objects and record
the shapes caused by shadows. A variety of wet and digital
photographic activities are suggested as ways of extending
this structural exploration of light, shadow and shape.
181
10.1 Music Years 7–10 Life Skills unit: Australian music
Unit title: Australian music

Description: In this unit students explore a wide variety of traditional and contemporary Australian music through experiences in listening and performing that may involve
individual, 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.
A student: Examples of the following types of music – Aboriginal & Torres Strait Islander;
LS.1 uses movement, vocalisation or instruments to respond to a range of music Contemporary Aboriginal music, eg Yothu Yindi, Christine Anu; Australian folk music,
LS.2 vocalises, sings or plays an instrument eg Waltzing Matilda, Click Go the Shears, Botany Bay.
LS.3 vocalises, sings or plays an instrument as part of a group Dreamtime stories
LS.4 experiments in making musical sounds
LS.5 experiments in organising musical sounds
LS.6 experiments in representing and recording musical sounds
LS.7 experiences music from a variety of social, cultural and historical contexts
LS.8 communicates responses to a variety of music
LS.9 appreciates a variety of music
LS.10 engages in performing, composing and listening experiences for enjoyment.
Links
Dance History
LS.1.1 demonstrates a range of movement skills LS.9 recognises the contribution of Aboriginal peoples and other cultures to
LS.2.2 explores, selects and sequences movement to express feelings and ideas Australian society
English Languages
LS.1 responds to auditory cues in a range of contexts LS.MBC.1 experiences cultural diversity
LS.10 composes increasingly complex written texts LS.MBC.2 explores own and other cultures
Geography Mathematics
LS.7 explores the diversity of Australian communities. NLS.1 recognises language that is descriptive of number
NLS.3 recognises and responds to ordinal terms
PALS.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).
182
Life Skills Life Skills content

Outcomes
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 • vocalising to a range of music
• use non-melodic percussion instruments to keep the beat of the music • responding to a range of music through the use of percussion
LS.2 • vocalise and/or sing to a variety of known music • performing individually in informal and formal situations
• sing new songs
LS.3 • vocalise on cue in the context of a group song • performing as part of a group in informal and formal situations
• play and cease playing an instrument on cue
• play an individual part within a musical piece
Composing
LS.4 • experiment with voice to produce musical sounds • making a variety of musical sounds
LS.5 • produce a sound on cue • organising musical sounds
• 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
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 • experimenting with recording technologies
• organise musical experiments into a composition • structuring simple musical ideas
continued
183
Life Skills Life Skills content (cont)

Outcomes
Students learn to: Students learn about musical concepts through:
Listening
LS.7 • experience music of various styles • experiencing a variety of music
• experience music of different cultures
• 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 • understanding how people value and appreciate music in a variety of settings
• demonstrate appropriate audience behaviour when listening to music in
different performance situations
LS.8 • use nonverbal communication to indicate like or dislike for particular music • non-verbally communicating responses to a variety of music
• use verbal communication to indicate like or dislike for particular music • verbally communicating responses to a variety of music
• give reasons for their response to particular music • discussing their responses to a variety of music
184
Life Skills Integrated learning experiences, instruction and assessment P C L Evidence of learning Feedback
Outcomes (words in italics refer to Life
Skills outcomes)
LS.1 • Teacher plays examples of traditional music of Aboriginal and Torres Strait ✓ Listening and responding to Oral, visual and tangible
LS.7 Islander Peoples and explains how this music was used for a variety of traditional music may feedback prompting by the
LS.8 purposes, eg for ceremonial, social and sacred occasions; to communicate involve experiencing music teacher to guide and affirm
LS.9 between groups, and to pass on stories, customs and traditions from a variety of social, students’:
LS.10 cultural and historical • responses to a variety of
• Students listen to examples of traditional music and respond using: ✓ ✓ contexts and/or using traditional music
– body movements such as nodding head, waving arms movement, vocalisation or
– body percussion such as clapping hands, tapping legs, stamping feet instruments to respond to a
– vocalisation and humming range of music and/or
– non-melodic percussion instruments such as tambourine, triangle, drums engaging in performing,
and rain sticks composing and listening
experiences for enjoyment.
• Students listen to and describe the role of particular instruments, eg ✓ Listening to and describing • description of the roles of
– didgeridoo – provides a long sustained note (drone) the role of instruments may particular instruments
– clap sticks – provide rhythm involve experiencing music
– vocals – provide melodic line from a variety of social,
cultural and historical
• Students simulate the sounds of the above instruments using available ✓ contexts and/or • simulation of the sounds
classroom instruments communicating responses to of individual instruments
a variety of music and/or using available resources.
appreciating a variety of
music. Simulating the sounds
of traditional instruments
may involve engaging in
performing, composing and
listening experiences for
enjoyment.
P – Performing C – Composing L – Listening
185
Life Skills Integrated learning experiences, instruction and assessment P C L Evidence of learning Feedback
Outcomes (words in italics refer to Life
Skills outcomes)
LS.1 • Teacher presents a traditional Dreamtime story and assists students to ✓ ✓ Experimenting with vocal Oral, visual and tangible
LS. 6 experiment with vocal sounds, body percussion and available classroom sounds, body percussion and feedback prompting by the
LS.10 instruments to portray the story instruments to portray a teacher to guide and affirm
• Students may notate their composition using traditional graphic notation, and ✓ ✓ story may involve using students’:
perform their composition as part of a group while the Dreamtime story is movement, vocalisation or • experimentation with
being read instruments to respond to a vocal sounds, body
range of music and/or percussion and classroom
engaging in performing, instruments to portray a
composing and listening story
experiences for enjoyment. • notation of their
Notating their composition composition in an
may involve experimenting appropriate format.
in representing and
recording musical sounds.
LS.1 • Teacher plays examples of contemporary indigenous music, eg Yothu Yindi, Listening to and responding Oral, visual and tangible
LS.10 Christine Anu to contemporary Aboriginal feedback prompting by the
• Students listen to the music and indicate the similarities and differences ✓ music may involve using teacher to guide and affirm
between traditional and contemporary Aboriginal and Torres Strait Islander movement, vocalisation or effective listening and
music. Students may identify the elements of the work that are traditional and instruments to respond to a responses to music.
those that are contemporary, eg traditional may involve the use of didgeridoo range of music and/or
and Aboriginal language; contemporary may involve the use of rock engaging in performing,
instruments and English language composing and listening
• Students listen to the music and clap, sway and/or play appropriate ✓ ✓ experiences for enjoyment.
instruments to the beat of contemporary music
186
Outcomes Integrated learning experiences, instruction and assessment P C L Evidence of learning Feedback
Skills outcomes)
LS.2 • Teacher plays examples of traditional Australian folk music, Listening to traditional Oral, visual and tangible
LS.8 eg ‘Waltzing Matilda’, ‘Click go the Shears’, ‘Botany Bay’ Australian folk/country feedback prompting by the
LS.10 music and indicating teacher to guide and affirm
preferences may involve students’:
• Students listen to the examples, indicate their preferences and give reasons ✓ vocalising, singing or • indication of preferences
for these playing an instrument and/or to traditional Australian
engaging in performing, folk music
• Teacher assists students to: ✓ composing and listening • experimentation and
– vocalise and/or sing a chosen traditional song experiences for enjoyment responses
– perform the lyrics of a particular song individually or as part of a group and/or communicating
– accompany the lyrics with body percussion and non-melodic percussion responses to a variety of
• Students may rewrite the lyrics of a verse of a song, eg ‘Botany Bay’ through: ✓ music. • writing of new lyrics.
– sequencing images Rewriting the lyrics of a
– substituting individual words song may involve vocalising,
– retelling the narrative in their own words and/or singing or playing an
– rewriting the whole verse using contemporary language and themes instrument and/or engaging
in performing, composing
and listening experiences for
enjoyment.
LS.2 • Teacher assists students to play chordal accompaniment or bass line to ✓ ✓ ✓ Playing chordal Oral, visual and tangible
LS.3 selected songs, eg ‘Click go the shears’ (A D E) or ‘Botany Bay’(C F G). accompaniments, singing feedback prompting by the
LS.10 Students may: songs with accompaniment teacher to encourage and
– sing song with accompaniment and related activities may affirm students’ active
– discuss the words of the songs – find meanings for slang terms/Australian involve vocalising, singing participation.
words, eg ‘jumbuck’, ‘billabong’, ‘swagman’, ‘ringer’ or playing an instrument
– experiment with sound sources to find suitable rhythmic accompaniment to and/or vocalising, singing or
songs, eg ‘Click Go the Shears’ (rulers on desk, tapping pencils for the playing an instrument as part
‘click’) of a group. It may also
– add percussion part to the melody and accompaniment indicate engaging in
– discuss the structure of the songs, eg verse, chorus performing, composing and
– dramatise a song, using instruments/vocals to add meaning listening experiences for
enjoyment.
187
Skills outcomes)
LS.7 • Teacher plays a variety of contemporary music from Australian country music Listening to and giving Oral, visual and tangible
LS.9 artists, eg Slim Dusty, John Williamson, Kasey Chambers, and assists preferences for Australian feedback prompting by the
LS.10 students to focus on the words, the melody and the instruments being used in folk/country/bush music may teacher to guide and affirm
the songs involve experiencing music students’:
• Students may: ✓ ✓ ✓ from a variety of social, • indication of preferences
– listen to selected songs and indicate/give reasons for their preferences cultural and historical and responses to words,
– indicate the instruments being used and identify those that are typically contexts and/or appreciating melody and instruments
Australian, eg lagerphone, washboard a variety of music. It may used in contemporary
– clap/sway/move to the beat of the music also indicate engaging in Australian music.
– use percussion instruments or preset functions on keyboards to create and performing, composing and
perform a suitable rhythmic accompaniment to the music individually or as listening experiences for
part of a group enjoyment.
– create and perform a simple bass line to the song following the chordal
structure
LS.1 • Teacher plays examples of music by Australian Jazz artists, eg James ✓ Listening to, indicating Oral, visual and tangible
LS.3 Morrison, Vince Jones, Monica and the Moochers, Don Burrows and focuses preferences for, and feedback prompting by the
LS.6 students attention on melodies and instruments responding to examples of teacher to guide and affirm
LS.10 music by Australian jazz students’:
• Students listen to and: ✓ ✓ ✓ artists may involve using • active participation and
– indicate a preference for a particular piece of music movement, vocalisation or response to examples of
– clap/sway/play appropriate instrument to the beat of the music instruments to respond to a Australian Jazz
– compose a short rhythmic pattern to be repeated to the music range of music and/or
– notate the rhythm using traditional and/or graphic notation vocalising, singing or
– vocalise/sing/play along with recorded examples as part of a group playing an instrument as part
– play/sing versions of the examples without the recording in a simplified of a group.
form if appropriate
LS.5 • Students experiment with organising musical sounds. A variety of melodic ✓ Experimenting with • experimentation with
and non-melodic instruments as well as body percussion and vocalisation can structuring musical sounds structuring musical
be used. Experimentation may involve: may involve experimenting sounds.
– producing a sound when prompted in organising musical
– producing a sound at intervals when prompted sounds.
– repeating a sequence of sounds
– repeating a rhythm consisting of sounds of different duration and pitch
188
Skills outcomes)
LS.2 • Teacher plays a variety of music featuring the sounds of Australia, eg bird Listening to music featuring Oral, visual and tangible
LS.10 calls, waterfalls the sounds of Australia may feedback prompting by the
• Students listen to the music and indicate recognition of particular features ✓ involve vocalising, singing teacher to affirm or
such as source of the sounds, eg sounds of living things, sound of the weather, or playing an instrument encourage students’ active
sound of water, city noises and/or engaging in listening and responses to
performing, composing and sounds of Australia.
listening experiences for
enjoyment.
LS.6 • Students observe sounds in the environment outside the classroom. Responses ✓ Identification of sounds Oral, visual and tangible
LS.10 to sounds may include: heard outside the classroom feedback prompting by the
– using facial expression and/or gesture may involve engaging in teacher to guide and affirm
– exploring the source of sounds through senses such as touch and sight performing, composing and students’ active listening
– imitating sounds listening experiences for and identification of sounds.
– describing sounds in terms of the musical concepts such as tone, pitch and enjoyment.
volume
LS.4 • Students create a soundscape of individual sounds identified in the ✓ ✓ Participation in creating a Oral, visual and tangible
LS.5 environment in response to teacher cues/prompts. Student participation may soundscape may involve feedback prompting by the
LS.6 include: experimenting in making teacher to guide and affirm
LS.10 – recording and playing sounds musical sounds and/or students’ experimentation
– reproducing one sound vocally or instrumentally organising, musical sounds. with methods of reproducing
– producing sequences of sounds either as individuals or in groups sounds and demonstration of
the use of these sounds in a
soundscape performance.
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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
A student:
LS.1 experiences a variety of artmaking activities • Historical examples from Western Art, eg Leonardo Da Vinci’s Mona Lisa, Pablo
LS.2 explores a variety of materials, techniques and processes Picasso’s Weeping Woman; Vincent Van Gogh’s Self-portraits
LS.3 explores the function of a variety of artists and audiences • Australian artists and Archibald Prize entries from past and current exhibitions
LS.4 explores the ways in which experiences of the world can be communicated in • Portraits and sculptural figures from ancient cultures; Egyptian, African
artworks • portraits from other cultures, eg Frida Khalo’s self portraits
LS.5 recognises that various interpretations of artworks are possible • Gordon Bennett’s I am
LS.6 makes a variety of artworks that reflect experiences, responses or points of • Masks from different cultures. This may include examples from the following
view cultures or types:
LS.7 explores how ideas and interests in the world can be represented in their – Egyptian
artmaking – Mexican
LS.8 explores ways to develop ideas in artworks – North American
LS.9 uses a range of materials, techniques and processes to make artworks. – 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
Links
English Languages
LS.5 recognises visual texts in a range of contexts LS.MBC.1 experiences cultural diversity
LS.6 uses visual texts in a range of contexts LS.MBC.2 explores own and other cultures
History Mathematics
LS.1 explores the concepts of time and chronology NLS.1 recognises language that is descriptive of number
LS.4 investigates how people lived in various societies over time. MLS.5 responds to the language of measurement in everyday contexts
SGLS.4 responds to the language of position
SGLS.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
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Outcomes
Students learn about: Students learn to:
Practice
LS.1 • a variety of artmaking activities • participate in a variety of artmaking activities including 2D forms,
LS.2 eg painting, collage, stencil making
LS.9 • the qualities of a variety of materials in 2D forms • explore the qualities of 2D materials, eg wet and dry media, charcoal, ink,
pencil, crayon, paint on paper and other surfaces
• a range of materials used in making artworks • 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
• the process of developing and making artworks • follow a procedure to make an artwork
• the different technical processes for making 2D artworks • use technical processes for making artworks
• ideas and interests in the world that can be represented in a range of • represent ideas and interests in the world in a range of artworks and forms
artworks
• the development of artworks over time • participate in the development of artworks over time
• exploring ideas and interests in the world and a range of forms to make a • represent ideas and interests in the world
variety of artworks
Conceptual Framework
LS.3 • the work of a variety of artists • explore the work of a variety of artists
LS.4 • the role of artists • recognise that artists create artworks for different purposes
LS.7 • the role of audiences in relation to artworks • participate appropriately as an audience
• how experiences of the world can be represented in artworks • identify artworks which communicate experiences of the world
Frames
LS.5 • responding to and interpreting artworks • respond to an artwork
LS.6 • communicating experiences, responses and points of view • identify particular visual qualities of artworks
LS.8 • communicating using images from a variety of sources • 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 activities

