Life Skills Years 7–10 Advice on Planning, Programming and ... · Life Skills Years 7–10: Advice on Planning, Programming and Assessment 6 2 Curriculum options for students with

Life SkillsYears 7–10

Advice on Planning, Programmingand Assessment

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Published by

Board of Studies NSW

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Tel: (02) 9367 8111

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Internet: www.boardofstudies.nsw.edu.au

August 2004

ISBN 1 7414 7083 8

2004232

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

11 Personal Development, Health and Physical Education ............................................ 212

11.1 Facing new challenges .................................................................................... 213

11.2 Personal safety net .......................................................................................... 221

12 Languages ............................................................................................................... 231

12.1 Languages Years 7–10 Life Skills unit: Let’s celebrate together ..................... 232

12.2 Aboriginal Languages Years 7–10 Life Skills unit: Families, friends

and country..................................................................................................... 240

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

5

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.


9

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.


10

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

access some or all of

the regular syllabus

outcomes in a

particular subject

without adjustments?

If yes, then the student

should follow a regular

syllabus program in

that subject without

adjustments.

2. Can the student access

some or all of the regular

syllabus outcomes in a

particular subject with

adjustments to teaching,

learning and/or

assessment?

If no, then consider Life Skills

outcomes and content in the

relevant syllabus.

If yes, then the student

should follow a regular

syllabus program in that

subject with appropriate

adjustments.

3. Are the student’s

interests, strengths, goals

and present and future

learning needs best

addressed by Life Skills

outcomes and content in one

or more subjects?

5. What further adjustments

are required to teaching and

learning?

7. Will the student’s pattern of

study meet the requirements

for the award of the School

Certificate?

8. What are the implications

for the student’s future study

and transition to adult life?

If yes, then the student should

access Life Skills outcomes

and content in one or more

subjects.

4. In which subjects will the

student access Life Skills

outcomes and content?

6. What further adjustments

are required to assessment?

If no, then consider a range

of curriculum adjustments.


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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 outcomesand content

Who can access Life Skills outcomes and content?

The Board expects that the majority of students who will access Life Skills outcomes and

content will have an intellectual disability. However, it is not necessary to submit

documentation or confirmation of a disability to the Board for students to access Life Skills

outcomes and content.

When can a decision to access Years 7–10 Life Skills outcomes and content be made?

The decision to access Life Skills outcomes and content can be made at any time during the

course of Years 7–10. The appropriate timing of the decision will be determined by the needs

of the individual student. It is important to remember that students with special education needs

build on their achievements from K–6 and collaborative curriculum planning enables

consideration of curriculum options and adjustments over time.

Does the student have to undertake Life Skills outcomes and content in all subjects?

No, some students may study Life Skills outcomes and content in every subject. Other students

may study a combination of Life Skills outcomes and content in some subjects and regular

outcomes and content in other subjects.

However, it is not possible for students to undertake a combination of regular and Life Skills

outcomes within the same subject.

Refer to section 9 of the ACE Manual for further details of the pattern of study requirements

for the School Certificate for students with special education needs.


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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.


14

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.

Evidence of learning for students undertaking Life

Skills outcomes and content must be specific to the

individual student.

Teachers need to become aware of:

• the way in which the student communicates

• the time required for the student to communicate

• support that will be required for the student to

demonstrate achievement in relation to

outcomes, including modifications to equipment,

furniture and environment; verbal, visual and/or

physical prompts; and physical assistance.

Evidence of learning links observable behaviour

and student products to achievement in relation

to outcomes.

Teachers reflect on

student performance in

relation to Life Skills

outcomes.

Information gathered as part

of the teaching, learning and

assessment cycle will

inform any changes that are

needed to instruction and

teaching strategies.

Teachers should identify

opportunities for

maintenance of knowledge

and skills and generalisation

of achievement of outcomes.

Outcomes need to be

revisited and reviewed often

to ensure maintenance and

generalisation of

knowledge, understandingand skills.

Feedback to students

Appropriate feedback during

and at the end of activities

guides and affirms student

behaviour towards

achievement of outcomes.

Teachers should consider the

most effective form of

feedback for individual

students. This may include

oral, visual or tangible forms.

Content and learning experiences

Each syllabus has content for each

outcome in the form of ‘Students

learn about’ and ‘Students learn to’

that may be selected according to

individual student’s learning needs.

The content forms the basis of the

learning activities for students and

also provides opportunities for

teachers to make judgements on

student achievement.

Teachers plan the instruction,

teaching and learning experiences

appropriate to the outcomes. It is

important that teachers develop

whole-of-class programs that can

accommodate the learning needs ofall students.

Some strategies for gathering

evidence of learning in relation

to Life Skills outcomes may

include:

• observation of a physical

response

• observation of engagement in

the teaching and learning

activity

• observation of performance in

practical activities

• observation of participation in

group work

• written responses such as

diary entries, design portfolio

• responses using augmentative

and alternative

communication (AAC)

systems

• oral reports and presentations

• visual displays such as

collage, sketching/graphiccommunication.

The selection of Life Skills outcomes

for individual students is central to the

teaching and learning cycle.

Identify the Life Skills outcomes that

will be addressed in the particular

syllabus or unit of work.

Students do not need to address all the

Life Skills outcomes in each syllabus.

The student’s learning needs should

determine which Life Skills outcomes

and content are addressed.


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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.


16

Step 2 Identify the required evidence of learning that will enable students to demonstrate achievement in

relation to outcomes.

Evidence of learning for students undertaking Life Skills outcomes and content must be specific to

the individual student.

Teachers need to become aware of:

• the way in which a student communicates

• the time required for the student to communicate

• the support that will be required for the student to demonstrate achievement in relation to

outcomes, including modifications to equipment, furniture and environment; oral, visual and/or

physical prompts; and physical assistance.

Evidence of learning links observable behaviour and student products to achievement in relation to

outcomes.

Some strategies for gathering evidence of learning may include:

• observation of a physical response

• observation of engagement in the teaching and learning activity

• observation of performance in practical activities

• observation of participation in group work

• written responses such as diary entries, design portfolio

• responses using augmentative and alternative communication (AAC) systems

• oral reports and presentations

• visual displays such as collage, sketching/graphic communication.

Step 3 Plan the instruction, teaching and learning experiences and assessment opportunities appropriate to

the outcomes.

To cater for the range of needs of students in any given classroom it is important that teachers

develop whole-of-class programs that can accommodate the learning needs of all students.

It is important when developing teaching and learning activities that teachers consider:

• the sequence of the teaching and learning activity

• the appropriate placement of the student in that sequence

• a range of adjustments to enable individual students to participate effectively

• age-appropriate activities and materials

• the student’s individual communication system

• the provision of opportunities for the student to generalise skills into other contexts.

The sample units of work in sections 5 to 12 provide examples of integrated teaching, learning and

assessment activities. Teachers should develop their own teaching and learning activities that are

appropriate for the students in their class.

Step 4 Ensure that appropriate and meaningful feedback is given to the student throughout the learning

experience to guide further learning and encourage participation.

Teachers should consider the most effective form of feedback for individual students in relation to

their learning.

Step 6 Reflect on student progress towards outcomes, including generalisation across school, community

and workplace contexts and maintenance of achievement over time.

Outcomes need to be revisited and reviewed often to ensure generalisation and maintenance of

knowledge, understanding and skills.

Students should be given structured opportunities to generalise knowledge, understanding and skills.

Step 7 Adjust teaching and learning experiences accordingly.

Information gathered as part of the teaching, learning and assessment cycle will inform any changes

that are needed to teaching strategies.


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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

History Years 7–10 Syllabus History Years 7–10: Advice on Programming

and Assessment

Geography Years 7–10 Syllabus Geography Years 7–10: Advice on Programming

and Assessment

Aboriginal Studies Years 7–10 Syllabus Aboriginal Studies Years 7–10: Advice on


Commerce Years 7–10 Syllabus Commerce Years 7–10: Advice on Programming

and Assessment

Human Society and

Its Environment

Work Education Years 7–10 Syllabus Work Education Years 7–10: Advice on


Technology (Mandatory) Years 7–10

Syllabus

Technology (Mandatory) Years 7–10: Advice on


Agricultural Technology Years 7–10

Syllabus

Agricultural Technology Years 7–10: Advice on


Design and Technology Years 7–10

Syllabus

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

Syllabus

Graphics Technology Years 7–10: Advice on


Industrial Technology Years 7–10

Syllabus

Industrial Technology Years 7–10: Advice on


Information and Software Technology

Years 7–10 Syllabus

Information and Software Technology Years

7–10: Advice on Programming and Assessment

* Marine and Aquaculture Technology

Years 7–10 Syllabus (Content Endorsed

Course)

Technological and

Applied Studies

Textiles Technology Years 7–10 Syllabus Textiles Technology Years 7–10: Advice on



18

Key Learning Area Syllabus Support documents

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

Creative Arts

*Visual Design Years 7–10 Draft Syllabus

Personal Development, Health and

Physical Education Years 7–10 Syllabus

Personal Development, Health and Physical

Education Years 7–10: Advice on Programming

and Assessment

Personal

Development, Health

and Physical

Education *Physical Activity and Sports Studies

Years 7–10 Syllabus (Content Endorsed

Course)

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


Languages

#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.


19

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.


20

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

reviewing film

The unit engages students in the study of four areas: initial

responses to, and understanding of, film; promotion of films;

posters and reviews; and close study of film.

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

document English Years 7–10 Syllabus: Advice on

Programming and Assessment (pp 33–41). In the sample unit

that follows (pp 21–29), the sections marked (a) contain

programming from that support document.

