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New NSW Syllabuses

Years 7–10 Life Skills advice

WHO IS ELIGIBLE TO UNDERTAKE YEARS 7–10 LIFE SKILLS OUTCOMES AND CONTENT?

A small percentage of students with special education needs, particularly those with an intellectual disability, may best fulfil the curriculum requirements for Years 7–10 by undertaking Life Skills outcomes and content.

A range of adjustments to teaching, learning and assessment experiences should be explored before a decision is made to access Years 7–10 Life Skills outcomes and content.

HOW SHOULD YEARS 7–10 LIFE SKILLS OUTCOMES AND CONTENT BE IMPLEMENTED?

The Years 7–10 Life Skills outcomes and content are developed from the objectives of the syllabus. They indicate the knowledge, understanding and skills expected to be gained by most students as a result of effective teaching and learning by the end of a stage. Read the full list of objectives.

In order to provide a relevant and meaningful program of study that reflects the needs, interests and abilities of each student, schools may integrate Years 7–10 Life Skills outcomes and content across a variety of school and community contexts.

The following points need to be taken into consideration:

  • specific Life Skills outcomes will be selected on the basis that they meet the particular needs, goals and priorities of each student
  • students are not required to complete all outcomes
  • outcomes may be demonstrated independently or with support.

The Years 7–10 Life Skills content forms the basis for learning opportunities. Content should be selected based on the abilities, needs and interests of the students. Students will not be required to complete all of the content to demonstrate achievement of an outcome.

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
  • adjustments to teaching, learning and assessment experiences 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 Board of Studies NSW for students to access Life Skills outcomes and content, nor is it necessary to submit planning documentation.

How will Life Skills outcomes and content be assessed and reported?

Each student undertaking Years 7–10 Life Skills will study selected outcomes and content, as identified through the collaborative curriculum planning process. The syllabus outcomes and content form the basis of learning opportunities for students.

Students can demonstrate achievement of Life Skills outcomes in a number of ways and across a range of environments (eg school, home, community). Evidence of achievement can be based on a range of assessment for learning experiences, such as observation during teaching and learning, work samples or planned assessment events.

Assessment should reflect the student's ability to generalise the knowledge and skills in a range of contexts.

Life Skills outcomes may be achieved either independently, including with the appropriate adjustments, or with support. The type of adjustments and support will vary according to the particular needs of the student and the requirements of the activity.

Teachers will need to consider, in consultation with their school and sector, the most appropriate method of reporting student achievement for those students undertaking Life Skills outcomes and content. There is no requirement for schools to use the Common Grade Scale (A–E) or equivalent to report achievement of students undertaking Life Skills outcomes and content.

Life Skills outcomes worksheets have been developed to assist schools in collecting information on the Life Skills outcomes that a student has achieved.

Further information about students undertaking Life Skills outcomes and content can be found on the BOSTES website and on the ACE website.