Artmaking Critical and Historical Studies
Students Students
1. LS. 7 2. LS. 7
• bring to school pictures of themselves, with their family and pets • respond to teacher questions about why photographs are taken of themselves and
• examine photographs of themselves. This may include examining photographs of family members, eg photographs for display and identification; acknowledge that we
themselves: value representations of ourselves and others
– as younger children • explore photographs and the concept of portraits/self portraits. This may involve:
– with immediate and/or extended family – distinguishing between photographs of people and photographs of objects
– with pets – determining what a portrait is and why portraits are created, eg as a historical
– with favourite things record, as a personal tribute to another person or self
– at favourite places – identifying differences between a variety styles of portraits provided by the
• respond to teacher questions about aspects of the images such as: teacher
– their age and size when specific photographs were taken
– the colours in the photographs
– the feelings evident in the photographs
– the clothes they are wearing
– who/what are other people, objects and/or pets in the image and their significance
• recall information about the occasion such as:
– when and/or where the photograph was taken
– whether the photograph was taken inside or outside
– why was the photograph taken
– what was happening
– the time of day and the time of year the photograph was taken
– who took the photograph
– what they like most about the photograph
Evidence of learning (words in italics refer to Life Skills outcomes)
1 and 2 Examining photographs of themselves and responding to questions may involve exploring how ideas and interests in the world can be represented in their artmaking.
Feedback
1 and 2 Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of aspects of photographs, portraits and self-portraits.
Numbers in the teaching, learning and assessment activities indicate the suggested sequence of activities in artmaking and critical and historical studies.
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Students Students
4. LS.8 3. LS.3, LS.4
• create an ‘I am’ focus in a personalised Visual Arts diary. The diary can be used to • view a range of historical and contemporary images of portraits from a range of
record students’ artmaking and other experiences throughout the unit. The diary may sources. This may include:
initially include: – historical examples from Western Art, eg Leonardo Da Vinci’s Mona Lisa, Pablo
– photocopied and/or scanned preferred images of themselves Picasso’s Weeping Woman; Vincent Van Gogh’s Self-portraits
– identified features of themselves such as their name, interests, family, friends, – Australian artists and Archibald Prize entries from past and current exhibitions
likes and physical characteristics represented in a range of formats – portraits and sculptural figures from ancient cultures; Egyptian, African
– items of personal interest such as magazine cuttings, freehand sketches, personal – portraits from other cultures, eg Frida Kahlo’s self-portraits
reflections • look at differences between portraits
• decide on an appropriate arrangement of images in the Visual Arts diary. The images • recognise that the artworks all feature people
may be arranged chronologically or reflect a home, school, community sequence. • identify and/or describe the subjects of the artworks
Alternately, a collage of images may be developed with a central photocopied or • select one portrait to explore in detail and examine the following features:
scanned image of the student, surrounded by other images that show aspects of the – what colours are used
student’s life. – what materials did the artist use
– how does it make you feel
– distinguish between portraits and self-portraits
3
• Viewing a range of historical and contemporary images of portraits may involve exploring the function of a variety of artists and audiences.
• Selecting and exploring one portrait in detail may involve exploring the function of a variety of artists and audience and/or exploring the ways in which experiences of the
world can be communicated through artworks.
4
• Creating an ‘I am’ focus and deciding on a preferred arrangement of images in a personalised Visual Arts diary may involve exploring ways to develop ideas in artwork.
Feedback
3
• Oral, visual and/or tangible feedback and prompting by the teacher to focus students’ attention on aspects of photographs, portraits and self-portraits
4
• Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ entries in an ‘I am’ focus in a personalised Visual Arts diary to reflect what is
important to the students.
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Students
5. LS.1, LS.2, LS.9
• make personal prints (stamp or trace) using hands, fingers and/or feet with
accompanying descriptions. This may include:
– arranging images or as part of a class display with other images that show other
aspects of student’s life surrounding it
– recording images or representations of images in their personal Visual Arts diary
• create an upper torso outline tracing of themselves, using expressive and visually
interesting poses undertaking a variety of activities. This may include:
– using an overhead projector to trace outline
– taking paper outside in sun and tracing around the shadow cast on the paper
– taping plastic onto a window, the student sits on one side and another person
traces around profile onto plastic
• create surface effects on upper torso outlines using a range of selected materials,
colours and techniques that reflect their personal preferences and feeling about
themselves. This may include experimenting with different ways of making marks
and creating surface effects, eg finger painting, spraying/dripping, splattering,
airbrushing, rubbing, shading, dotting, use of flat colour, scumbling, glazing, washes,
stipling, sgraffito, broken colour, impasto, and use of sponges, palette knives and
rollers, use of textured materials such as string, feathers and leaves, glitter, ribbon,
dental floss, bubble paint/pens
5
• Making personal prints, creating outlines and experimenting with surface effects may involve experiencing a variety of artmaking activities and/or exploring a variety of
materials, techniques and processes and/or using a range of materials, techniques and processes to make artworks.
Feedback
5 Demonstration of different ways of making marks and creating surface effects by the teacher. Oral, visual and/or tangible feedback and prompting by the teacher to guide and
affirm students’ personal prints and upper torso outlines and experimentation with making surface effects.
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Students Students
7. LS.1, LS.2, LS.9 6. LS.3, LS.4, LS.5, LS.8
• make an ‘identikit’ sculpture of one part of their body using plaster bandages, then • view images of masks from different cultures. This may include examples from the
decorate with favourite colours or patterns. This may include: following cultures or types:
– face - phantom mask – Egyptian
– hands – Mexican
– feet – North American
• make a mask that could be used in the context of a school/community cultural – African
celebration. This may include: – warrior masks
– plaster bandage mask – masks for protection and camouflage
– papier mache mask on balloon surface – 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
6
• viewing images of masks from different cultures may involve exploring the function of a variety of artists and audiences and/or exploring the ways in which experiences of the
world can be communicated in artworks and/or recognising that different interpretations of artworks are possible and/or exploring ways to develop ideas in artworks.
7
• making an ‘identikit’ sculpture of one part of their body may involve experiencing a variety of artmaking activities and/or making a variety of artworks that reflect experiences,
responses or a point of view and/or using a range of materials, techniques and processes to make artworks.
• making a mask that could be used in the context of a school/community cultural celebration may involve experiencing a variety of artmaking activities and/or making a variety
of artworks that reflect experiences, responses or a point of view and/or using a range of materials, techniques and processes to make artworks.
Feedback
6 and 7 Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of features of masks from different cultures and creation of
an identikit sculpture/mask.
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Students Students
9. LS. 6, LS.7, LS.8, LS.9 8. LS. 3, LS.4, LS.8
• recognise their name in print • identify features of Gordon Bennett’s I am. Students may:
• prepare templates based on their names. This may involve: – indicate letters or words in the painting
– writing and/or typing their name – trace around these words and/or write them on another sheet
– cutting out names and letters to create stencils – describe what the little boy in the painting is wearing
• identify portraits to be used as a template. This may involve tracing around – list the images that the artist has included in his ‘I am’ artwork
photocopies of portrait photographs of themselves and cutting out stencils
• make a number of prints using their portrait/name stencils by painting surfaces
within and outside of the outlines
• create their own ‘I am’ self-portrait by using a variety of images and techniques.
Activities may include:
– indicating images that may be incorporated
– printing and/or measuring the words ‘I am’ or their name on a large sheet of paper
or card
– trimming images, photocopies and prints and arranging these within the borders of
the letters
– painting background space using preferred colours and surface effects
– creating an arrangement of images of themselves within the letters including
images, colours, and drawings/paintings related to their interest outside of the 10. LS. 3, LS.4, LS.8
letters • identify the kinds of things included in their own ‘I am’ self-portrait.
– incorporation of personal prints (stamp or tracing) of hands, feet, fingers and/or • compare the images used by Bennett with those included in their own ‘I am’ self-
torso into portrait portrait.
8
• Identifying features of Gordon Bennett’s I am and comparing images with their own ‘I am’ self-portrait may involve exploring the function of a variety of artists and audiences
and/or exploring the ways in which experiences of the world can be communicated in artworks and/or exploring ways to develop ideas in artworks.
9 and 10
• Creating stencils and making prints using portrait/name stencils may involve making a variety of artworks that reflect experiences, responses or a point of view and/or
exploring how ideas and interests in the world can be represented in their artmaking and/or exploring ways to develop ideas in artworks and/or using a range of materials,
techniques and processes to make artworks.
• Creating their own ‘I am’ self-portrait and comparing this to Gordon Bennett’s I am may involve exploring how ideas and interests in the world can be represented in their
artmaking and/or exploring ways to develop ideas in artworks and/or using a range of techniques and processes to make artworks.
Feedback
8, 9 and 10 Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of features of Gordon Bennett’s I am, their creation of
stencils, prints and own ‘I am’ portrait.
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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.
A student: • Videos of ‘Swan Lake’, ‘Sleeping Beauty’, ‘Strictly Ballroom’, ‘Saturday Night
LS.1.1 demonstrates a range of movement skills Fever’ and/or Aboriginal Dreamtime stories conveyed through dance
LS.1.2 uses dance technique to communicate • Music from a range of cultural backgrounds; music with different rhythm, pitch,
LS.1.3 demonstrates an awareness of safe dance practices tempo and volume
LS.2.1 explores the elements of dance to create movement and communicate ideas
LS.2.2 explores, selects and sequences movement to express feelings and ideas
LS.3.1 experiences a variety of dance performances
LS.3.2 responds to the elements of dance in performance
LS.4.1 engages in dance activities. (Note: In the syllabus this outcome is incorrectly
numbered as LS.5.1)
Links
English Mathematics
LS.1 responds to auditory cues in a range of contexts NLS.1 recognises language that is descriptive of number
LS.2 listens for a variety of purposes in a range of contexts NLS.3 recognises and responds to ordinal terms
LS.11 views and responds to a range of visual texts, media and multimedia PALS.1 recognises repeating patterns
LS.12 communicates for a variety of purposes SCLS.4 responds to the language of position
LS.14 communicates with a range of audiences SGLS.5 uses the language of position in a variety of situations
LS.15 draws on background and experiences to respond to texts in ways that are Music
imaginative, interpretive or critical LS.1 uses movement, vocalisation or instruments to respond to a range of music
Geography PDHPE
LS.7 explores the diversity of Australian communities LS.8 demonstrates a range of movement skills across environments
Languages LS.9 participates in a range of physical activities
LS.MLC.2 explores ways in which meaning is conveyed in nonverbal communication. Visual Arts
LS.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
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Life Skills Life Skills Content