The sections marked (b) contain programming based on Life

Skills outcomes and content. This programming will align with

the classroom activities that are taking place as a result of the

section (a) programming.

5.2 Myself The unit engages students in the study of sharing and engaging

with others and composing various texts such as personal diary,

email, personal greetings and presenting research information.

This unit has been developed from a unit in the support

document English Years 7–10 Syllabus: Advice on

Programming and Assessment (p 12), as appropriate for students

in Year 7.


21

5.1 Viewing and reviewing film

Life Skills Outcomes Content

A student:

‘Learn to’ and ‘Learn about’ paragraphs

(see the English Years 7–10 Syllabus (pp 45–54) for

details of content)

LS.1 responds to auditory cues in a range of

contexts

1.2, 1.5

LS.2 listens for a variety of purposes in a range of

contexts

2.3, 2.5, 2.6, 2.7, 2.8, 2.10

LS.3 uses technology and aids to communicate with

a range of audiences

3.5, 3.6, 3.7

LS.4 uses spoken language to interact with a range

of audiences

4.4, 4.7, 4.8, 4.9, 4.10, 4.12, 4.13

LS.5 recognises visual texts in a range of contexts 5.1, 5.5

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,

media and multimedia

11.1, 11.2, 11.6, 11.7, 11.10, 11.11

LS.12 communicates for a variety of purposes 12.1, 12.2, 12.3, 12.4, 12.5, 12.6, 12.7

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

learning process.

17.1, 17.5, 17.6, 17.7, 17.8, 17.9, 17.10, 17.11, 17.12

Links A student:

Drama LS.1.1 explores characters, roles, situations and actions

through drama activities

LS.3.1 experiences a variety of drama or theatre

performances

Graphics Technology LS.2.2 undertakes graphical presentations to

communicate ideas

Information and Software Technology LS.1.1 uses information and software technology to

participate in and manage their environment

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

cultural and historical contexts

Photographic and Digital Media LS.4 explores ways in which experiences of the

world can be communicated through

photographic and digital media works

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

world can be communicated in visual design

artworks.

For students working towards Life Skills outcomes in regular classes, teachers may wish to link the activities in

this unit with the Stage 5 unit ‘Viewing and reviewing film’ in English Years 7–10 Syllabus: Advice on

Programming and Assessment (pp 33–41).


22

Stage 5 sample unit of work: Viewing and reviewing film

Programming from regular outcomes and content

Focus: Initial responses to, and understanding of, film

Integrated learning experiences, instruction and

assessment

Evidence of learning Feedback

Students

• brainstorm films and film-making through

questioning, class discussion and journal writing.

They could consider such things as the following:

What do they know about film? What is their

favourite film and why? What types of films do

they enjoy watching and why? What other types

of film (or genres) do they know? What films

have they seen in the last 12 months? What made

them see these films?

• discuss the popularity of home videos/DVDs and

how they account for the continuing popularity of

the cinema

Oral responses, discussion

and journal entries show

students’ prior knowledge

and understanding of film

and ‘where they are at’ as

they begin the unit.

Teacher’s oral feedback and

questioning during

discussion.

• identify and discuss with the class a ‘memorable’

scene from a film they have seen and what made it

memorable (eg film techniques, sound or special

effects, mood, action)

• individually or in pairs, storyboard a scene and

display for peer comment and discussion.

Storyboard demonstrates

students’ representation

skills, and their knowledge

and critical analysis of

film-making techniques

used to engage the

audience.

Teacher’s oral feedback and

questioning during

discussion and while

students are composing

their storyboards.

Storyboards displayed and

peer commentary.

(a)


23

Viewing and reviewing film


Focus: Initial responses to, and understanding of, film


assessment

Evidence of learning

(words in italics refer to

Life Skills outcomes)

Feedback

Students

• participate in class discussion and brainstorming

about a film that they have watched. Responses

may be prompted by direct questioning and/or

visual supports. Information identified may

include:

– the main theme or plot of the film

– whether they enjoyed the film

– reasons why they did or did not enjoy the film

– favourite and least favourite characters and

reasons for liking/disliking them

– similarities with and differences between this

and other films they have seen

– ways in which the film could have been

improved

Participation may

constitute responding to

auditory cues in a range of

environments. It may

indicate using spoken

language to interact with a

range of audiences, and/or

using technology and aids

to communicate with a

range of audiences.

Oral, visual and/or tangible

feedback and prompting by

the teacher:

• to encourage and guide

consideration during the

discussion of features of

films

• describe the events depicted in a short sequence of

a film storyboard. Activities may include:

– indicating agreement or disagreement with the

teacher’s description of the events

– participating in directed role-play

– sequencing captions to accompany each frame

– choosing captions from a number of

alternatives to accompany each frame

– creating captions to accompany each frame of

the storyboard

– recounting the events verbally, in writing or by

using augmentative and alternative

communication systems

– suggesting a number of alternative

interpretations of the events depicted in the

storyboard

The description may

constitute listening for a

variety of purposes a range

of contexts. It may indicate

using spoken language to

interact with a range of

audiences, and/or using

technology and aids to

communicate with a range

of audiences. It may

indicate recognising visual

texts a range of contexts

and viewing and

responding to a range of

visual texts, media and

multimedia.

• to encourage response to

visual texts and media

• an additional or alternative activity could include

collecting, displaying and describing film posters,

advertising material and other images related to

their favourite film/s. Individual student

participation may include:

– acknowledging individual images when they

are presented

– selecting images from an array provided

– locating and selecting images from sources

provided

– locating sources and selecting images from

print and electronic media

– contacting and organising the supply of posters

and other images from distributors

A response to the pictures

may indicate recognising

visual texts in a range of

contexts and the selection

of pictures may indicate

using visual texts in a

range of contexts.

• to support the selection

of appropriate pictures.

continued

(b)


24

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


assessment




Feedback

• the display of posters and other images may

involve:

– positioning a picture in a prominent place in

the classroom

– mounting a selection of appropriate pictures on

a poster

– arranging pictures in sequential order with or

without a commentary

– arranging pictures according to genre

– arranging pictures around a theme, eg suspense

scenes, those involving a favourite actor

– describing the theme or genre and relevance of

each picture to the theme or genre

The display may involve


to communicate, and/or



audiences. It may indicate

recognising and/or using


contexts.



the teacher:

• to facilitate appropriate

display of the images

• describe what is happening in a selection of

posters or images related to their favourite film/s.

Activities may include:

– indicating agreement or disagreement with the

teacher’s description

– participating in directed role-play

– sequencing captions to accompany each image

– creating captions from a number of alternatives

to accompany each frame

– recounting the events verbally, in writing or by

using alternative and augmentative


– relating how the events depicted in the images

relate to events in the film

The description may


language to interact,

and/or using technology

and aids to communicate

with a range of audiences.

It may indicate recognising


contexts and viewing and

responding to visual texts,

media and multimedia.

• to encourage

interpretation of visual

text and affirm the

response

• present the descriptions of the storyboard or the

poster/images to the teacher and peers

A presentation may

indicate communicating

for a variety of purposes

and/or communicating with

a range of audiences.

• to support and affirm the

skills used in the

presentation.

Feedback in the form of

peer response at the end of

the presentation.

• participate in the audience for the presentation Appropriate listening

behaviours may indicate

listening for a variety of

purposes in a range of

contexts.



the teacher:

• to direct and affirm

appropriate listening

behaviours and to

emphasise information

• respond to the presentations of other members of

the class by making comments, asking questions,

discussing with peers, using facial expressions,

applauding, gesturing and/or using augmentative

and alternative communication systems. These

responses may be prompted by the teacher and/or

by peers.

A response may constitute



contexts. It may indicate


interact, and/or using



of audiences. It may


for a variety of purposes,

in a range of contexts and


• to encourage both

responding to and

interaction with peers.

Peer feedback in the form of

interaction.

(b)


25



Focus: Promotion of films, posters and reviews


assessment


Students

• discuss how we learn about upcoming films

• consider promotional material and reviews

• examine posters as representations of films.

Oral responses and

discussion demonstrate

their level of

understanding of how

meaning is shaped in

visual texts.

Teacher observation and

oral feedback.

Teacher

• gives instruction on how to analyse a poster

(if required)

• directs questions such as what is the relationship

between a poster and the film it promotes? What

does the poster suggest about the film? How is

each film promoted? Is the focus on the lead

actor, director, character or genre of the film?

What are the specific layout and design features

of the poster that support the focus for promoting

the film?

Resources: Film posters.

Students

• in pairs, examine a poster and present an analysis

or evaluation of the effectiveness of its visual and

written elements to the class. Peers listen and take

notes on its features in their workbooks.

Oral report-backs to class

identify what students have

learnt from previous

discussion and are able to

utilise in their own

analysis.

Notes in workbooks

demonstrate listening skills

and identification of

pertinent points for

analysis.

Teacher observation and

oral feedback during group

work and after report-backs.

Teacher observation of

notes taken by students and

what they deemed to be

pertinent.

Resources: Selected film posters for student

analysis.

(a)


26



Focus: Promotion of films, posters and reviews


assessment




Feedback

Teacher

• provides a selection of appropriate film posters

from which students are able to gain information

about a film such as theme, main characters,

leading actors and location

• explicitly teaches skills in identifying and

evaluating information contained in posters and

film listings and session information

• provides students with copies of film listings,

session information and censorship classifications

from the print media

• uses guided questions and prompts to assist

students to identify information in posters and

film listings.

Students

• respond to film posters. This may involve:

– gesturing to aspects of the poster nominated by

the teacher

– identifying text in the poster

– interpreting text in the poster

– predicting the theme or genre of the film

– predicting whether they would enjoy the film

Responses to information

contained in the poster



contexts. It may involve

the student reading and

responding to short written

texts.



the teacher:

• to guide responses using

relevant information

• identify information contained in the print media

regarding film listings and film session times.

Relevant information may include:

– film titles

– session times

– censorship classification

– cinema contact details

– information telephone numbers

– telephone call cost

– access provisions for people with disabilities

Identification of

information contained in

print media may involve

reading and responding to

short written texts.

• to encourage a response

and to support the

identification of

appropriate information

• access other sources of information regarding the

promotion of films through activities such as:

– telephoning information lines regarding film

sessions and following the recorded prompts

– telephoning cinemas to enquire about

information such as session times and ticket

prices

– using the internet to locate information about

film sessions

– using the internet to locate information about

electronic purchasing of tickets.

Obtaining information

from sources other than

print media may involve



audiences and/or may

involve using technology



It may involve listening for

a variety of purposes in a

range of contexts. It may

indicate viewing and



multimedia.

• to guide the identification

of relevant sources of

information and use of

appropriate

communication skills in

seeking information.

(b)


27



Focus: Close study of film


assessment


Students

• undertake the close study of a selected film

(this could be a popular feature film, short film or

documentary film)

• write their initial responses to the film in their

journals and then discuss them with a partner or in

a small group

• from own experience and teacher-directed

questions discuss film narrative elements, film

techniques and elements that shape meaning,

possible perspectives and different readings of the

film, eg as a film director, journalist, or artist, a

gendered, psychological or Marxist reading, a

social commentary and expression of cultural

values and assumptions.

Written responses and

contributions to class

discussion indicate level of

knowledge and

understanding of film-

making techniques, textual

integrity and possible

readings.

Teacher observation of

students in class and any

note-taking in students’

workbooks. Oral feedback

at appropriate stages as they

complete the close study of

the film.

Resources: Film on video/DVD.

Students

• design a poster for the film that emphasises a

particular perspective or reading of the film

• submit their design with an explanation of its

layout and design features and its relationship to a

particular reading of the film

Notes from discussion,

relevant research, planning

and drafting and

explanation of poster

design indicate students’

interpretation of the film

and ability to represent this

visually.

Students’ poster design

and explanation.

Teacher assesses posters

and explanations and

provides written feedback.

• read initial journal entry on the film and write

subsequent response to film after studying it.

Students include reflection on what they feel they

have learnt from their close study of the film.

Journal entries that explore

students’ understanding of

their own learning.

Teacher reads students’

self-evaluations and

reflections in journal and

revises program of study

where necessary.

(a)


28



Focus: Close study of film


assessment




Feedback

Teacher

• presents a film poster or DVD cover and guides

discussion and student responses

• shows the feature film corresponding to the poster

or DVD cover

• guides discussion and provides prompts to aid

comprehension of the narrative and film

techniques

• provides opportunities for the advertising and

screening of a film to a wider audience.

Students

• respond to guided questioning and prompts

regarding a film poster or DVD cover. Responses

may include:

– acknowledging the presentation of the poster or

cover

– identifying elements of the poster or cover

– describing the elements of the poster or cover

– relating information provided by the poster or

cover to previous knowledge, eg other films the

actors have been in

– predicting the theme/genre of the film

A response may constitute

responding to auditory

cues in the environment. It

may indicate using spoken





It may indicate recognising


contexts.



the teacher:


responses and to affirm

participation in the

activity

• view a film and participate in class, small group

or pair discussion about aspects of the film such

as:

– actors

– character

– storyline

– specific incidents

– film-making techniques, eg special effects,

music, camera techniques

Responses may be prompted by the teacher and

may include use of augmentative and alternative

communication systems, gestures, supported

role-plays, illustrations and verbal comments.

Participation may

constitute responding to

auditory cues in a range of

environments. It may






It may constitute viewing

and responding to a range

of visual texts, media and

multimedia.


responses in identifying

relevant features of a

film

• advertise a screening of a film to a wider

audience by creating a handbill, poster or

multimedia presentation. A variety of techniques

including desktop publishing software,

multimedia presentation, magazine clippings and

drawings may be used

Participation in the

creation of a poster or

multimedia presentation

may indicate using visual

texts in a range of contexts

and/or communicating for

a variety of purposes, in a

range of contexts and with

a range of audiences. It

may involve composing

increasingly complex

written texts.

• to develop appropriate

advertising material.

Peer responses to the

materials.

continued

(b)


29

Focus: Close study of film (cont)


assessment




Feedback

• screen a film for an audience at school. Activities

may include:

– liaising with school personnel to organise

equipment and venue

– informing peers as to screening details verbally

or by using augmentative and alternative


– gesturing to direct the audience

– operating switches and other equipment, eg

start the video, increase/decrease volume,

replay sections

– directing the organisation of the furniture

– welcoming the audience and introducing the

film

– designing and producing programmes

Participation in the activity

may indicate using



of audiences and/or using

spoken language to


audiences. Writing of

programs and other

materials may constitute

writing short texts for

everyday purposes.

Participation may indicate

communicating for a

variety of purposes, in a



may involve using

individual and

collaborative skills in the

learning process.



the teacher to guide the

fulfilment of roles.

Audience reactions also

provide feedback on the

success of the

communication skills

involved.

• reflect on the experience of advertising and

screening the film in response to teacher

questioning and prompts and visual supports.

Responses may include:

– gesture and/or facial expressions

– indicating symbols to express emotion

– using augmentative and alternative


– responding yes/no to questions about whether

they enjoyed the experience

– oral and/or written recounts

– suggestions as to how the activity could be

improved for future film screenings

– writing thank you notes to school personnel

and peers who assisted in the activity.

Responses may indicate

using individual and

collaborative skills in the

learning process. It may

involve writing short texts

for everyday purposes

and/or responding to


written texts.



the teacher to elicit and

guide a response that is

descriptive of feelings.

Resources: Film and video/DVD, video/DVD

player, materials for making posters, computer and

appropriate software.

(b)


30

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

contexts

2.1, 2.2, 2.3, 2.7, 2.10

LS.3 uses technology and aids to communicate with a

range of audiences

3.2, 3.4, 3.5, 3.6, 3.7

LS.4 uses spoken language to interact with a range of

audiences

4.2, 4.3, 4.4, 4.8, 4.9, 4.12, 4.14

LS.5 recognises visual texts in a range of contexts 5.1, 5.3, 5.5

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,

media and multimedia

11.2, 11.5, 11.10, 11.11, 11.12

LS.12 communicates for a variety of purposes 12.1, 12.3, 12.4, 12.5, 12.6, 12.7

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.


31

Focus: Myself – sharing and engaging with others


assessment




Feedback

Teacher

• engages students in playing a variety of name

games

• prompts student responses about themselves:

likes/dislikes, hobbies, pets, interests, family,

origins

• prompts students to bring materials to be used in

a collage and scrapbook about themselves.

Students

• participate in a variety of name games, eg name

alliteration, toss-a-name, name/card match-up,

matching names to photographs

Engagement in activities

may involve responding to

auditory cues and/or



contexts. It may involve



range of audiences and/or



audiences and may involve

recognising visual texts in

a range of contexts.



the teacher:

• to encourage


activities and to guide

and encourage

identification and use of

their own names and

those of peers

• identify and/or describe personal characteristics

such as likes, dislikes, hobbies, pets, interests,

family members, favourite sports, colours, food,

bands. This may be in response to guided

questions and prompts by the teacher and peers

Identification and/or

description of personal

characteristics may involve



range of audiences and/or

spoken language to


audiences. It may involve

recognising visual texts in

a range of contexts. It may

involve communicating for

a variety of purposes and


• to assist and encourage

students in identifying

and reflecting on their

own characteristics and

those of peers

• construct a collage for classroom display to

represent themselves, eg likes/dislikes, hobbies,

pets, interests, family members, favourite sports,

colours, food, bands. Individual student


– selecting images from photo albums,

magazines and newspapers, etc

– arranging chosen images under appropriate

headings

– describing aspects of the collage to peers in

response to questions and prompts

– creating a written description of themselves to

accompany and explain the collage

– making comparisons and noting similarities

between their interests and those of peers.

Constructing the collage

may involve recognising

and using visual texts in a


involve using spoken

language to interact with a

range of audiences and

viewing and responding to

a range of visual texts,

media and multimedia.

• to assist and affirm

students in selecting

appropriate visual texts

to represent their own

characteristics and those

of peers and to guide and

encourage reflection on

these.

continued


32

Focus: Myself – sharing and engaging with others (cont)


assessment




Feedback

• create a personal scrapbook which may include:

– photographs of self, family and friends, with

appropriate captions

– awards, memorabilia, objects, illustrations and

artwork

– a personal timeline depicting significant events

in their life

– a family tree

– descriptions of the significance of the items in

the scrapbook

– personal reflections on and evaluations of the

items in the scrapbook and the events they

represent

Construction of the

scrapbook may involve

recognising and/or using


contexts.



the teacher:

• to support identification,

selection and

arrangement of texts to

represent important

events and people in

their lives and to reflect

on these events

• interact with a peer to share information about

themselves in response to peer and/or teacher

prompting. Interaction may involve:

– making eye contact and/or responding to a

peer’s voice or physical presence

– gesturing and/or using facial expression

– use of augmentative and alternative


– displaying the scrapbook and/or collage to a

peer

– exchanging information such as names and

interests

– engaging in sustained conversation by asking

questions of the respondent and responding to

the answers

– introducing the peer to others and relaying

information about them.