Outcomes
Students learn to: Students learn about:
Performance
LS.1.1 • prepare their body for dance through movement • using movement in controlled ways to participate in dance
• 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
LS.1.2 • express and communicate mood, feelings and ideas through a structured • using elements of dance to communicate through movement and dance
dance
• extend their dance performance skills, eg energy, interpretation, expression,
movement quality
LS.1.3 • recognise the capabilities and limitation of their own body and safely extend • safe dance practices
these limits where possible
• use safe practices during dance and movement
Composition
LS.2.1 • experiment with elements of space, time and dynamics to create and • the elements of space, time and dynamics within the context of dance
communicate meaning composition
• create and organise movement to convey meaning that can be perceived,
shared and interpreted by an audience
LS.2.2 • select specific movements to express a feeling or idea • selecting and sequencing movements to express feelings and ideas
• sequence movement to express feelings or ideas • structuring movement to express feelings or ideas
structure movement in an ordered way to express feeling or ideas
Appreciation
LS.3.1 • experience a range of live or recorded dance performances • appreciating dance performances
• display appropriate audience behaviour in different situations
LS.3.2 • respond appropriately to live or recorded dance performances • appreciating dance as an audience member
• communicate responses to dance performances
• recognise the elements of dance which make the performance engaging
• recognise the main ideas conveyed through a dance performance
• actively participate in dance performance when invited
Study of dance as an artform
LS.4.1 • participate in dance activities • valuing and appreciating dance
• cooperate with others in dance activities
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Focus: Let’s look at dance

Outcomes Integrated learning experiences and instruction P C A Evidence of learning Feedback
Skills outcomes)
LS.3.1 • Students view one or more live narrative dance performances by visiting ✓ Viewing dance performances Oral, visual and tangible
LS.3.2 groups, by other students in the school and/or on video excerpts, eg ‘Swan may involve experiencing a feedback prompting by the
Lake’, ‘Sleeping Beauty’, ‘Strictly Ballroom’, ‘Saturday Night Fever’ variety of dance performances teacher to guide and affirm
and/or Aboriginal Dreamtime stories conveyed through dance and/or responding to the students’:
• Teacher focuses students’ attention on: elements of dance in • responses to a variety of
– the sequence of the narrative/story conveyed through the dance performance. dance performances and
– features of the dance that enhance the narrative, eg the integration of identification of some of
movements, costumes and music that express feelings or ideas the features of dance
– individual movements that the dancers used to portray the characters in performances
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
LS.3.2 • Students demonstrate their appreciation of the dance by applauding at ✓ Expression of appreciation of • demonstration of
appropriate times dance performances may appropriate responses to a
involve responding to the variety of dance
elements of dance in performances
performance.
LS.3.2 • Teacher assists students to recognise the elements of the dance that make ✓ Sharing their responses to the • sharing of their responses to
the dance performance engaging, eg ‘What feelings or ideas are elements of the dance may the elements of dance in the
communicated through the dance?’, ‘How does the movement in the dance indicate responding to the dance performances
tell the story?’ ‘What shapes are used and how do they communicate elements of dance in
meaning?’, ‘How do the tempo, rhythmic patterns and stillness contribute to performance.
the story?’
LS.3.2 • Students record their responses to the dance performances in a journal, ✓ Recording responses to dance • recording of their responses
using photographs of performers, images, drawings and/or written performances in a journal may to the elements of dance in
description to focus on the elements of dance and how they were used to involve responding to the performance in an
make the performance exciting, joyful, sad elements of dance in appropriate format.
performance.
P – Performance C – Composition A – Appreciation
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Focus: How can my body move?

Skills outcomes)
LS.3.1 • Students view a number of short video excerpts showing a range of dance as ✓ Viewing video excerpts Oral, visual and tangible
LS.3.2 a stimulus for exploring and experimenting with personal movement. showing a range of dance feedback prompting by the
Teacher focuses students’ attention on movements identified from video techniques may involve teacher to guide and affirm
excerpts, such as bending, stretching, swaying, arching, curving, crouching experiencing a variety of students’ identification of
dance performances and/or movement skills in dance
responding to the elements of performances.
dance in performance.
LS.1.1 • Teacher assists students individually through instruction and modelling of ✓ Exploring ways in which their Use of physical demonstration
LS.1.3 safe dance practices to explore the parts of their body that can move in bodies can move may involve to support, assist and
similar ways to those observed in the video excerpts, eg fingers, hands and demonstrating a range of encourage students in a range
arms can wave, stretch, curve and make shapes; legs can bend, stretch, kick; movement skills. of movement skills.
whole body can sway, curve, arch, crouch and make shapes
• Teacher assists students to: ✓ Engaging in personal Oral, visual and tangible
– experiment with and extend variations of a movement using safe dance movement may involve feedback prompting by the
practices demonstrating a range of teacher to guide and affirm
– develop the vocabulary related to movements, eg arch, curve, sway, movement skills and/or students’:
shapes demonstrating an awareness • demonstration of a range of
– perform single familiar movements, eg raising an arm of safe dance practices. movement skills
– complete a sequence of familiar movements such as walking, marching,
running incorporating movement variations
LS.2.1 • Students experiment to increase their repertoire of movements to ✓ ✓ Performing variations of • performance of a
LS.2.2 communicate ideas. This may be done through activities such as: movements may indicate combination of movements
– performing variations of movements already developed demonstrating a range of to communicate ideas.
– performing movement in response to other stimuli, such as statue poses, movement skills and/or using
images of trees swaying in the wind, recordings of didgeridoo music dance technique to
communicate.
P – Performance C – Composition A – Appreciation continued
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Focus: How can my body move? (cont)

Skills outcomes)
LS.2.1 • Students listen to a range of music as a stimulus for movement and dance, ✓ Increasing the repertoire of Oral, visual and tangible
LS.2.2 eg music from a range of cultural backgrounds; music with different movements may involve feedback prompting by the
rhythm, pitch, tempo and volume exploring the elements of teacher to guide and affirm
• Teacher assists students to focus on qualities of the music that they hear, dance to create movement and students’:
such as tempo, pitch, volume communicate ideas and/or • attention on qualities of
• Teacher assists students to develop movement ideas from the quality of exploring, selecting and music and matching these
music sequencing movement to to appropriate body
• Teacher assists students to explore the elements of dance to create dance express feelings and ideas. movements
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
LS.2.1 • Students develop changes to movement in response to changes in aspects of ✓ Creating and using different • listening and response
LS.2.2 selected music such as rhythm, pitch, tempo and volume, eg change from a movements may involve through movement to
walk to a run; change level of movement in response to pitch exploring the elements of changes in selected music.
dance to create movement and
communicate ideas and/or
exploring, selecting and
sequencing movement to
express feelings and ideas.
Focus: Let’s move together
LS.2.1 • Students work in pairs to combine previously practised or new ✓ ✓ Working in pairs to combine Oral, visual and tangible
LS.2.2 movements/shapes using safe dance practices. This may be in response to or create new movements/ feedback prompting by the
LS.1.3 visual, auditory or kinaesthetic stimuli. It may involve activities such as: shapes using safe dance teacher to guide and affirm
– changing spatial aspects of movement such as direction, level, size, plane practices may involve students working in pairs to
in consultation with partners to explore other dimensions exploring the elements of combine movements and
– performing individual movements in unison (concurrently), as prompted dance to create movement and demonstration of safe dance
by the teacher communicate ideas and/or practices.
– performing individual movements in canon (consecutively) exploring, selecting and
– performing movements which involve interaction between partners sequencing movement to
express feelings and ideas
and/or demonstrating an
awareness of safe dance
practices.
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Focus: Performing dance together

Skills outcomes)
LS.2.1 • Teacher provides a narrative/story sequence and assists students to re-tell ✓ Creating appropriate dance Oral, visual and tangible
LS.2.2 the story using a range of dance movements. This may involve students movement to communicate a feedback prompting by the
working individually, in pairs or groups using safe dance practices narrative/story may involve teacher to guide and affirm
exploring the elements of students’:
• Students explore, select, sequence and structure movement to express the dance to create movement and • retelling of a narrative/story
ideas in the narrative/story provided by the teacher communicate ideas and/or using safe dance practices
exploring, selecting and
sequencing movements to
express feelings and ideas.
LS.1.3 • Students select a narrative/story sequence, or create their own, and tell the ✓ ✓ ✓ Selecting appropriate dance • exploration, selection and
LS.2.1 story through dance. This may involve students in: movement to communicate a sequence of movements
LS.2.2 – selecting and combining movement to convey the ideas in the narrative/story may involve
LS.4.1 narrative/story exploring, selecting and
– sequencing and structuring movement to create a dance sequencing movements to
– selecting music to accompany the dance express feelings and ideas.
– selecting costumes and props to complement the dance
– selecting and/or arranging an appropriate performance space for the
dance
LS.1.2 • Students perform the dance to convey the story sequence with the ✓ ✓ Using dance movements to • performance of the story
LS.1.3 accompaniment of appropriate background music, and using costumes or perform the story sequence sequence.
LS.4.1 props if appropriate 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.
P – Performance C – Composition A – Appreciation continued
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Focus: Performing dance together (cont)

Skills outcomes)
LS.3.1 • Students view and respond appropriately to the dances performed by others ✓ Viewing and responding to Oral, visual and tangible
LS.3.2 dances performed by others feedback prompting by the
may involve experiencing a teacher to guide and affirm
variety of dance performances students’ focus and positive
and/or responding to the response to dance performed
elements of dance in by others.
performance.
LS.3.2 •Teacher assists students to maintain their journal to reflect their activities ✓ Maintenance of the journal Oral, visual and tangible
throughout their learning experiences. Entries may include: may involve responding to the feedback prompting by the
– photographs that the teacher takes of them during the activity elements of dance in teacher to guide and affirm
– images from magazines and brochures etc related to the activity performance. students’ journal entries.
– free hand drawings
– personal reflections on the activity
– descriptions of the activity
• Students use their journal to share their experiences of dance with others
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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.
A student:
LS.1.1 explores characters, roles, situations and actions through drama activities A range of taped segments from television shows, videos and DVDs, documentaries
LS.1.2 explores a variety of playbuilding activities Video camera
LS.1.3 participates in drama experiences in which role-taking is used to enhance their
understanding of ideas and feelings
LS.2.1 explores dramatic forms and theatrical conventions
LS.2.2 participates in the preparation of drama works and theatrical productions
LS.3.1 experiences a variety of drama or theatre performances
LS.3.2 identifies and responds to the elements of drama or theatre in performances
LS.3.3 recognises that drama and theatre performances can communicate meaning
and ideas.
Links
English Languages
LS.1 responds to auditory cues in a range of contexts LS.MLC.2 explores ways in which meaning is conveyed in nonverbal communication
LS.2 listens for a variety of purposes in a range of contexts Mathematics
LS.11 views and responds to a range of visual texts, media and multimedia NLS.1 recognises language that is descriptive of number
LS.12 communicates for a variety of purposes NLS.3 recognises and responds to ordinal terms
LS.13 communicates in a range of contexts PALS.1 recognises repeating patterns
LS.14 communicates with a range of audiences SCLS.4 responds to the language of position
LS.15 draws on background and experiences to respond to texts in ways that are SGLS.5 uses the language of position in a variety of situations
imaginative, interpretive or critical PDHPE
LS.16 explores social and cultural issues through texts. LS.9 participates in a range of physical activities
LS.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).
204

Outcomes
LS.1.1 • the characteristics of familiar roles/characters from live theatre, TV, • identify a range of familiar characters
film/video, literature, personal life • explore the use of verbal and non-verbal communication appropriate to
• ways to create verbal and non-verbal communication such as voice, stance and roles/characters
gesture • explore roles/characters through improvisation techniques
• the use of improvisation to explore roles/characters and relationships
LS.1.2 • playbuilding strategies such as improvisation, different stimuli (such as place, • playbuild using a variety of stimuli to communicate dramatic meaning
situation, theme characters and issues) • sequence playbuilt scenes in an ordered way
• a dramatic sequence – beginning, middle, climax, end – to convey dramatic
meaning
LS.1.3 • the fact that taking on a role is like ‘stepping into another person’s shoes’ • participate in role-taking experiences
• showing feelings such as happiness, anger, excitement in different roles • display different ideas and feelings when in roles
LS.2. 1 • the use of performance and expressive skills in dramatic presentations such as • use performance skills to participate in the making and performing of a variety
voice, projection, movement, timing and facial expressions of drama and theatre performances
• developing confidence, trust and collaboration with others • develop confidence when moving and acting in a designated performance
space
LS.2.2 • production elements such as acting, lighting, sound, costumes, makeup, sets, • identify some of the different activities associated with a dramatic or theatrical
front of house, stage management and publicity production
• the operation of basic lighting and sound equipment, finding or making • participate in a range of activities involved in preparing for a dramatic or
costumes, applying makeup, helping with sets, publicity, front of house or theatrical production
backstage work
LS.3.1 • appreciating different performances • experience a range of live or recorded drama or theatre performances
• appropriate ways of engaging in audience participation • 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, • communicate responses to drama and theatre in different ways
class discussion, or on computer • communicate responses to their work or the work of others, or to live or
• different responses to drama, such as displaying empathy for a particular recorded drama and theatre performances
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
LS.3.3 • ways to turn their ideas into a monologue or a playbuilt scene • express their own ideas in a piece of drama
• the way and individual drama or theatre performance, TV show or film has • recognise that drama and theatre are ways for individuals and groups to
conveyed ideas convey meaning and ideas
205
Focus: Characters in real life

Outcomes Integrated learning experiences and assessment Evidence of Learning Feedback
Skills outcomes)
LS.3.1 • Students view a range of selected television programs, films/videos, historical Identification of familiar Oral, visual and/or tangible
LS3.2 documentaries and/or live theatre presentations, and explore featured characters. This may characters may involve feedback and prompting by the
involve: experiencing a variety of drama teacher to guide and affirm
– identifying characters/roles such as policeman, tennis player, chef, pilot, doctor by or theatre performances and/or students:
responding to pictures/photographs identifying and responding to the • identification of various
– matching characters/roles with costumes using pictures or photographs elements of drama or theatre in characters from television and
– indicating their preferences for particular characters by responding to performance. film etc
pictures/photographs
– identifying the age, physical and personal characteristics of particular characters
– indicating their preference for particular characters and giving reasons for their choice
LS.1.1 • Students match and label photographs/pictures to identify features of the characters, eg Identification of the features of • identification of features of
– how they look characters may involve characters
– how they move exploring characters, roles,
– how they communicate – verbally and nonverbally situations and actions through
– how they dress drama activities and/or
– how they treat others identifying and responding to the
elements of drama or theatre in
performance.
LS.1.1 • Students explore the role and features of a selected character. This may involve: Exploring the role and features Teacher encourages, supports
– using gestures of selected characters may and affirms students’
– using simple props involve exploring characters, involvement in exploring a
– using simple costume items, eg hats or shoes to walk or move like the character, and/or roles, situations and actions character.
interact with others like the character through drama activities.
continued
206
Focus: Characters in real life (cont)

Skills outcomes)
LS.1.1 • Students explore movement appropriate to a range of characters, eg Exploring movement appropriate Teacher encourages, assists and
– walk like an important person to a range of characters from affirms students’ involvement in
– jump or leap like someone who has just scored a winning goal television, film and/or live exploring movement appropriate
– adopt a pose of someone who is scared productions may involve to a range of characters.
– gesture like a bully exploring characters, roles,
situations and activities through
drama activities and/or
identifying and responding to the
performances.
LS.1.1 • Students explore verbal and nonverbal communication appropriate to a range of characters, Exploring verbal and nonverbal Teacher provides demonstration,
eg communication appropriate to a modelling or advice to support
– use facial expression, gesture to communicate feelings such as pride, happiness, fear range of characters may involve and affirm students’ exploration
– use an appropriate tone and volume of voice to communicate feelings such as anger, exploring characters, roles, of verbal and nonverbal
excitement, pain situations and actions through communication appropriate to a
drama activities. range of characters.
LS.1.3 • Students set up and participate in a mock interview (hot seating) with one or more Setting up and participating in a Teacher provides encouragement
characters in role. The role of the character may be taken by the teacher, another adult (an mock interview with one or and affirms students’
outsider) or the student. Students prepare and ask questions to assist in exploring: more characters in role may participation in mock interview
– the background of the character, eg their family, where they live involve participating in drama activities.
– the feelings of the character, eg what makes them happy, who do they love experiences in which role-taking
– how the character treats others is used to enhance
understanding of ideas and
feelings.
continued
207
Focus: Characters in real life (cont)

Skills outcomes)
LS.1.3 • Students video the mock interview and discuss the character’s responses to the questions Videoing and discussing the Teacher affirms student
mock interview may involve involvement in mock interview
participating in drama activities by highlighting the
experiences in which role-taking character’s response in selected
is used to enhance video excerpts.
understanding of ideas and
feelings.
Focus: What’s my role, what’s your role?
LS.1.1 • Students explore real-life situations through scenarios with students in role, others in role Participating in scenarios to Oral, visual and/or tangible
LS.1.3 (outsiders), and/or teacher in role (as narrator). This may include: explore real-life situations may feedback and prompting to
– using the telephone to place an order and/or return faulty goods to a store and/or relate involve exploring characters, encourage, guide and affirm
to helpful or unhelpful staff roles, situations and actions students’ participation in role
– engaging in contingency planning for unexpected events such as locking themselves out through drama activities and/or taking experiences.
of the house, missing a bus, making another choice if the preferred item is not available participating in drama
for purchase experiences in which role-taking
– giving an explanation for personal actions, eg losing a friend’s wallet, arriving late at is used to enhance
school understanding of ideas and
– asking for assistance from known/unknown people using personal communication feelings.
strategies (perhaps using a support network card)
– dealing with a bully in the playground, at the bus stop, on the sports field
208
Focus: Exploring, developing and performing a narrative

Outcomes: LS.1.2, LS.2.1, LS.2.2, LS.3.2, LS.3.3
Skills outcomes)
LS.1.1 • Students create a series of scenes around an identified theme, story or event with an Creating a series of scenes Teacher encouragement and
LS.2.1 identified beginning, middle, climax and end. These scenes may later be used as the basis around an identified theme, story affirmation of students’
LS.2.2 for a group/class performance. These scenes may include: or event may involve exploring a participation in the creation of a
LS.3.2 – using images or photographs of students participating in a celebration or school event, variety of playbuilding activities narrative that includes a series of
LS.3.3 accepting a prize after a sports carnival and developing a series of scenes to explore the and/or exploring dramatic forms scenes.
sequence of events relating to the photograph. A student then develops a narrative to and theatrical conventions. It
indicate what happened before, what happened next, what happened after. may also involve participating
– developing a sequenced narrative to recreate an event or incident from a selected in the preparation of drama
television show/video works and theatrical productions
– re-creating an event from history or recent past and developing a narrative to relate the and/or recognising that drama
sequence events, eg the capture of Ned Kelly, landing on the moon, an accident to a star and theatre performances can
sportsperson on the field or in the pool communicate meaning and
ideas.
LS.2.1 • Students explore characters and/or roles in depth within the framework of the narrative Students’ exploration of Teacher offers positive and
they have developed. Students may do this by identifying, with teacher assistance, one characters and/or roles within constructive advice and
character in the narrative that they would like to focus on. Further activities may include: the framework of the narrative encouragement on student
– identifying items of costume that the character may wear may involve exploring dramatic involvement in exploring
– selecting, from a range, an image of what the character may look like forms and theatrical characters/roles within the
– selecting, from a range, descriptions of personality and appearance which match the conventions. framework of a narrative.
character
– creating a character profile, eg determining age, occupation
– undertaking activities, eg walking, talking, moving in the manner of the character
continued
209
Focus: Exploring, developing and performing a narrative (cont)

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

Skills outcomes)
LS.2.2 • Students perform the event, incident or scenario for others in the class, and/or in the Performing for others may Teacher discussion with students
school/community involve participating in the to affirm the successful elements
preparation of drama works and of the performance.
theatrical productions.
LS.2.2 • Students evaluate their performance in terms of feedback from the audience and/or video Evaluating their own Teacher coordinates discussion
recordings performance may involve to affirm student evaluation.
identifying and responding to the
performance.
211
10.5 Visual Design Years 7–10 Life Skills unit: ‘My Magazine’
Unit title: My Magazine

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

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

Outcomes
Conceptual • the role of audiences in relation to visual design artworks • participate appropriately as an audience, eg view and respond to visual
Framework design artworks in a variety of contexts
LS.3 • recognise some of the effects that visual design artworks have on an
LS.4 audience, eg communicate, describe or discuss responses
LS.8
• how experiences of the world can be communicated in the making of • identify visual designers and how they communicate their experiences of the
visual design artworks world
Frames • responding to and interpreting visual design artworks • respond to visual design artworks, eg communicate like or dislike for visual
LS.5 design artwork – smile, nod, gesture, vocalise, offer opinion in a verbal or
LS.6 written form
LS.7
• communicating personal experiences and responses • make visual design artworks that reflect personal experiences and responses,
eg design a cover for a personal diary
• communicating issues and ideas of personal significance. • make visual design artworks that reflect issues and ideas of personal
significance.
214
Teaching, learning and assessment activities – ‘My Magazine’

Making Critical and historical interpretations
Students Students
2. LS.1, LS.2 1. LS.5, LS.3, LS.7
• make a collage titled ‘My Favourite Magazine’ using a copy or photocopied • participate in a discussion about different types of magazines, eg music, sport,
pages of their favourite magazine or comic. The collage may include: fashion, cars, surfing, comics. Students are asked to bring in a copy of a magazine or
– the name of the magazine or comic the teacher may provide a range of magazines of interest to the students. (These will
– images and/or text to show what the student likes about the magazine also be used in activity 2.)
– images and/or text to show the purpose of the magazine • identify their favourite magazine or comic and provide reasons why they like them, eg
– a layout in the form of a magazine cover, focusing on the arrangement of interest, content, pictures, cartoons, cover, information
text and images • record this information in their Visual Design journal
– images – collage, drawing, painting, photographs of other class members • with teacher assistance prepare a chart/s with the names of all the magazines members
who also like to read this magazine. of the class have nominated as their favourites and record their name next to their
favourite magazine. They can also:
- attach a photograph of themselves to the chart
- record their name (or place their photograph) next to other magazines they like that
are included on the chart
• discuss and view the chart/s and recognise that different people like different
magazines and that these people can be identified as an audience
• identify the reasons why some people like magazines of the same subject matter.
These reasons could include gender, age, interests – films, music, television shows,
foods, colours, sports.