Interaction may involve

responding to auditory

cues in a range of contexts

and/or listening for a

variety of purposes in a


involve using technology


with, and/or using spoken

language to interact with,


may involve

communicating for a


range of contexts with a

range of audiences.

• to assist students to use

effective communication

skills, to encourage

interaction and to

facilitate identification of

information to share.


33

Focus: Myself – composing texts


assessment




Feedback

Teacher

• provides guidance/assistance for the development

of a personal diary including photographs of

activities

• provides guidance/assistance for composing and

sending an email

• provides a calendar format and

guidance/assistance in the maintenance of a

calendar

• provides materials and guidance/assistance in the

composing of a personal greeting

• provides guidance/assistance for research

activities.

Students

• develop a personal diary recording daily events in

their lives. Individual student participation may

include:

– acknowledging photographs taken of

themselves and others participating in daily

events

– choosing photographs/symbols to sequence

events in the day

– recount events of the day

– recording thoughts and opinions

– responding to texts and stimulus materials

Development of diary

entries may involve


everyday purposes and/or

communicating for a






the teacher:

• to assist and confirm the

identification of

appropriate events to

record and to encourage

full participation in the

recording process

• compose and send an email to a peer or known

adult outlining details of an event/activity

recorded in their daily diary. Individual student


– identifying one event/activity recorded in their

diary

– describing one event/activity recorded in their

diary

– describing selected aspects of an event/ activity

based on a knowledge of the interests of the

recipient

– recording reflections and opinions on events

and seeking advice and information from the

recipient

The composition and

sending of the email may

constitute writing short

texts for everyday purposes

and/or composing


written texts. It may

involve communicating for

a variety of purposes, in a



• to guide and

acknowledge the

inclusion of relevant

information in the email,

use of appropriate

language and language

structures, and

transmission of the

email.

Response by the recipient

provides peer/adult

feedback.

• maintain a calendar of events and dates significant

to themselves, their family and/or their peers.

These may include birthdays, holidays, sporting

events, favourite television shows and concerts.

Individual student participation may include:

– identifying symbols to indicate significant

events such as religious holidays/school

holidays

– attaching stickers to a calendar to denote

significant dates

– describing significant events

– recording assessment dates in the school

handbook or diary

– recording significant dates related to family

members and/or peers, eg birthdays,

anniversaries.

Entry of events on the

calendar may involve


everyday purposes and/or

communicating for a

variety of purposes and in

a range of contexts.



the teacher to guide and

affirm identification and

entry of events on the

calendar.


34

Focus: Myself – composing texts (cont)


assessment




Feedback

• compose a personal greeting to a peer or known

adult, eg a birthday card, a note to congratulate a

friend on the success of their football team.


– identifying an event on the calendar

– selecting images and/or text from a collection

of old cards, magazines, newspapers etc

– leaving a message on voice mail

– creating text messages, eg SMS

– writing text and/or illustrating or drawing

images

– using desktop publishing software

The personal greeting may

involve writing short

written texts for everyday

purposes and/or composing


written texts. It may

indicate communicating for

a variety of purposes and





acknowledge the

identification of a

circumstance in which to

send the greeting, choice of

an appropriate format and

appropriateness of the

message.

A response from the

recipient provides feedback.

• conduct research on a topic of special interest,

eg favourite football team, stars of a favourite

film/television series, band. Activities may

include:

– identifying a topic of interest

– sequencing information provided

– locating and/or selecting relevant information

from print and electronic media

– identifying providers of information and

making personal contact to request the supply

of information

Research activities may

involve reading and

responding to short written

texts and/or responding to

increasingly complex texts

and/or viewing and



multimedia. It may involve

communicating for a






the teacher:

• to encourage selection of

appropriate sources and

methods of research and

recording of information

• present research information to the class. This

may include:

– positioning images, artefacts and/or text in a

prominent place in the classroom

– using augmentative and alternative

communication systems to present an oral

presentation

– making a presentation to the class verbally

– writing a summary of research information

– making a multimedia presentation.

The presentation may

involve composing


written texts and/or

communicating for a




• to guide and affirm the

choice of method and

process of presentation.

Audience response to the

presentation provides

feedback.

Resources: Internet access, magazines, newspapers,

library resources, digital camera, computer and

appropriate software.


35

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.


36

6.1 Number

NLS.2 A student counts objects.

NLS.4 A student counts and reads, orders and records numbers.

Working Mathematically Outcomes

Questioning

Asks questions

about

mathematics

Applying Strategies

Uses a range of

strategies in solving

problems

Communicating

Responds to and uses

mathematical

language in everyday

situations

Reasoning

Checks solutions and

reasons to reach

conclusions

Reflecting

Links their

mathematical

experiences to

everyday life

A selection of the content from NLS.2 and NLS.4 is included below. For further details, refer to the relevant

Mathematics Years 7–10 Life Skills outcomes and content pages.

Knowledge and Skills Working Mathematically

Students learn about Students learn to

NLS.2 NLS.2

• counting objects

• matching groups of objects that have the same

number of items

• comparing and ordering groups of objects

• counting objects by twos, fives, tens

• count in meaningful situations (Applying Strategies)

• identify groups that have the same number of items

as a given group, more items than a given group or

fewer items than a given group (Applying

Strategies)

• count objects into equal bundles (Applying

Strategies)

NLS.4 NLS.4

• counting and reading, ordering and recording

numbers 0–9

• counting and reading, ordering and recording two-

digit numbers

• recognising and reading numerals in a range of

formats

• counting and reading, ordering and recording three-

digit numbers

• counting forwards and backwards from a given

number in the range 0–100

• counting by twos, fives, tens and hundreds

• recognising odd and even numbers

• recognising and reading numbers with more than

three digits

• identify some of the ways numbers are used in our

lives (Reflecting)

• identify and locate numbers in a range of situations

(Applying Strategies, Reflecting)

• interpret numerical information from text, graphs

and tables (Applying Strategies, Reflecting)

• ask questions involving counting (Questioning)

• write ordinal terms (Communicating)

Technology

Calculator, computer software, digital displays, eg digital clocks, counters on CD and DVD players, odometers

Resources Language

Counters, blocks, number line, hundreds chart,

calendar, ruler used as a number line, card games,

board games

The same as, as many as, more than, less than, before,

after, first, second, third, … tenth

Links

Numeracy is a fundamental component of learning across all areas of the curriculum.


37

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


38

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 then continue to press



In each case the calculator display should be 2, 4, 6, 8, 10, 12, … .

continued

=+ +2 =

2 + 2 = = =

=2+2 = Ans =


39

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.


40

6.2 Fractions

NLS.5 A student recognises fractions in everyday contexts.

NLS.6 A student uses fractions in everyday contexts.


Questioning

Asks questions

about mathematics

Applying Strategies

Uses a range of


problems

Communicating


mathematical


situations

Reasoning


reasons to reach

conclusions

Reflecting

Links their

mathematical

experiences to

everyday life

A selection of the content from NLS.5 and NLS.6 is included below. For further details, refer to the relevant

Mathematics Years 7–10 Life Skills outcomes and content pages.



NLS.5 NLS.5

Half and halves

• recognise the terms ‘half’ and ‘halves’ in everyday

situations

• sharing an object

Quarters

• recognising the term ‘quarter’ in everyday situations

• sharing an object

• respond to fraction language in everyday situations


• follow an instruction involving fraction language in

everyday situations (Applying Strategies)

• recognise the use of fractions in everyday contexts

(Reflecting)

NLS.6 NLS.6

Half and halves

• recognising the need for two equal parts when

dividing a whole in half

• putting two halves together to make a whole eg two

half sandwiches is the same as one whole sandwich

• halving a group of objects by sharing into two equal

piles, eg ‘If I take one half of the six lollies, I will

have three lollies’

• using fraction notation for a half

1

2

• combining a half with whole numbers

Quarters

• putting four quarters together to make a whole

• putting two quarters together to make a half

• using fraction notation for quarters

Thirds

• using the term ‘third’ in everyday situations

• sharing an object by dividing it into three equal parts

• using fraction notation for thirds

• allocate portions or divide materials (Applying

Strategies)

• question if parts of a whole object, or collection of

objects, are equal

(Questioning)

• identify items that are about a half

(Applying Strategies)

• identify items that are less than a half or more than a

half (Applying Strategies)

• describe situations using the terms ‘half’ and

‘halves’ (Communicating)

• recognise the use of fractions in everyday contexts

(Communicating, Reflecting)

• follow instructions involving the use of ‘quarter’

and/or ‘third’ (Applying Strategies)

• indicate the relative size of a fraction or mixed

number (Communicating, Reasoning)

Technology

Computer software, calculators

Resources Language

Food items such as sandwiches, fruit, cakes; three

dimensional materials such as fraction cakes (square

and round), cuisenaire rods, fraction mats; 2D fraction

circles and squares, paper squares and circles;

measuring cups, jugs and spoons

The same as, equal, more than, less than, half, one half,

a half, a quarter, one quarter, three quarters, a third,

one third, two thirds

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).


41




Note: Many of the experiences below can be modified to involve quarters or thirds.

Teacher Demonstration

The teacher could:

• demonstrate cutting an object such as an apple into two equal pieces and then emphasise that the two pieces

are the same size. The teacher names each piece as a half of the whole object, eg ‘each piece is a half of the

apple’

• demonstrate sharing equally a bag containing an even number of objects between two people, eg sharing eight

counters or lollies equally between two people. Students determine whether each person received the same

number of lollies. The teacher explains that as each person has received an equal amount, each person has half

of the lollies

• introduce the notation for a half

1

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’

• introduce the notation for two quarters

2

4

and three quarters

4

3. The teacher could explain that the bottom

number indicates the number of equal parts that a whole object has been divided into, while the top number

refers to the number of equal parts required.

Students could:

• match equal parts of an object, eg put together two halves of an orange

• be given a collection of shapes that have been divided into two parts, eg circles with a line across. The

collection should include some that show two equal parts and some that show two unequal parts. Students

indicate which circles are divided in half

• use cuisenaire rods to find which rod is half as long as another rod, eg the yellow rod is half as long as the

orange rod

• respond to instructions that involve the term ‘half’, eg ‘give me half a sandwich’, ‘cut a ball of plasticine in

half’, ‘cut an apple in half’, ‘cut a ribbon in half’, ‘draw a line to divide the page in half’, ‘fold a square of

paper in half’, ‘colour half the picture’, ‘colour one half of the flag red’

• select a matching half from a collection of different shapes, eg given a square, the students find the triangles

and/or rectangles that are half of the square

• label diagrams as being ‘2

1’ or ‘not

2

1’

• label diagrams as being ‘less than 2

1’ or ‘more than

2

1’

• find examples of the 2

1 notation in everyday situations, eg recipes

• apply an understanding of half/halves in practical situations, eg ‘give half a chocolate bar to a friend’, ‘cut a

cake in half’, ‘cut a piece of tape or string in half’, ‘pour half a glass of water’

• follow instructions involving whole numbers and a half, eg ‘bring me two and a half apples’,

‘put 12

1 sandwiches on each plate’, ‘use 2

2

1 cups of flour in a recipe’, ‘cook a chicken for 1

2

1 hours’.


42

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.


Questioning

Asks questions

about mathematics

Applying Strategies

Uses a range of


problems

Communicating


mathematical


situations

Reasoning

Checks solutions

and reasons to reach

conclusions

Reflecting

Links their

mathematical

experiences to

everyday life

A selection of the content from NLS.11, NLS.12, NLS.13 and NLS.14 is included below. For further details,

refer to the relevant Mathematics Years 7–10 Life Skills outcomes and content pages.



NLS.11 NLS.11

• recognising a range of coins and notes

• matching and sorting coins and notes into groups on

the basis of face value

• ordering coins and notes on the basis of face value

• recognising that coins and notes have different

values

• indicate the appropriate coin to purchase a specific

item in the school canteen (Applying Strategies)

• indicate the most appropriate note to purchase an

item in a shop (Applying Strategies)

NLS.12 NLS.12

• recognising the cost of goods or services

• writing amounts in cents

• writing amounts in dollars

• writing amounts of money using decimal notation

• writing amounts of money in words

• identify the cost of items up to $10 in value by

locating prices (Communicating, Applying

Strategies, Reflecting)

• identify the cost of items up to $100 in value by

locating prices (Communicating, Applying


• write amounts of money involving cents, dollars,

and combinations of dollars and cents (Applying

Strategies)

• complete a cheque using words and decimal

notation (Applying Strategies, Reflecting,

Communicating)

NLS.13 NLS.13

• recognising that money has value

• recognising that money is a medium for obtaining

goods and services

• recognising the hierarchy of value attached to goods

and services

• counting coins of the same denomination

• counting coins of different denomination

• counting notes of the same denomination

• counting notes of different denomination

• matching a range of coins to demonstrate

equivalence of value

• matching a range of notes to demonstrate

equivalence of value

• use coins to pay for purchases (Applying Strategies)

• use coins or notes to pay for services (Applying

Strategies)

• tender an amount of money using a combination of

coins and notes (Applying Strategies, Reasoning)

• determine if they have enough money to pay for a

particular item or service (Applying Strategies,

Reasoning)

• use the language of money in a range of contexts

(Communicating)

• check the details of purchases on receipts or dockets

(Reflecting, Applying Strategies)

continued


43

NLS.14 NLS.14

• estimating amounts of money to tender for goods or

services

• calculating amounts of money to tender for goods or

services

• estimating the amount of change due in relation to a

transaction for goods or services

• calculating the amount of change due in relation to a

transaction for goods or services

• calculating the amount of time it will take to save

for items at a specific rate per week or month

• estimate the cost of a range of items and select the

appropriate coin or note to pay for the items


• calculate the cost of several items and tender the

appropriate amount (Applying Strategies,

Reasoning)

• estimate the amount of change due and check using

a calculator (Applying Strategies, Reasoning)

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.


44




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.


45

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.


Questioning

Asks questions

about mathematics

Applying Strategies

Uses a range of


problems

Communicating


mathematical language

in everyday situations

Reasoning


reasons to reach

conclusions

Reflecting

Links their

mathematical

experiences to

everyday life

A selection of the content from MLS.1, MLS.2, MLS.3 and MLS.4 is included below. For further details, refer to

the relevant Mathematics Years 7–10 Life Skills outcomes and content pages.



MLS.1 MLS.1

• associating familiar activities involving eating,

personal care and social routines with times of the

day

• indicate an association (using personalised

strategies) between a time of the day and a range of

familiar activities (Applying Strategies, Reflecting)

• recognise activities that occur on weekdays


• recognise activities that occur on the weekend


• identify activities that occur on specific days and at

specific times (Applying Strategies, Reflecting)

MLS.2

• recognising the language of time in relation to

specific personal activities

• recognising the language of time in a range of

everyday situations

• using the language of time to describe activities in a

range of everyday situations

MLS.2

• use or respond to the language of time in relation to

a range of personal activities (Communicating)

• respond to questions involving the language of time

(Communicating)

• use the language of time to describe personal

activities and events (Communicating)

MLS.3 MLS.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

watches

• use minutes within a personal context

(Reflecting)

• reading half hour and quarter hour on analog clocks

or watches

• respond to questions related to time

(Communicating)

• reading minutes on clocks or watches • ask questions related to time (Questioning)

• describing the relationship between analog and

digital time

• reading am and pm on digital clocks and watches

continued


46

Calendars and Planners Timetables

• reading the names or symbols for days of the week

on a calendar

• reading the months of the year on a calendar

• locating special days and events on a calendar

• read and follow an individual sequence chart

(timetable) for a range of activities (Applying


• read and follow a school timetable for group or class

activities (Applying Strategies, Reflecting)

• recognising that calendars are used to plan special

events and activities

• read and interpret a written timetable for TV

programs (Applying Strategies, Reflecting)

• identifying number of days, weeks, months between

one event and another

• read and interpret a timetable for using community

transport (Applying Strategies, Reflecting)

Calendars and Planners

• locate birthdays of significant people on a calendar

(Reflecting)

• use a calendar/diary to plan for regular personal

activities (Applying Strategies, Reflecting)

• use a calendar to plan special events and activities

(Reflecting)

• use a calendar or planner to calculate time for

particular activities (Reflecting)

• use electronic formats of calendars and planners


MLS.4 MLS.4

• identifying the amount of time needed for a range of

activities

• structuring activities of a school day in relation to

the time required for each event

• making choices and decisions about activities on the

basis of time available

• planning personal time over a day or a week so that

activities do not clash

• scheduling events over a day or week taking into

account a range of activities and personal

responsibilities

• recognise that specific activities require a particular

amount of time (Reflecting)

• recognise the order and sequence of events in

relation to carrying out regular routines (Reflecting)

• identify priorities in relation to personal time, and

discriminate between essential and non-essential

activities (Reflecting)

• prepare a personal timetable for a weekend


Technology

Digital and analog clocks

Resources Language

Photographs, pictures and symbols, a variety of

calendars, personal diary

Morning, afternoon, evening, days of the week

Links A student:

History LS.1 explores the concepts of time and chronology

LS.2 explores personal connections to history.


47




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


48

• 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.


49

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

number

Unit title Unit description

7.1 The needs of living

things

This unit develops students’ skills in working scientifically. They

are involved in planning and conducting investigations to develop

knowledge and understanding of living things and their

interrelationships with the environment. Students also examine

ways in which human activity impacts on the environment.

7.2 Energy in everyday

life

This unit develops students’ knowledge and understanding about

the applications and uses of science. They are involved in

identifying forms and sources of energy and in investigating ways

in which energy is used in our daily lives. Students engage in

experiences that focus on ways in which energy brings about

change, and explore ways to reduce energy wastage in the

classroom/school/home context.


50

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:

LS.2 recognises that the process of science involves conducting investigations

LS.9 recognises characteristics of and changes in living things

LS.15 explores the impact of human activity on the Earth’s resources

LS.16 describes the impact of human activity on living systems

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.

Animal Welfare Guidelines for Teachers: Animals in Schools

Existing textbooks/reference material

Access to information in the print and electronic media

Access to computer hardware and software

Access to site visits in the local environment such as wildlife parks, reserves

Access to animals to investigate in the school environment (eg Rent-A-Chook

http://www.rentachook.com, Chicks R Us http://www.chicksrus.com.au)

Potted seedlings/plants and materials necessary for their growth

Light bulb/tube for growing plants (eg Gro-Lux®

) available from hardware or nursery

Links

A student:

Agricultural Technology

LS.2 investigates some environmental factors that affect plant and animal

production

English

LS.5 recognises visual texts in a range of contexts




LS.17 uses individual and collaborative skills in the learning process

Geography

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.