1 Choosing a favourite publication may involve recognition that various interpretations of visual design artworks are possible. Identifying why different people like different
magazines may indicate an exploration of a variety of visual designers and audiences.
2 Creating a collage may involve experience of a variety of visual design procedures to make visual design artworks and exploration of a variety of materials, techniques and
processes.
Feedback
1, 2 Oral, visual and/or tangible feedback, prompting and assistance from teacher as students identify their interests, favourite publications and different audiences, and cut,
paste and arrange images.
215

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

Students Students
8. LS.2, LS.6 7. LS.7, LS.4, LS.6

• design a cover for a magazine/comic that reflects or celebrates their own interests. • identify a particular audience – themselves, members of their class, friends, family,
This may involve combinations of: teachers – for their magazine cover or comic
– digital imaging, software programs, digital photography • describe the audience and their interests
– collage • plan their magazine layout, including subject matter, images, text and subheadings
– drawing in their Visual Design journal.
– cartooning
• choose a name for their magazine which may be, or may include, their own name. 10. LS.8
• may extend their investigations of magazine design and layout by designing: a
9. LS. 8, LS.9 page/s for the school magazine, including layout for a page/s of artworks; a series
• make a finished artwork for copying. This might involve: of questions and photographs for an interview with a staff member, students groups
– a cover design and reports on school activities and events.
– internal pages and feature articles
– comic strips
– photocopies of work from the Visual Design journal.
Covers and/or magazine are photocopied in colour if possible, allowing for classroom
display, inclusion in the Visual Design journal and swapping between students.

7, 8 Participation in production of magazine cover may indicate the making of a variety of visual design artworks that reflect experiences, responses or a point of view.
9, 10 Participation in the production of a magazine, or magazine cover, explores ways to develop ideas in visual design artworks and use of a range of materials, techniques
and processes to make visual design artworks.
Feedback
7 Oral, visual and/or tangible feedback and prompting by the teacher as students identify a target audience for their magazine.
8, 9, 10 Oral, visual and/or tangible feedback and prompting by the teacher as students plan and work towards resolving their magazine cover/pages. Opportunities for
peer/audience feedback may be provided if magazine covers/pages are displayed.
217
10.6 Photographic and Digital Media Years 7–10 Life Skills unit: ‘Shapes and Shadows’
Unit title: ‘Shapes and Shadows’

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

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

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

Students Students
1. LS.2, LS.4 3. LS.3
• explore the relationships between light source, object and cast shadow. This may • view and discuss images that employ shadows. These may include:
involve: – Indonesian shadow puppets
– using photographic lights or ordinary lamps to cast shadows – silhouette portraits
– experimenting with selected objects to cast shadows – works of the contemporary American artist Kara Walker
– using their own bodies to cast shadows. – Olive Cotton’s Tea Cup Ballet.
The Photographic and Digital Media journal can be used to record the making • explore the features of shadows using the outlines created in (2) eg how the
experiences throughout the unit. shadow has edge and outline but no internal detail.
2. LS.4
• create an outline of cast shadows from a range of objects in the classroom and/or • record examples of silhouettes and outlines and their effects in their Photographic
outdoors using and identifying natural and artificial light sources. This may and Digital Media journal.
involve:
– arranging objects such as bottles, chairs, flowers, plastic cutlery, crockery on a
table in front of a light source
– tracing shadows using permanent markers or other drawing materials
– selecting an outline and filling it in using black paint
– draw, or have drawn, their own shadows, and shadows from other objects
outside using chalk
– labelling the outline with features of the shape such as geometric, organic.

1, 2 Understanding the relationship between object, light sources and shadows is an important step to exploring ways in which experiences of the world can be communicated
in photographic and digital works. Drawing around shadows or indicating outlines may demonstrate evidence of student understanding of shadow and outline and an
exploration of a variety of materials, techniques and processes.
3 Recognising the use of shadow and outline in photographic and other works may involve the exploration of the function of photographic and digital artists and how they
work.
Feedback
1, 2, 3 Oral, visual and/or tangible feedback and prompting by the teacher to direct and guide student identification of relationships between light sources, shadow, outline
and edge.
221

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

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

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
Unit Unit title Unit description

number
11.1 Facing new In this unit students develop strategies to manage some of the challenges
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 In this unit students learn to develop and use strategies that promote their
safety net 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.
224
11.1 Facing new challenges
Unit title: Facing new challenges

Description: In this unit students develop strategies to manage some of the challenges associated with adolescence, 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
A student: Photographs of students and school staff members
LS.1 recognises the personal characteristics and needs that make them similar to Charts to record student characteristics such as size, weight
others yet unique Equipment and materials to develop a support network card such as computer and
LS.3 recognises the feelings and emotions associated with adolescence appropriate software
LS.4 uses strategies to manage feelings and emotions SUPPORT NETWORK CARD: Students in this unit develop a support network card.
LS.5 uses appropriate behaviours in social situations This card includes information on support people in the school and/or community,
LS.8 demonstrates a range of movement skills across environments including their location in the school and/or the community, and the type of support
LS.9 participates in a range of physical activities they can provide. (This activity is similar to that outlined in the Stage 4 unit ‘Meeting
LS.11 demonstrates safe practices that promote personal wellbeing new people – facing new challenges’ in the PDHPE Years 7–10: Advice on
LS.14 recognises and assists with routine health care procedures Programming and Assessment pp 30–32.) The support network card should be made in
LS.17 identifies the appropriate and inappropriate use of substances. a format that is appropriate to the needs of individual students.
Links
Dance Languages
LS.2.1 explores the elements of dance to create movement and communicate ideas LS.MBC.1 experiences cultural diversity
Drama Mathematics
LS.1.3 participates in drama experiences in which role-taking is used to enhance their SGLS.5 uses the language of position in a variety of situations
understanding of ideas and feelings SGLS.6 uses simple maps and plans
English Visual Arts
LS.3 uses technology and aids to communicate with a range of audiences LS.6 makes a variety of artworks that reflect experiences, responses or a point
LS.4 uses spoken language to interact with a range of audiences of view.
LS.13 communicates in a range of contexts
LS.17 uses individual and collaborative skills in the learning process.
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).
225
Focus: Getting to know you

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 • participate in physical • participate in a range of icebreaker and other group Participation in icebreaker Oral, visual and/or tangible
physical activities activities as part of a activities. This may include: and other group activities feedback and prompts by the
group – passing an object around a circle may indicate participating teacher to guide and affirm
• recognise and – shaking hands around a circle in a range of physical students’:
demonstrate behaviour – responding to questions from other students about activities. • participation in practical
which is appropriate for themselves, eg their favourite food, games, songs, group activities
participation in a clothes and indicating the interests or preferences
preferred physical activity they have in common
at school – taking turns to lead a game or activity
– assisting others to participate in a game or activity
• how people are • recognise similar • identify and record characteristics and feelings that they Recording the similarities • identification and
similar to each other characteristics of students have in common and those that are different from other and differences between recording of the
• how people are within the class group students using class photographs, video segments and/or themselves and others may characteristics they have
different from each • recognise some discussion. This may include recording the following: indicate recognising the in common with other
other differences between – hair/eye colour personal characteristics students and those that
• what makes people students within the class – height and needs that make them are different.
unique group – interests/abilities similar to others yet
• identify the strengths, – likes/dislikes unique.
abilities and – goals
characteristics that make – feelings
students within the group – preferences for music/food/people
unique
226
Focus: Support networks

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 • respond to the feelings • recognise, collaboratively, situations in which assistance Recognising situations in Oral, visual and/or tangible
feelings and emotions and emotions of others from others may be required. This may include: which assistance may be feedback and prompts by
during adolescence – finding a particular person, class or specialist room required may be evidence the teacher to guide and
– communicating concern about losing an item of of recognising the feelings affirm students’ recognition
clothing, medication or equipment and emotions associated of situations in which they
– communicating concerns and managing feelings with adolescence. may need assistance from
about school rules, bullying or inappropriate touching others.
by others
continued
227
Focus: Support networks (cont)

Students
• the management of • identify known people • identify trusted adults or other students in the school Identifying trusted adults Oral, visual and/or tangible
feelings and emotions within a network of and/or community contexts, through photographs or by or other students may feedback and prompts by
during adolescence trusted adults with whom naming, who can provide help in the following indicate using strategies to the teacher to guide and
• personal health care it is appropriate to situations: manage feelings and affirm students’:
• strategies to express and discuss – losing personal items emotions. • identification of trusted
communicate personal feelings – locating a particular classroom adults and/or other
dissatisfaction and • communicate health care – finding out about changes to lesson times students who may be
distress in relation to needs to appropriate – personal health care needs approached in various
unwanted touching, others – managing feelings of anger or frustration situations
bribes, threats, • use appropriate strategies – dealing with bullying, unwanted touch or harassment
bullying or to manage feelings and at school and/or in community contexts
harassment emotions – dealing with situations when medication, illegal
• the appropriate and • demonstrate refusal skills drugs or substances are offered by others at school
inappropriate use of when offered medication and/or in community contexts
substances by another student
• demonstrates refusal
skills when offered illegal
drugs or substances for
inappropriate purposes
• strategies to • recognise known people • develop a support network card that can be used Developing and using a • development and use of
communicate within a network of appropriately and discreetly to identify, locate, contact support network card may a support network card
dissatisfaction and trusted adults with whom and communicate with trusted adults or students who indicate using strategies to of trusted adults.
distress in relation to it is appropriate to can provide assistance in school and/or community manage feelings and
unwanted touching, communicate contexts. The card could be developed using a range of emotions and/or
bribes, threats, dissatisfaction and formats such as: demonstrating safe
bullying or distress in relation to – photographs of trusted staff and other adults in the practices that promote
harassment unwanted touch, bribes, school personal wellbeing.
threats, bullying or – photographs of trusted adults in community situations
harassment – photographs of other students in the school
– names and contact details of staff and/or other
students
continued
228

Students
• the management of • identify known people • participate in structured role-plays that involve using Participation in structured Oral, visual and/or tangible
feelings and emotions within a network of their support network card to identify, locate and role-plays where students feedback and prompts by
during adolescence trusted adults with whom communicate with specific and appropriate people to practise using their support the teacher to guide and
it is appropriate to seek help or advice in the school context. Possible network card in the school affirm students’:
express and discuss scenarios include: community may indicate • demonstration of skills
personal feelings – dealing with leaving a bag, lunch or medication at managing feelings and using their support
• strategies to • develop and use home emotions and/or using network card in
communicate individualised strategies – needing help with menstruation strategies to manage meaningful situations
dissatisfaction and to communicate with – needing help in moving from one area of the school feelings and emotions around the school
distress in relation to trusted adults to another and/or demonstrating safe
unwanted touching, – clarifying school rules practices that promote
bribes, threats, – dealing with bullying, harassment or inappropriate personal wellbeing.
bullying or touch by others
harassment – reporting bullying, harassment or inappropriate
• the appropriate and • demonstrate refusal skills touching by others
inappropriate use of when offered medication – reporting offers of medication or illegal
substances by another student drugs/substances by others
• demonstrate refusal skills
when offered illegal drugs
or substances for
• the management of • identify known people • identify appropriate/trusted adults who can provide help Identification of • identification of
feelings and emotions within a network of in the community, eg police, rail or bus staff, life guards appropriate/trusted adults appropriate/trusted
during adolescence trusted adults with whom at a pool/beach, store managers or staff at an in the community may adults in the community
it is appropriate to information desk in a shopping centre indicate managing feelings who can provide help in
express and discuss and emotions and/or using various situations.
personal feelings strategies to manage
feelings and emotions.
continued
229

Students
• moving around in the • demonstrate movement • participate in structured role-plays that involve using Participation in structured Oral, visual and/or tangible
environment skills in the context of their support network card to identify, locate and role-plays where students feedback and prompts by
everyday environments communicate with specific and appropriate people to practise using their support the teacher to guide and
• strategies to • develop and use seek help or advice in the community. Possible network card in the affirm students’:
communicate individualised strategies scenarios for role-plays may include: community may indicate • demonstration of skills
dissatisfaction and to communicate with – asking a store manager, information staff or life managing feelings and in using their support
distress in relation to trusted adults in relation guards for help in locating a toilet at a shopping emotions and/or using network card in
unwanted touching, to inappropriate touching, centre, swimming pool strategies to manage community contexts
bribes, threats, handling, bribes, threats, – locating a lift, ramp, escalator at a station or shopping feelings and emotions.
bullying or bullying or harassment centre
harassment – 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
• moving around in the • demonstrate movement • move efficiently and cooperatively around the Moving efficiently around • demonstration of moving
environment skills in the context of school/community environment. This may include: the school and/or efficiently around the
• behaviour that is everyday environments – negotiating escalators, lifts, moving walkways community environment school and community
appropriate in a range • demonstrate behaviours – judging the gap between train and platform, bus and may indicate environment.
of situations that are socially kerb demonstrating a range of
appropriate in a range of – moving safely and in an orderly way in crowded movement skills across
situations environments such as shopping centres, railway environments.
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.
230
Focus: Getting active