A student:


LS.5.3 uses a variety of techniques to present information and software technology

solutions

Mathematics

DLS.2 gathers, organises and displays data

PDHPE

LS.26 uses problem-solving strategies in a variety of contexts

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 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.


51

Focus: Animals and their needs as living things

Outcome: LS.9

Students learn about Students learn to Integrated learning experiences, instruction and

assessment


(words in italics refer to Life

Skills outcomes)

Feedback

Teacher

• provides examples/photographs/images of a variety of

animals

• provides opportunities for students to observe, record

and communicate about investigations on animals in the

school and/or community environment

• assists students to recognise the needs of animals as

living things for air, food, shelter, care and protection.

LS.9 Students

• characteristics of

living things

• recognise livings things

at home, at school and

in the community

• recognise a variety of animals in the school and/or

community environment. This may include:

– observing and/or interacting with animals that are

brought to the school

– observing and/or interacting with animals in a

wildlife park, zoo, pet shop, natural environment

– recording their experiences with animals by

photographing, videoing, illustrating, writing,

creating tactile pictures/models

– presenting their observations/experiences to others

Recognising a variety of

animals in the school and/or

community may involve

recognising the

characteristics of and changes

in living things.


feedback and prompting

by the teacher to guide and

affirm students’:

• recognition of a variety

of animals in the school

and/or community

LS.9

• the needs of living

things

• recognise the needs of

living things

• recognise that animals, as living things need air, food,

shelter, care and protection. This may include:

– researching the needs of one or more animals through

practical observations and/or print and electronic

media

– recording their findings

– presenting their findings to others.

Exploring and/or recording the

needs of one or more animals

may involve recognising the


in living things.

• recognition that animals

as living things need air,

food, shelter, care and

protection.


52

Focus: Investigating the needs of animals as they grow

Outcomes: LS.2, LS.9, LS.17, LS.18, LS.19, LS.21


assessment



Skills outcomes)

Feedback

Teacher

• assists students to investigate a selected animal’s needs

for air, food, water and shelter, as it grows

• assists students to develop a step-by-step plan to care for

one or more selected animals within the school

environment (refer to Animal Welfare Guidelines)

• assists students to observe and record changes in the

selected animal as it grows.

LS.2, LS.9, LS.17, LS.21 Students

• the scientific process

– observing

– questioning

– planning

– participating

– communicating

• participate as part of a

team a scientific

investigation of an

observed phenomenon

in the local school

environment

• develop a plan to investigate a selected animal’s

changing needs as it grows. This may include

determining:

– the animal for investigation, eg silk worms, young

chickens

– the appropriate environment in the classroom, such as

clear glass tank for silk worms

– the air, food and water requirements, eg locating a

convenient source of food such as mulberry leaves

– care needs, eg temperature, light and grooming needs

– how the needs will be met over time

Designing a plan to

investigate a selected animal’s

needs may involve

recognising that the process of

science involves conducting

investigations and/or

participating in the

development of a plan to carry

out an investigation. It may

also involve undertaking a

variety of team and individual

tasks.



by the teacher to:

• guide and affirm

student’ development of

a plan to care for a

selected animal and

meet its needs in the

school environment.

LS.9

• changes that occur in

living things over time

• observe changes that

occur in an animal over

time

• predict the animal’s food and water requirements as it

grows. This may include responding to questions and/or

pictures about type of food, amount of food, frequency

of feeding

Predicting an animal’s

changing needs for food and

water may involve

recognising characteristics of

and changes in living things.

• assist students to

consider the food and

water requirements for

the animal as it grows

and affirm predictions.

continued


53

Focus: Investigating the needs of animals as they grow (cont)



assessment



Skills outcomes)

Feedback

LS.2, LS.18, LS.21 Students


– observing

– questioning

– participating

– communicating


team in a scientific

investigation of an

observation

phenomenon in the

local school

environment

• implement the care plan and work as part of a team to

meet the animal’s changing needs. This may include

following the step-by-step plan to care for the animal

through:

– placing the animal in a suitable area to allow for fresh

air, light and warmth

– feeding the animal at prescribed intervals

– cleaning the animal’s habitat regularly

– undertaking grooming and/or caring for the animal as

appropriate

– adjusting food and water requirements as the animal

grows

Implementing a care plan to

meet an animal’s changing

needs may involve




participating in an

investigation and/or

undertaking a variety of team

and individual tasks.




affirm students’:

• involvement in

implementing the care

plan for the selected

animal and adjusting

food and water

requirements as the

animal grows

LS.2, LS.18, LS.21


– observing

– questioning

– participating

– communicating

LS2, LS.18, LS.19,

LS.21



investigation of an

observation

phenomenon in the

local school

environment

• record observations at regular intervals of the animal

during its stages of growth in their folio/workbook,

eg silkworms at egg stage, larva, cocoon, moth;

chickens at egg stage, hatchling, chick. This may

include:

– taking photographs and/or recording videos at regular

intervals

– measuring length and weight at regular intervals

– recording information using tables, visual and/or

tactile formats

– developing a graph to show growth over time

Recording observations of the

animal’s growth may involve




participating in an




• observation and

recording of the

changes in the animal

over time in a

appropriate format


– observing

– questioning

– participating

– communicating



investigation of an

observation

phenomenon in the

local school

environment

• communicate information about the investigation to

others. This could take the form of photographs taken at

regular intervals, posters, multimedia presentation, oral

and/or written report.

Communicating the results of

their investigation to others

may involve recognising that

the process of science involves

conducting investigations

and/or participating in an


communicating information

about an investigation and/or



• communication of the

results of their

investigation with

others in an appropriate

format.


54

Focus: Plants and their needs as living things

Outcomes: LS.2, LS.9, LS.18, LS.19, LS.21


assessment



Skills outcomes)

Feedback

Teacher

• provides opportunities for students to observe, record

and communicate their observations of a variety of

plants in the school/community environment

• assists students to explore the needs of plants as living

things for air, light, water and nutrients

• assists students to identify the different parts of plants

and their function.

LS.9 Students

• the large variety of

plants

• identify plants in the

local school

environment

• recognise a variety of plants in the school/community

environment. Students may observe trees, grasses,

ferns, shrubs, vegetables, aquatic plants in the

playground, park, nursery, wetland, creek, bush, beach

Recognising a variety of

plants in the school or local

community environments may

involve recognising


in living things.

Oral feedback and

prompting by the teacher

to guide and affirm

students’:

• recognition of plants in

the school/community

environment

LS.9


living things

• recognise some

characteristics of living

things

• recognise that plants, as living things need air, light,

water and nutrients. This may include researching the

needs of plants through practical observations such as

growing watercress in different conditions (eg no light,

no water etc), and then recording and communicating

their findings to others

Recognising the needs of

plants may involve



• recognition that plants

as living things need air,

light, water and

nutrients.

continued


55

Focus: Plants and their needs as living things (cont)



assessment



Skills outcomes)

Feedback

LS.2, LS.9, LS.18,

LS.19, LS.21 Students


living things


– observing

– questioning

– planning

– participating

– communicating

• recognise the parts of

plants



investigation of an

observed phenomenon

in the local school

environment

• communicate

information about the

investigation

• observe, record and communicate about investigations

into the parts and functions of a typical plant, eg stem

provides support and transport of water and nutrients,

roots take up water and nutrients, leaves absorb light

and make food. Investigations may include:

– placing a freshly cut end of stem of celery or white

carnations into water coloured with food dye, and

observing the results after several hours or overnight

– placing a small plant with roots in coloured water,

and observing the results after several hours or

overnight

– placing a small plant on a window sill, and observing

its growth towards the light over several weeks.

Observing, investigating

recording and communicating

about the parts and functions

of a typical plant may involve





and changes in living things


investigation. It may also

involve participating in an






Oral feedback and


to guide and affirm

students’ participation in

an investigation.


56

Focus: Investigating the effect of light on plant growth



assessment



Skills outcomes)

Feedback

Teacher

• assists students to plan, conduct, record and

communicate observations of a planned fair

test/controlled experiment into the effect of light on

plant growth

• assists students to follow a step-by-step plan to

undertake the investigation.

LS.2, LS.9, LS.17,



– observing

– questioning

– planning

– participating

– communicating


things

• importance of light

and water to plants


team in an

investigation to explore

the effect of light on a

plant over time

• recognise the needs of

living thing

• recognise the parts of a

plant

• plan a fair test/controlled experiment to investigate the

effect of light on plant growth. The steps in the plan

may be developed by the teacher and include:

– selecting an appropriate type of plant to grow, eg

marigolds, beans, watercress, bulbs

– identifying the control plants that will be exposed to

full light and the experimental plants that will have

restricted light

– setting up strategies for recording changes, eg height

and colour

Planning an investigation of

the effect of light on plant

growth may involve





and changes in living thing. It

may also involve participating

in the development of a plan

to carry out an investigation








affirm the planning of a

fair test/controlled

experiment into the effect

of light on plant growth.

continued


57

Focus: Investigating the effect of light on plant growth (cont)



assessment



Skills outcomes)

Feedback

LS.2, LS.9, LS.18,

LS.19, LS.21

Students

• the importance of light

and water to plants

• changes that occur in

living things over time


– observing

– questioning

– planning

– participating

– communicating


team in an

investigation to explore

the effect of light on a

plant over time

• observe changes that

occur in a plant over

time



investigation of an

observed phenomenon

in the local school

environment

• conduct the planned fair test by following a teacher-

developed series of steps. This should involve:

– setting up two identical groups of plants (eg two

groups of five plants), a control group and an

experimental group

– following a consistent procedure for tending the

plants, eg amount of water and light (eg setting up

the plant light bulb or Gro-Lux®

tube on both the

control and experimental group)

– covering the plants in the experimental group with a

box for a set period each day to restrict light

availability (eg 4–6 hours)

– measuring and recording plant growth, eg height or

number of leaves, of plants in both the control and

experimental groups at regular intervals (eg once a

week)

Participation in an experiment

by following a developed

series of steps may involve





and changes in living things








affirm students’:

• following the steps of

the investigation and

support and affirm their


investigation

• communicate


investigation

• maintain a record of the results of the investigation in

their folio/workbook. This may include:

– photographing plant growth at regular intervals

– recording information on a spreadsheet

– calculating averages of the measurements in each

group

– creating graphs of the results for each group

Recording results of the

investigation may involve






• recording of the results

of the investigation in

an appropriate format

• communicate


investigation

• communicate information about the investigation into

plants and light to others, eg they compare, describe and

explain differences. This may involve:

– displaying posters and graphs

– producing booklets for future reference and sharing

with peers

– using multimedia presentations at a school assembly.


their investigation into the

effect of light on plant growth

may involve communicating

information about an




• selection of appropriate

format and their

communication of the

results of the

investigation to others.


58

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


Skills outcomes)

Feedback

Teacher

• assists students to identify human needs for clean air and

water, food and shelter

• assists students to recognise what waste is, including personal

waste and school waste

• assists students to recognise the human activities that

negatively affect resources in the environment

• assists students to explore ways in which they can improve the

environment, eg composting, recycling, cleaning up the local

area, planting trees.

LS.2, LS.9 Students


things


– observing

– questioning

– planning

– participating

– communicating

LS.16

• recognise the needs

of living things

• participate as part of

a team in a scientific

investigation of an

observed phenomena

in the local school

environment

• recognise and record the natural resources that are essential to

meet human needs. This may involve creating a poster of

natural resources to meet human needs using photographs,

pictures, drawings, images of any of food and water, shelter,

clean air, other living things and/or people

Identification of human

needs and how these may be

met may involve

recognising that the process

of science involves

conducting investigations

and/or recognising the

characteristics of and

changes in living things.




affirm students’:

• recognition that humans

as living things need

clean air, food and

water, shelter, other

living things and/or

people

• the effect of human

waste products on

natural systems

• recognise that

human activities

produce waste

• recognise items of waste, eg rubbish in the school and home,

and identify items that can be recycled. This may involve:

– sorting and matching pictures of waste products

– conducting a lunchbox survey at school and recording waste

products

– developing a display of waste products collected at the

school

– investigating how waste is collected at home and where it

goes

– contacting local councils for information about recycling

programs and why they are important

– recognising waste products that can be recycled, eg soft

drink bottles, aluminium cans, paper, cardboard, food scraps

– investigating ways of creating a compost heap

Recognising waste in the

school and home and

identifying items that can be

recycled may involve

describing the impact of

human activity on living

systems.

• recognition of waste in

the school and home

and the importance of

recycling.

continued


59

Focus: Investigating how people change the environment (cont)



assessment



Skills outcomes)

Feedback

LS.15, LS.16, LS.17,

LS.18, LS.19, LS.20,

LS.21 Students

• ways to conserve or

monitor the resources

of the earth


waste products on

natural systems

• explore ways in which

people can reduce the

quantity of resources

used

• recognise that human

activities produce

waste



impact of rubbish

• participate in an investigation to reduce the impact of

rubbish in the school environment. This may involve:

– identifying examples of school waste that could be

reduced or recycled

– identifying an area of the school to be investigated

– collecting, recording and sorting waste products

produced in the identified area over a school day

– developing a plan to ascertain the activities that will

be undertaken, eg sorting litter for recycling and

composting; recording quantity of litter and recycled

materials over a period of time; responsibilities of

class members to publicise, sort and monitor progress

– recording the results of their investigation at regular

intervals through photographs, videos, tables,

spreadsheets

– reporting at a school assembly the results of the

investigation and the improvements made to the

school environment

Participation in an

investigation to reduce the

impact of rubbish in the school

environment may involve

exploring the impact of human

activity on the Earth’s

resources and/or describing

the impact of human activity

on living systems. It may also

involve participating in the


out an investigation and/or

participating in an


communicating about an


suggesting a way to solve a

problem and/or undertaking a


tasks.

Oral, visual and/or

tangible feedback and


to guide and affirm


an investigation to reduce

the impact of rubbish in

the school environment.

continued


60

Focus: Investigating how people change the environment (cont)



assessment



Skills outcomes)

Feedback

LS.15, LS.16, LS.18,

LS.19, LS.21

Students


waste products on

natural systems

• identify waste products

in the local area



investigation of an

observed phenomenon

in the local school

environment

• participate in an investigation to explore positive and

negative changes in the local area as a result of human

activity, eg changes to open spaces as a result of

building. This may include:

– researching the reasons for changes in the local area

and the effect of changes in the local area, eg school

or community

– recording changes in their folio/workbook, eg

collecting newspaper articles, taking photographs,

interviewing local residents

– communicating the results of their investigation with

others, eg annotated photographs or videos, posters,

multimedia presentation, oral report, article in school

newsletter, letters to the editor of the local paper.

Participating in an investigation

to explore changes in the local

area may involve exploring the

impact of human activity on

living systems and/or describing

the impact of human activity on

living systems. It may also

involve participating in an



investigation and/or undertaking

a variety of team and individual

tasks.

Oral, visual and/or


prompting by the

teacher to affirm

students’:

• researching,

recording and

communicating the

changes to the local

area resulting from

human activity

LS.16, LS.17, LS.18,

LS.19, LS.21


waste products on

natural systems

• the effect of noxious

weeds on natural

systems

• recognise that human

activities produce

waste

• identify plants that are

weeds in the local area

• participate in a community project as part of a team or

individually, eg tree/garden planting, removing litter or

regenerating school gardens or bushland. This may

include:

– identifying community and local government groups

and ways in which students can participate in the

group’s planned activities such as tree planting, litter

removal

– researching information on current community

activities such as Clean Up Australia Day, using the

internet, accessing local papers and newsletters

– recording their participation through photographs,

videos, written text

– communicating the results of their participation in a

community project through posters, photographs or

videos, multimedia presentation.

Participation in a community

project to remove litter or

regenerate gardens/bushland may

involve a number of outcomes

including: describing the impact

of human activity on living

systems and/or exploration of the

impact of human activity on the

Earth’s resources. It may also



out an investigation and/or

participating in an investigation

and/or communicating about an

investigation and/or undertaking

a variety of team and individual

tasks.

• participation in a

community project

and recording and

communicating their

observations in an

appropriate format.


61

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:

LS.2 recognises that the process of science involves conducting investigations

LS.6 recognises some forms and sources of energy

LS.7 explores the ways that energy is used in our daily lives

LS.15 explores the impact of human activity on the Earth’s resources

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.

Energy provider websites or local energy provider shop fronts

Electrical appliances, a variety of switches

Selection of battery operated devices

Simple circuit boards

A variety of types and sizes of batteries

Links

A student:

English





LS.17 uses individual and collaborative skills in the learning process.

A student:

Food Technology

LS2.1 recognises the relationship between food properties, preparation and processing

Mathematics

DLS.2 gathers, organises and displays data.


62

Focus: ‘Plug-ins’ – impact of energy on daily life

Outcomes: LS.6, LS.7


assessment



Skills outcomes)

Feedback

Teacher

• demonstrates that when energy is used, changes occur

• demonstrates that when there is no energy source,

changes do not occur

• explicitly teaches and demonstrates rules for safety with

electricity (electrical energy) and danger signs.

LS.6, LS.7 Students

• energy as an agent of

change

• the use of energy in

the wider community

• recognise changes that

occur when energy is

used

• recognise things don’t

happen if there is no

energy source

• identify energy use in

the wider community

• observe and explore the effects of turning switches on

and off. This may include:

– following safety instructions and using electrical

devices appropriately

– turning on a light switch or lamp to produce light

– plugging in/turning on a CD player, radio to produce

sound

– plugging in/turning on a fan to produce movement

– plugging in/turning on a hairdryer to produce heat

Observing and exploring the

effects of turning switches on

and off may involve

recognising some forms and

sources of energy and/or

exploring the ways that energy

is used in our daily lives.




affirm students’:

• exploration of the

effects of turning

switches on and off

LS.6, LS.7


change


the wider community



used



energy source


the wider community

• observe and explore the effects when no energy is

available from the source. This may be explored through

investigations of a range of devices to show that

appliances will not operate if not plugged in or switch is

not turned on including:

– battery-operated devices such as torch, radio, clock

– electrically operated devices such as hairdryer, fan,

CD player

– simple circuits

Observing and exploring the

effects when no energy is

available may involve





• recognition of the need

for energy to operate

appliances

LS.7


the wider community


the wider community

• identify commonly used devices at school and at home

that need electricity. This may include:

– sorting, matching pictures of devices

– developing a poster of electrical appliances

– creating a multimedia presentation of devices that

need electricity

Identifying commonly used

devices at school and at home

may involve exploring the

ways that energy is used in

our daily lives.

• identification of devices

that need electricity.


63

Focus: Types and sources of energy

Outcomes: LS.2, LS.6, LS.7, LS.17, LS.18, LS.19, LS.21


assessment



Skills outcomes)

Feedback

Teacher

• assists students to recognise the sources of energy,

eg sun, wind, electricity, gas, petrol, food, burning

candles, batteries

• assists students to identify different types of energy,

eg heat, light, sound, electrical (electricity)

• demonstrates how energy can be stored, eg batteries for

a Walkman, gas bottles for a BBQ

• assists students to investigate changes to a variety of

foods as a result of heat energy.