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 • demonstrate safe • view and listen to presentations and demonstrations about Viewing and/or listening to Oral, visual and/or tangible
physical activities practice when specific aspects of safety in sport from sporting identities demonstrations about feedback and prompts by
participating in such as members of local football, netball, volleyball, and aspects of safety in sport the teacher to guide and
physical activities cricket teams. As a result of these presentations students may indicate recognising affirm students’:
may: and responding to safe and • recognition of safe ways
– sort photographs, pictures, images of scenarios into ‘safe’ unsafe situations. of participating in sport
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 …..’
• participating in • use movement skills • identify, develop, practice and demonstrate the skills for Developing the skills for • demonstration of the
physical activities, to participate in participation in games or sports. This may include: participation in specific specific skills necessary
team games and physical activities, – throwing, catching, kicking, fielding, trapping and sports may indicate to participate in a range
sports games and sports propelling balls of different sizes, shapes and weight participating in a range of of physical activities.
• demonstrate skills in – using bats and/or racquets of various sizes and shapes to physical activities and/or
striking, kicking, strike a ball, eg cricket bat, baseball bat, table tennis bat, demonstrating movement
throwing, catching, tennis racquet skills across environments.
trapping, fielding and – demonstrating skills such as running, jumping, leaping,
propelling balls sliding, twisting and turning
continued
231
Focus: Getting active (cont)

Students
• participating in • participate in physical • participate in a variety of games and/or sports. This may Participation in a variety of Oral, visual and/or tangible
physical activities activities as part of a include: sports may indicate feedback and prompts by
• participating in group – following the rules when participating in physical participating in a range of the teacher to guide and
physical activities, • demonstrate safe practice activities, eg accepting the umpire’s decision, physical activities. affirm students’
team games and when participating in following instructions from team captain participation in a range of
sports physical activities – wearing appropriate protective equipment when activities.
• recognise and participating in specific physical activities such as
demonstrate behaviour bike riding
which is appropriate for – behaving appropriately when participating in
participation in a preferred physical activities, eg take turns, use
preferred physical activity facilities/equipment appropriately, look after
at school or in the equipment and return it to storage area.
community
232
11.2 Personal safety net
Unit title: Personal safety net

Description: In this unit students learn to develop and use strategies that promote their personal safety and wellbeing in a wide range of situations. 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.
A student: Social skills program resources
LS.5 uses appropriate behaviour in social situations No-Go-Tell (A series of safety steps or strategies that can be used in unsafe or
LS.10 recognises and responds to safe and unsafe situations threatening situations. It involves the skills required to say no in threatening situations,
LS.11 demonstrates safe practices that promote personal wellbeing to get away from the unsafe situation and to seek help, advice and support.)
LS.17 identifies the appropriate and inappropriate use of substances. Child Protection guidelines material
NSW Department of Education and Training, 2002, Child Protection Education:
Support materials to assist teachers of students with high support needs
Videos, photographs, access to computer hardware such as digital cameras, scanners
and software such as word-processing
Links
Drama Mathematics
LS.1.3 participates in drama experiences in which role-taking is used to enhance their SGLS.4 responds to the language of position
understanding of ideas and feelings Visual Arts
English LS.6 makes a variety of artworks that reflect experiences, responses or a point
LS.3 uses technology and aids to communicate with a range of audiences of view
LS.4 uses spoken language to interact with a range of audiences Work Education
LS.13 communicates in a range of contexts LS.4 identifies appropriate support personnel and agencies in the community
LS.17 uses individual and collaborative skills in the learning process. LS.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
233
Focus: Safety in the environment

Students learn about: Students learn to: Integrated learning experiences, instruction and Evidence of learning 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 • demonstrate behaviours • view pictures/videos of specific scenarios that focus on Focusing on specific Oral, visual and/or tangible
appropriate in a range that are socially safe and appropriate behaviour for both individuals and scenarios on safe and feedback and prompts by
of situations appropriate in a range of groups in a range of situations. As a result of this appropriate behaviour in a the teacher to guide and
situations students may: range of situations may affirm students’ recognition
• safe and unsafe • recognise that safety – respond to direct teacher questioning regarding ways assist students to indicate of safe and unsafe
situations depends on the behaviour to avoid potential dangers in a variety of specific recognising and situations.
of themselves and others situations responding to safe and
– demonstrate safe and appropriate behaviours in unsafe situations.
response to specific situations within the context of
structured role-plays
continued
234
Focus: Safety in the environment (cont)

Students
• safe and unsafe • recognise factors that • view and listen to presentations about specific aspects of Focusing on safety in the Oral, visual and/or tangible
situations contribute to safety in the safety from appropriate personnel such as road safety environment may indicate feedback and prompts by
environment consultants/local police, local swimming pool life recognising and the teacher to guide and
guards, surf life savers, fire personnel, road/bike safety responding to safe and affirm students’:
consultants, national parks rangers, train safe officers or unsafe situations. • recognition of safe and
station master. As a result of these presentations unsafe situations
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
• safe and unsafe • recognise potential • indicate appropriate ways to respond to potential Responding appropriately • appropriate response to
situations hazards in their hazards in the environment. This may include to changed conditions that potentially dangerous
environment and respond identifying and using appropriate strategies for: affect safety in the situations.
appropriately – riding bikes in wet or windy conditions environment may indicate
– crossing roads in wet weather recognising and
– ceasing actions and moving quickly inside when a responding to safe and
storm is approaching unsafe situations.
continued
235
Focus: Safety in the environment (cont)

Students
• safe and unsafe • respond to indicators of • develop a practical set of guidelines for general safety in Development of a practical Oral, visual and/or tangible
situations unsafe situations the environment using pictures, photographs and/or set of guidelines for feedback and prompts by
written formats. Such guidelines may include ways to general safety in the the teacher to guide and
identify indicators of unsafe situations, alerting trusted environment may indicate affirm students’:
adults to indicators of unsafe situations and seeking recognising and • development of
support from appropriate individuals when confronted responding to safe and guidelines for general
with unsafe situations unsafe situations. safety in the environment
• safe and unsafe • recognise that safety • within structured role-plays demonstrate the application Students’ responses may • demonstration of safe
situations depends on the behaviour of developed guidelines. Possible scenarios for indicate recognising and and appropriate
of themselves and others role-plays may include: responding to safe and behaviour in a range of
– recognising and using safe places to cross roads unsafe situations in the situations.
– locating and wearing seat belts appropriately environment.
– recognising, avoiding and reporting hazards such as
we floors, broken glass.
236
Focus: Personal safety and wellbeing

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 • recognise aspects of safe • view pictures/videos of specific scenarios that focus on Students’ participation and Oral, visual and/or tangible
personal situations and unsafe personal personal safety and wellbeing in a range of situations responses may indicate feedback and prompts by
situations recognising and the teacher to guide and
responding to safe and affirm students’ recognition
unsafe situations. of safe and unsafe
situations.
• safe and unsafe • recognise aspects of safe • sort images of scenarios into those that are ‘safe’ and Sorting images of
personal situations and unsafe personal those that are potentially ‘unsafe’ in relation to their scenarios into safe and
situations personal safety and wellbeing and indicate reasons for unsafe may indicate
their choice recognising and
responding to safe and
unsafe situations.
continued
237
Focus: Personal safety and wellbeing (cont)

• their right to privacy, • recognise appropriate • sort or match pictures to indicate behaviour which is Students’ participation and Oral, visual and/or tangible
safety and to be touching and handling appropriate for particular situations. These may include: responses may indicate feedback and prompts by
treated with dignity involved in carrying out – participating in or undertaking personal/health care recognising and the teacher to guide and
and sensitivity personal procedures procedures responding to safe and affirm students’ recognition
• participating in • recognise and – using change rooms in both school and community unsafe situations and/or of safe practice in a range
physical activities demonstrate behaviour contexts demonstrating safe of situations.
which is appropriate for – relating to strangers practices that promote
participation in a – travelling safely alone or with others personal wellbeing.
preferred physical activity – participating with peers in recreational activities in
at school or in the the community, eg sport, rock concerts, parties
community, eg using
change rooms at the local
swimming pool
continued
238

Students
• safe and unsafe • recognise specific aspects • respond to teacher questions and participate in Responding to teacher Oral, visual and/or tangible
personal situations of safe and unsafe structured role-plays to clarify and indicate appropriate questioning and feedback and prompts by
personal situations responses in a range of scenarios, for example: participating in structured the teacher to guide and
– what is ‘appropriate/inappropriate touching’ by a role-plays may assist affirm students’:
• the appropriate and • demonstrate refusal skills trusted adult in the context of personal/health care students in recognising and • appropriate responses to
inappropriate use of when offered medication procedures responding to safe and potentially dangerous
substances by another student – appropriate behaviour for using change rooms at a unsafe situations and/or situations
• demonstrate refusal skills swimming pool demonstrating safe
when offered illegal drugs – personal strategies to reject inappropriate touching practices that promote
or substances for when playing games or engaging in recreational personal wellbeing.
inappropriate purposes 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
• strategies to • recognise known people • develop a personal list of trusted adults and/or other Students’ participation in • development of a list of
communicate within a network of students who can be approached for support in relation the development of a trusted adults who can
dissatisfaction and trusted adults with whom to personal safety and wellbeing issues. This may personal list of trusted provide support in
distress in relation to it is appropriate to include: adults may assist students relation to personal
unwanted touching, communicate – identifying photographs of trusted adults in demonstrating safe safety and wellbeing
bribes, threats, dissatisfaction and – naming school and community personnel who could practices that promote issues.
bullying or distress in relation to assist in specific situations personal wellbeing.
harassment unwanted touch, bribes, – making and carrying a support network card using
threats, bullying or photographs or names of trusted adults and/or other
harassment 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
continued
239

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

Students
• behaviour that is • demonstrate behaviours • demonstrate the application of guidelines for personal Students participation in Oral, visual and/or tangible
appropriate to a range which are appropriate to safety and wellbeing in the context of structured structured role-plays may feedback and prompts by
of situations private situations role-plays. This may involve demonstrating: indicate demonstrating the teacher to guide and
• the appropriate and • demonstrate behaviours – appropriate personal behaviours in a variety of safe practices that promote affirm students’
inappropriate use of that are socially scenarios personal wellbeing and/or identification of potential
substances appropriate in a range of – strategies to deal with inappropriate behaviour by recognising and hazards in the environment
situations others in a variety of scenarios (‘No-Go-Tell’) responding to safe and and demonstration of
• develop and use – appropriate use of their support network card in the unsafe situations. protective behaviours to
individualised context of specific scenarios avoid danger.
communication strategies – strategies to reject medication or illegal drugs or
and devices to carry out substances
‘No-Go-Tell’ routine in a
range of situations
when offered medication
by another student
when offered illegal drugs
or substances for
continued
241

Students
• behaviour that is • demonstrate behaviours • demonstrate appropriate behaviours in school and Demonstration of Oral, visual and/or tangible
appropriate to a range that are socially community situations with teacher-structured controlled appropriate behaviours in feedback and prompts by
of situations appropriate in a range of variables. This may include demonstrating: school and community the teacher to guide and
situations – appropriate and safe personal behaviours settings may indicate affirm students’
– appropriate use of their support network card. demonstrating safe demonstration of
practices that promote appropriate strategies that
personal wellbeing and/or promote their personal
recognising and safety and wellbeing.
responding to safe and
unsafe situations.
242
12 Languages
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

number
12.1 Selected Let’s This unit has been written generically and may be used
K–10 celebrate for students undertaking Life Skills outcomes and
Language together content from any selected language syllabus. In this
Syllabus 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 Families, In this unit students develop language skills through
Languages friends and cultural and community activities and explore a theme
country 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.
243
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 Structures
A student: Language functions and structures include:
LS.UL.1 recognises words and phrases in [Language] • identifying food and drink vocabulary
LS.UL.2 uses [Language] to interact in everyday activities • identifying traditional foods
LS.UL.3 obtains and gives information in [Language] • expressing likes and dislikes
LS.UL.4 uses written [Language] to communicate • describing food and drink
LS.MLC.2 explores ways in which meaning is conveyed by nonverbal communication • naming items that are eaten and drunk
LS.MLC.4 explores ways in which meaning is conveyed by written language • using culturally appropriate language
LS.MBC.1 experiences cultural diversity • ordering food and drink in a restaurant
LS.MBC.2 explores own and other cultures. Resources
Samples 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.
Links
Dance Geography
LS.1.2 uses dance technique to communicate LS.7 explores the diversity of Australian communities
LS.3.1 experiences a variety of dance performances History
English LS.9 recognises the contribution of Aboriginal peoples and other cultures to
LS.2 listens for a variety of purposes in a range of contexts Australian society
LS.4 uses spoken language to interact with a range of audiences Information and Software Technology
LS.5 recognises visual texts in a range of contexts LS.5.3 uses a variety of techniques to present information and software technology
LS.7 reads and responds to short written texts solutions
LS.9 writes short texts for everyday purposes Music
LS.10 composes increasingly complex written texts LS.7 experiences music from a variety of social, cultural and historical contexts
LS.12 communicates for a variety of purposes Visual Arts
Food Technology LS.1 experiences a variety of artmaking activities
LS.5.1 participates in making food items LS.6 makes a variety of artworks that reflect experiences, responses or a point of
LS.6.2 recognises the significant role of food in society. 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.
244
Focus: Coming together

Outcomes: LS.MBC.1, LS.MBC.2
Teacher
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 • recognise visual • bring items from home that reflect features of their cultural Bringing items from home Oral, visual and/or tangible
characteristics of the representations of background to share with others, eg photographs, traditional that reflect features of their feedback and prompting by
school community culture(s) costumes, music, songs, stories culture may involve the teacher to guide and
• identify names of experiencing cultural affirm students’:
countries in diversity and/or exploring • sharing of their cultural
[Language] their own and other items with others
• identify features of cultures.
the culture(s)
• cultural • identify culture(s) • share cultural items with others, recognising features that Sharing cultural items and • participation of cultural
characteristics of the represented in the are the same and different across cultures. This may include: recognising features that diversity within the
school community school community – modelling costume items such as head wear are the same and different school and wider
• the importance of • identify features of – displaying photographs of family cultural celebrations across cultures may community.
cultural celebrations the culture(s) – listening to music associated with a range of cultural involve experiencing
• participate in cultural celebrations cultural diversity and/or
activities – listening to/viewing stories, myths and legends exploring their own and
– learning a dance associated with a particular festival other cultures.
• the diversity of • explore the diversity – exploring the movement, feel and sound produced by
cultural expression of cultural practices 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
continued
245
Focus: Coming together (cont)

Outcomes: LS.MBC.1, LS.MBC.2
Students
• features of lifestyles • identify features of • make a poster/model/multimedia presentation to illustrate a Making a poster, model or Oral, visual and/or tangible
and belief systems in traditional lifestyle particular cultural aspect, eg costumes worn for particular multimedia presentation to feedback and prompting by
diverse cultures • compare aspects of occasions such as weddings, festivals. illustrate a particular the teacher to guide and
their own lifestyle cultural aspect may involve affirm students’ creation of
and beliefs with exploring their own and a poster, model or
those of other other cultures. multimedia presentation.
communities
• the importance of • demonstrate respect
respect for the culture for diverse cultural
and lifestyle of others practices
Focus: Meet and greet
Outcomes: 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 • identify the meaning • respond appropriately to nonverbal greeting by others in the Responding appropriately Oral, visual and/or tangible
meaning in nonverbal conveyed by gestures school and community. This may include: to nonverbal greetings may feedback and prompting by
ways and facial – whistling, bowing in return, waving in response, offering involve exploring ways in the teacher to guide and
expressions hand in response which meaning is conveyed affirm students’ appropriate
• respond to gestures – demonstrating appropriate gestures when meeting by nonverbal responses to nonverbal
and facial members of the school and/or community communication. greetings.
expressions
continued
246
Focus: Meet and greet (cont)

Outcomes: LS.MLC.2, LS.UL1, LS.UL2
Students
• words and phrases in a • listen to words, • meet/greet and farewell others using appropriate words in Meeting, greeting and Oral, visual and/or tangible
variety of spoken phrases and simple [Language], eg hello, how are you, goodbye, thank you farewelling others using feedback and prompting by
contexts sentences to identify appropriate words in the teacher to guide and
meaning [Language] may involve affirm students’:
• identify known recognising words and • recognition and
words and phrases phrases in [Language] demonstration of the use
• the different purposes • establish and and/or using [Language] to of greetings and
of using known maintain social interact in everyday farewells in [Language]
language contact activities.
• words and phrases in a • identify known • respond to and use vocabulary using [Language] within the Engaging in a conversation • demonstration of use of
variety of spoken words and phrases in context of a conversation. This may include responding to using [Language] [Language] in a
contexts conversation and answering the following, eg My name is... I live at…, I vocabulary may involve conversation.
• the different purposes • establish and am 12 years old. What is your name? Where do you live? recognising words and
of using known maintain social phrases in [Language]
language contact and/or using [Language] to
• use language for interact in everyday
enjoyment activities.
• share personal
information
• the use of language in • engage in
the context of a conversation
conversation • initiate, maintain and
conclude a
conversation
247
Focus: Let’s do lunch – at school

Outcomes: LS.UL.1, LS.UL.2, LS.UL.3, LS.UL.4, LS.MBC.1, LS.MBC.2
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 • compare aspects of • participate in a talk/presentation by parents/members of the Identifying the variety of Oral, visual and/or tangible
and belief systems in their own lifestyles local community on the food and drink associated with their food and drink items feedback and prompting by
diverse cultures and with those of culture associated with a particular the teacher to guide and
[Language] culture may indicate affirm students’:
communities experiencing cultural • identification of food
diversity. and drink associated
with particular cultures
• words and phrases in a • listen to words, • recognise and/or use [Language] vocabulary to identify food Recognising and/or using • identification and/or
variety of spoken phrases and simple and drink items associated with a particular culture. This [Language] vocabulary to demonstration of use of
contexts sentences to identify may involve: identify food and drink language associated with
meaning – matching pictures, photographs, words and phrases with items associated with a food and drink.
• words and phrases in a • identify known food and drink associated with particular cultures particular culture may
variety of written words and phrases – recognising and/or using the images/symbols/words involve recognising words
contexts • identify known associated with food and drink items and phrases in
words and phrases in – naming food and drink items in [Language] [Language].
conversation
• the relationship • read whole words,
between printed words phrases and simple
and symbols and their sentences
sounds and meanings • recognise symbols,
letters and syllables
in print in
[Language]
248
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.2
Students
• the use of language in • engage in • participate in conversations about food and drink using Participating in Oral, visual and/or tangible
the context of a conversation [Language] conversation about food feedback and prompting by
conversation and drink may involve the teacher to guide and
using [Language] to affirm students’:
interact in everyday • demonstration of use of
activities. [Language] in a
conversation
• the importance of • participate in cultural • participate in a step-by-step plan to organise a lunch at Participating in planning a • planning of a lunch
cultural celebrations activities school as part of a cultural celebration/multicultural cultural celebration may associated with a cultural
day/community festival. This may include: involve experiencing celebration
– determining the nature and type of the celebration and cultural diversity.
who will participate, eg other students, parents, members
of the community
– selecting traditional music and making decorations
• written texts available • locate appropriate • determine the menu for the cultural celebration using Using language associated • demonstration of use of
for accessing written text to obtain [Language]. This may include: with food and drink in the [Language] to name food
information information – selecting pictures of food and drink items for the menu context of a cultural items and the
• select relevant – naming food and drink items in [Language] that will be celebration may involve development of a printed
information from made at the school and those to be brought by other recognising words and menu using [Language].
written text members of the school/community phrases in [Language]
• words and phrases in a • read whole words, – identifying and purchasing the food and drink items, and/or using [Language] to
variety of written phrases and simple eg identify food and drink from images/symbols and/or interact in everyday
contexts sentences [Language] from packaging labels during a visit to food activities. Designing
• ways to use written • communicate outlets printed menus may involve
text to communicate information in a – designing and producing a printed menu using recognising words and
information variety of ways [Language], eg use examples from the internet, menus phrases in [Language]
from restaurants/cafes, magazines and/or using written
[Language] to
continued
249
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.2
Students
• communication of • respond to gestures • participate in a cultural celebration at school. This may Communication with Oral, visual and/or tangible
meaning in nonverbal and facial involve: others using greetings and feedback and prompting by
ways expressions use – preparing food and drink for the luncheon as required farewells may involve the teacher to guide and
language for – meeting and greeting others on arrival using gesture exploring ways in which affirm students’:
enjoyment and/or [Language] meaning is conveyed using • participation in the
• words and phrases in a • identify known – engaging in conversation using [Language] during the nonverbal communication cultural celebration and
variety of spoken words and phrases lunch and/or recognising words use of greetings and
contexts • identify known – farewelling guests using gesture and/or [Language] and phrases in [Language] farewells in [Language]
words and phrases in and/or using [Language] to
conversation interact in everyday
• the use of language in • engage in a activities.
the context of a conversation
conversation
• ways to use written • communicate • write thank you notes using pictures or written text in Writing thank you notes • demonstration of use of
text to communicate information in a [Language] to thank others for their participation. may indicate using written written words and
information variety of ways [Language] to phrases in [Language] in
communicate. the context of designing
thank you notes.
250
Focus: ‘Let’s go out for lunch’

Outcomes: LS.UL.1, LS.UL.2, LS.UL.3, LS.UL4, LS.MBC.1, LS.MBC.2
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 • identify local places • extend their experiences of using [Language] by: Visiting and eating at a Oral, visual and/or tangible
local community of cultural – visiting a [Language] café/restaurant to sample/taste a [Language] café/restaurant feedback and prompting by
significance variety of food and drink items and indicating their in the community may the teacher to guide and
• the different purposes • communicate basic preferences using [Language] involve experiencing affirm students’ use of
of using known needs and wants in a – obtaining a menu from a [Language] café/restaurant and cultural diversity and/or [Language] in the context
language variety of ways identifying and recording preferences from the menu obtaining and giving of a visit to cafe/restaurant.
• diversity of cultural • recognise that there using [Language] information in [Language]
values and practices are culturally – participating in a follow-up visit to a [Language] and/or using [Language] to
appropriate café/restaurant for lunch interact in everyday
expressions and – ordering (and eating) a meal from the menu using activities. Recording their
behaviour for [Language] experiences at a
particular contexts – engaging in conversation in [Language] during the meal, [Language] café/restaurant
• the use of language in • engage in eg ‘This is good’, ‘Can I have another drink please?’ may involve obtaining and
the context of a conversation ‘Thanks, I enjoyed that’ giving information in
conversation • communicate – record their experiences at a [Language] café/restaurant [Language] and/or using
• ways to use written information in a in a multimedia presentation using [Language]. written [Language] to
text to communicate variety of ways communicate.
information
251
12.2 Aboriginal Languages Years 7–10 Life Skills unit: Families, friends and country
Unit title: Families, friends and country

Description: 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
Life Skills Outcomes Language Functions and Structures
A student: • Introducing family, eg Gayrr ngay Harry. (My name is Harry.) Ngaya milan banay.
LS.UL.1 recognises words and phrases in Aboriginal languages (I am eleven.) Gulibaa ngay dhagaan . (I have three brothers.) Ganungu gayrr …
LS.UL.2 uses Aboriginal languages to interact in everyday activities (Their names are …) Gunii ngay nhalay. (This is my mother.) Gayrr nguungu …
LS.UL.3 obtains and gives information in Aboriginal languages (Her name is …) Ngiyani wilay-la-nha Walgett-ga. (We live at Walgett.)
LS.UL.4 uses written Aboriginal language to communicate • Describing present activities, eg Ngaya yinabildanha. (I am fishing.) Nguu
LS.MLC.3 explores ways in which meaning is conveyed by spoken language gubiyaanha. (She is swimming.)
LS.MLC.4 explores ways in which meaning is conveyed by written language • Exchanging information about family activities, eg Minyanda nginda? (What are
LS.MBC.1 experiences cultural diversity you doing?) Minyaaya dhaadhaa? (Where is grandfather?) Wii wiimaldanha nguu.
LS.MBC.2 explores their own and other cultures. (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.)
Resources
Published Resources
Yuwaalayaay Dictionary – Ash, A, Giacon J and Lissarrague (ed) 2003. IAD Press,
Alice Springs
We 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.org
Teacher-made Resources
• photographs, picture flashcards of family members, activities, animals
• model written text for reading activity – recount of an event at the river
252
Links
Aboriginal Studies Geography
LS.1 recognises factors that contribute to an Aboriginal person’s identity LS.7 explores the diversity of Australian communities
LS.2 explores Aboriginal culture and cultural expression History
LS.3 recognises the importance of families and communities to Aboriginal people LS.9 recognises the contribution of Aboriginal peoples and other cultures to
Dance Australian society
LS.1.2 uses dance technique to communicate Information and Software Technology
LS.3.1 experiences a variety of dance performances LS.5.3 uses a variety of techniques to present information and software technology
English solutions
LS.2 listens for a variety of purposes in a range of contexts Music
LS.3 uses technology and aids to communicate with a range of audiences LS.7 experiences music from a variety of social, cultural and historical contexts
LS.4 uses spoken language to interact with a range of audiences Visual Arts
LS.7 reads and responds to short written texts LS.1 experiences a variety of artmaking activities
LS.9 writes short texts for everyday purposes LS.6 makes a variety of artworks that reflect experiences, responses or a point
LS.11 views and responds to a range of visual texts, media and multimedia. 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).
253
Focus: Coming together

Outcomes: LS.UL.1, LS.UL.2, LS.UL.3
Teacher
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 • recognise visual • bring items from home that reflect features of their cultural Bringing items from home Oral, visual and/or tangible
of the school representations of background to share with others, eg photographs, items of that reflect features of their feedback and prompting by
community culture traditional apparel, music, songs, stories culture may involve the teacher to guide and
• identify names of experiencing cultural affirm students’:
countries diversity and/or exploring • sharing of their own
• identify features of their own and other cultural items with
the cultures cultures. others
• the diversity of • explore the diversity • explore Aboriginal cultural items. This may include: Exploring Aboriginal • response to Aboriginal
cultural expression of cultural practices – listening to traditional and contemporary Aboriginal cultural items may involve cultural items.
music associated with a range of celebrations exploring their own and
– listening to/viewing stories, eg Dreamtime stories other cultures.
– 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
continued
254
Focus: Coming together (cont)

Students
• features of lifestyles • identify features of • explore a particular aspect of Aboriginal culture through the Making a poster, model or Oral, visual and/or tangible
and belief systems in traditional lifestyle creation of a poster/multimedia presentation. An example in multimedia presentation to feedback and prompting by
diverse cultures relation to items of traditional apparel may involve: illustrate a particular aspect the teacher to guide and
• the importance of • compare aspects of – selecting pictures/photographs of items of traditional of Aboriginal culture may affirm students’ creation of
respect for the culture their own lifestyle apparel involve exploring their a poster, model or
and lifestyle of others and beliefs with – annotating pictures of traditional apparel own and other cultures. multimedia presentation.
those of other – researching through print and electronic media
communities – 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.
Focus: Family and friends
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 • identify known • listen to and participate in the song ‘We are one family’ Listening/participating in Oral, visual and/or tangible
variety of spoken words and phrases singing may involve feedback and prompting by
contexts recognising words and the teacher to guide and
phrases in Aboriginal affirm students’ listening,
languages. participation and responses.
continued
255
Focus: Family and friends (cont)

Students
• the different purposes • share personal • display family photographs in a personal album Displaying family Oral, visual and/or tangible
of using known information photographs may involve feedback and prompting by
language using Aboriginal the teacher to guide and
languages to interact in affirm students’:
everyday activities • display of items in an
album
• ways to use written • communicate • label family photographs in Yuwaalaraay Labelling photographs may • demonstration of use of
texts to communicate information in a involve obtaining and Yuwaalaraay to label
information variety of ways giving information in photographs.
Aboriginal languages
• the different purposes • share personal • identify family members in photographs in a personal album Identifying photographs in • demonstration and use of
of using known information by speaking Yuwaalaraay, eg ‘John is my brother’, ‘Cathy an album may involve Yuwaalaraay to identify
language is my cousin’, ‘Nola is our sister’ obtaining and giving family members
information in Aboriginal
languages.
• the use of language in • engage in • use their personal album to introduce peers to their family Using an album to • demonstration and use of
the context of conversation by using family terms in Yuwaalaraay. introduce others to their their personal album to
conversation family may involve using introduce others to their
Aboriginal languages to family.
interact in everyday
activities.
256
Focus: Meet and greet

Outcomes: LS.UL.1, LS.UL.2, LS.UL3, LS.MLC.2
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 • identify the meaning • respond appropriately to nonverbal greetings by others in Responding to nonverbal Oral, visual and/or tangible
meaning in nonverbal conveyed by gestures the school and community. This may include: greetings in the school and feedback and prompting by
ways and facial – whistling, bowing in return, waving in response, offering community may involve the teacher to guide and
expressions hand in response exploring ways in which affirm students’ response to
• respond to gestures – demonstrating appropriate gestures when meeting meaning is conveyed by nonverbal greetings.
and facial members of the school and/or community nonverbal communication.
expressions
continued
257
Focus: Meet and greet (cont)

Outcomes: LS.UL.1, LS.UL.2, LS.UL3, LS.MLC.2
Students
• the use of language in • engage in • use appropriate words in Yuwaalaraay to meet/greet and Using appropriate words in Oral, visual and/or tangible
the context of a conversation farewell others in the school and members of the Yuwaalaraay in the feedback and prompting by
conversation community, eg hello, how are you, goodbye, thank you context of greeting the teacher to guide and
members of the affirm students’:
community may involve • use of appropriate words
using Aboriginal in Yuwaalaraay to meet,
languages to interact in greet and farewell others
everyday activities. in the school and
community
• the use of language in • initiate, maintain and • respond to and use vocabulary in Yuwaalaraay within the Responding to and using • use of appropriate words
the context of a conclude a context of a conversation. This may include responding to vocabulary in in Yuwaalaraay in the
conversation conversation and answering the following, eg My name is..., I live at…, Yuwaalaraay in the context of a
I am 12 years old. What is your name? Where do you live? context of engaging in conversation.
conversation may involve
using Aboriginal
languages to interact in
everyday activities.
258
Focus: A day at the river

Outcomes: LS.UL.1, LS.UL.2, LS.UL.3, LS.UL.4
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 • listen to words, • listen to the teacher tell or read the cartoon story of ‘A Day Listening to and retelling a Oral, visual and/or tangible
variety of spoken phrases and simple at the River’ in Yuwaalaraay and sequence pictures to retell story may involve feedback and prompting by
contexts sentences to identify the story recognising words and the teacher to guide and
meaning phrases in Aboriginal affirm students’:
languages. • listening to and retelling
a story
• words and phrases in a • identify known • use vocabulary in Yuwaalaraay to describe activities that Using vocabulary to • use of appropriate words
variety of spoken words and phrases are shown in the cartoon, eg ‘He is fishing’, ‘That is a good describe a story may in Yuwaalaraay to
contexts fire’, ‘The fish is good’. This may involve: involve recognising words describe activities in the
– sequencing pictures to make sentences to describe and phrases in Aboriginal story.
activities languages.
– selecting and matching words and phrases
– reading simple sentences
• the use of language in • engage in • respond to pictures/films/videos shown by the teacher and Participating in a • use of appropriate words
the context of conversation participate in a discussion, using Yuwaalaraay, to suggest discussion may involve in Yuwaalaraay to
conversation and talk about activities which they could undertake during using Aboriginal participate in a
a day at a river/waterway languages to interact in discussion.
everyday activities.
continued
259
Focus: A day at the river (cont)

Outcomes: LS.UL.1, LS.UL.2, LS.UL.3, LS.UL.4
Students
• the use of language in • engage in • make a list of items using Yuwaalaraay which may be identifying items for a visit Oral, visual and/or tangible
the context of conversation needed for their visit to a river/waterway and make other to a river/waterway may feedback and prompting by
conversation • initiate, maintain and appropriate preparations involve using Aboriginal the teacher to guide and
conclude a • during a visit to a river/waterway students may: languages to interact in affirm students’ use of
conversation – engage in conversation using Yuwaalaraay to describe everyday activities. appropriate vocabulary in
their activities, eg ‘I am going fishing, what are you Yuwaalaraay to plan and
going to do?’ ‘I am cooking lunch’, ‘I am looking for participate in a visit to a
animals’ river/waterway.
– take photographs/videos of their activities and of the
river/waterway environment
– make a recording of the sounds associated with the
river/waterway
• ways to use spoken • communicate • following the visit to a river/waterway students may: Labelling photographs, Oral, visual and/or tangible
text to communicate information in a – sequence photographs to tell a story of their visit to a making a poster, editing feedback and prompting by
information variety of ways river/waterway videos or developing the teacher to guide and
• ways to use written • communicate – label photographs to describe their activities at the river summaries to share their affirm students’ use of
text to communicate information in a using words and phrases in Yuwaalaraay experiences with others appropriate vocabulary in
information variety of ways – make a poster or paint a mural to describe their activities may involve obtaining and Yuwaalaraay to record their
at the river, using words and phrases in Yuwaalaraay in giving information in experiences following a
the form of thought, speech and feeling bubbles Aboriginal languages visit to a river/waterway.
– edit videos taken during their activities at the river and and/or using written
add voice-overs using words and phrases in Yuwaalaraay Aboriginal language to
– develop a summary of their activities at the river using communicate.
photographs and/or pictures with appropriate descriptions
in Yuwaalaraay for inclusion in the school/community
newsletter
– document and share their experiences with other
members of the school community through a multimedia
presentation with appropriate commentary in
Yuwaalaraay.
260

Life Skills 710 Support

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Life Skills

Advice on Planning, Programming

When you access the Material you agree:

Tel: (02) 9367 8111

First published August 2004

ISBN 1 7414 7083 8

2 Curriculum options for students with special education needs

Providing for students with special education needs: an overview

Curriculum adjustments (see section 2.3)

2.2 Collaborative curriculum planning

Collaborative curriculum planning should focus on designing and implementing an appropriate

When making decisions about curriculum options it is important to consider:

2.3 Curriculum adjustments

Adjustments to teaching and learning

• adjustments to the amount of content to be covered in a particular lesson or unit of work or

A student may participate in commenting and discussing by:

A student may participate in writing or recording by:

A student may participate in reading activities by:

A student may participate in listening activities by:

A student may participate in viewing activities by:

2.4 Decision to access Life Skills outcomes and content

1. Can the student If no, then consider a range

4. In which subjects will the

5. What further adjustments

6. What further adjustments

7. Will the student’s pattern of

8. What are the implications

2.5 School planning to implement Life Skills outcomes and content

2.6 Frequently asked questions on access to Life Skills outcomes

Who can access Life Skills outcomes and content?

Do students have to complete all of the content to demonstrate achievement of a Life

3 Programming Life Skills outcomes and content

After selecting the appropriate Life Skills outcomes, teachers should:

Developing integrated teaching, learning and assessment activities

Students will be assessed in relation to the

Some strategies for gathering

3.2 Reporting achievement of Life Skills outcomes

The mechanism for regular reporting on a student’s progress to parents/carers should be

3.3 Model of programming from Life Skills outcomes and content

Programming from Life Skills outcomes and content

4 Introduction to the sample units of work

Key Learning Area Syllabus Support documents

Key Learning Area Syllabus Support documents

Unit number Unit title Unit description

This unit is based on a unit of the same name in the support

The sections marked (b) contain programming based on Life

This unit has been developed from a unit in the support

5.1 Viewing and reviewing film

Life Skills Outcomes Content

LS.3.1 experiences a variety of drama or theatre

Graphics Technology LS.2.2 undertakes graphical presentations to

Music LS.7 experiences music from a variety of social,

Visual Design LS.4 explores ways in which experiences of the

Stage 5 sample unit of work: Viewing and reviewing film

Programming from regular outcomes and content

(a) Focus: Initial responses to, and understanding of, film

Viewing and reviewing film

Programming from Life Skills outcomes and content

(b) Focus: Initial responses to, and understanding of, film

Focus: Initial responses to, and understanding of, film (cont)

Stage 5 sample unit of work: Viewing and reviewing film

Programming from regular outcomes and content

Focus: Promotion of films, posters and reviews