LS.6, LS.7 Students

• sources of energy

• the use of energy

within the home

• identify the sources of

energy we use in the

home/school

• participate individually

or as part of a team in

an investigation into

how a specific form of

energy is used in the

home

• identify and record sources of energy used in their daily

lives, eg sun and wind to dry clothes, petrol to run a car,

electricity to operate the TV, batteries to use a Walkman

Identifying and recording

sources of energy used in their

daily lives may involve








affirm students’:

• identification and

exploration of sources

of energy

LS.6


change

• types of energy

• sources of energy



energy source

• recognise forms of

energy we use in our

home/school



home/school

• explore the ways that energy can be stored.

This may include:

– exploring the effect of removing batteries from

different devices, eg torches, walkmans, watches

– exploring the ways in which stored energy can be

used when other energy sources are not available,

eg batteries operate a Walkman, gas bottles for a

BBQ

– recognising that some batteries are rechargeable and

observe the ways in which they can be recharged, eg

video cameras, electric wheelchairs, mobile phones

Exploring the ways in which

energy can be stored may

involve recognising some

forms and sources of energy.

• observation of the use

of stored energy in, for

example, batteries.

continued


64

Focus: Types and sources of energy (cont)



assessment



Skills outcomes)

Feedback

LS.2, LS.6, LS.17,

LS.18, LS.19, LS.21 Students


change

• types of energy


– observing

– questioning

– planning

– participating

– communicating



used



home/school



investigation of an

observed phenomenon

in the local school

environment

• investigate changes in state brought about by the

application of heat energy to a variety of foods by

observing, recording and communicating their

observations. This may include:

– predicting the changes to various foods as a result of

the application of heat energy by responding to

questions and/or pictures

– cooking cakes or pancakes, melting ice blocks,

chocolate or cheese and observing the changes

– recording the observed changes to the food after

heating such as colour, texture, state

– communicating information about the ways in which

energy changed the food

– recording the results of the investigation in their

folio/workbook.

Participating in investigations

of changes in state brought

about by applying heat energy

to food may involve





sources of energy. This may

also involve participating in

an investigation and/or








affirm students’

participation in

investigations and

identification of changes

brought about by

application of heat energy

to food.


65

Focus: Energy usage in a typical day



assessment



Skills outcomes)

Feedback

Teacher

• provides a range of pictorial resources and materials to

assist students to construct a record of energy usage in a

typical day.

LS.6, LS.7, LS.18,


• types of energy

• sources pf energy

• the use of energy

within the home


the wider community



home/school



home/school

• participate individually

or as part of a team in

an investigation into

how a specific form of

energy is used in the

home


the wider community

• record the ways in which energy was used during a

typical day at school and/or home and communicate this

to others. This may include:

– responding to questions and/or pictures about their

day, eg ‘Why do we need energy?’, ‘What makes

things work?’, ‘What did you use to cook

breakfast?’, ‘How did you get to school?’

– sorting and matching pictures of devices and the

types of energy they use, eg a Walkman uses stored

energy in batteries; a clock radio, toaster, light,

computer, CD player, oven, power tool and television

all use electricity; a hot shower, cooktop and room

heating use gas or electricity; a car or bus uses petrol

or diesel

– developing a poster or visual sequence of energy

usage in a typical day.

Recording the way energy is

used during a typical day may

involve recognising some

forms and sources of energy

and/or exploring the ways that

energy is used in our daily

lives. It may also involve

participating in an









affirm students’ recording

of the ways in which

energy is used in a typical

day.


66

Focus: Conserving energy



assessment



Skills outcomes)

Feedback

Teacher

• assists students to investigate ways to reduce energy

wastage

• assists students to develop a step-by-step plan to reduce

energy use and waste in the classroom

• assists students to understand the impact of energy use

on the environment.

LS.15 Students



of the earth




used

• identify ways in which wasting energy can be reduced.

This may include:

– turning off a Walkman when not in use so that the

batteries won’t run down

– switching off lights when leaving a room

– turning off computers when not in use

– showering for a shorter time

– turning off the oven or BBQ when not in use

Identifying ways that energy

can be conserved may indicate



resources.



the teacher to affirm

students’ identification of

ways in which energy can

be conserved.

continued


67

Focus: Conserving energy (cont)



assessment



Skills outcomes)

Feedback

Students

LS.15, LS.17, LS.18,

LS.19, LS.20, LS.21



of the earth




used

• plan and investigate ways that energy use can be

reduced in the classroom. This may involve:

– identifying the forms of energy used in the

classroom, eg lighting, computers, heating, cooling

– identifying ways to conserve energy, eg turn off

lights, computers and heaters when not in use, close

doors and windows if air conditioning is on, close

curtains or use draft excluders when heater is on,

open windows for ventilation instead of using air

conditioners

– calculating and recording on a graph the number of

hours that specific items are used over a determined

period of time such as one week

– locating energy provider websites on the internet or

contacting providers by phone or through a site visit

to obtain information on the energy costs for specific

items

– calculating the costs of operating specific items for

the determined period

– identifying times in the day when lights and/or

computers could be switched off, eg during

lunchtime

– recording the reduction in kilowatt hours after energy

reducing actions have been instigated

– calculating the costs saved as a consequence of the

energy reduction initiative and recording this

information on a graph

– communicating the results of their investigation.

Investigating ways in which

energy can be conserved in the

classroom may involve



resources and/or participating

in the development of a plan

to carry out an investigation





suggesting a way to solve a

problem and/or undertaking a


tasks.




affirm students’:

• identification of ways in

which energy use can be

reduced in the

classroom

• location of energy

providers to obtain

information

• calculation and

recording of energy

usage


results of their

investigation to others.


68

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

number

Syllabus Unit title Unit description

8.1 History Connections

with History

This unit involves students exploring their personal

connections with history and examining time and

chronology through a variety of sources. Students also

study significant people and places in Australian history

and engage in individual and group investigations and site

visits. The unit addresses the following topics from the

syllabus: Topic 1 Introducing History, Topic 4 Significant

People, Issues and Events from 1900 to 1945, and/or Topic

5 Significant People, Issues and Events from 1946 to 2000.

8.2 Geography Australian

communities

This unit involves students accessing the geographical

features of the school and local environment. Students

explore cultural diversity, the variety of groups in their

local community and the distinctive features of Australia.

8.3 Aboriginal

Studies

Connecting

with

Aboriginal

people and

their cultures

This unit involves students exploring important features of

Aboriginal cultures and the ways that Aboriginal people

contribute to Australian society. Students develop

appropriate ways to interact with members of the

Aboriginal community and explore the importance of land

to Aboriginal people.

8.4 Commerce Informed

consumers

This unit involves students exploring needs and wants, and

identifying the ways in which people obtain goods and

services in the community. Students use strategies to make

informed decisions when purchasing goods or services and

identify areas where consumers may need protection.

8.5 Work

Education

The world of

work

This unit involves students developing skills and strategies

to participate in personal transition planning. Students

explore the roles of a range of services in the community,

and experience a range of training and workplace

environments.


69

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

LS.2 explores personal connections to history

LS.3 participates in site studies to explore people, events and issues in Australian history

LS.8 investigates the importance of significant people, events and issues in Australian

history



People in the community such as grandparents, former students and staff of the

school, members of local historical societies

Museums, libraries, galleries

Access to computers and the internet

Existing textbooks

Digital camera, audio and/or video recorder/player

Links

A student:

Drama

LS.1.3 participates in drama experiences in which role-taking is used to enhance their

understanding of ideas and feelings

English

LS.2 listens for a variety of purposes in a range of contexts

LS.3 uses technology and aids to communicate with a range of audiences


LS.10 composes increasingly complex written texts




LS.1.3 uses a range of software programs


solutions.

A student:

Languages

LS.MBC.1 experiences cultural diversity

LS.MBC.2 explores own and other cultures

LS.MBC.3 recognises the contribution of different cultures to Australian society

Mathematics

MLS.1 matches familiar activities with time frames

MLS.2 recognises and uses the language of time

MLS.3 reads and interprets time in a variety of situations

PDHPE

LS.5 uses appropriate behaviours in social situations

LS.21 uses appropriate communication strategies in a variety of contexts

Visual Arts

LS.6 makes a variety of visual design artworks that reflect experiences,

responses or a point of view.

For students working towards Life Skills outcomes in regular classes, teachers may wish to link the activities in this unit with the Stage 5 units ‘People Power and Politics in the

Post-war Period’ (pp 49–54) or ‘Constructing History’ (pp 55–59) in History Years 7–10: Advice on Programming and Assessment.


70

Focus: Personal connections with history



assessment



Skills outcomes)

Feedback

Teacher

• invites a guest speaker from the community to share

his/her personal connections with history

• provides a range of examples of old and new items and

assists students to sequence items chronologically

• assists students to record and communicate about their

personal history

• assists students through a visit to a museum or library to

explore what, where, how and why we keep items from

the past.

Students

• the concept of time

and chronology

• how we discover what

happened in the past

• explore the language of

time

• explore the concept of

old and new

• experience a range of

historical evidence

• listen and respond to a speaker, such as a grandparent,

sharing experiences of the past using old items and/or

photographs. This may include:

– identifying items and photographs used by the

speaker

– asking questions to clarify their understanding

– recording key features of the presentation using audio

or video formats for later discussion

Listening and responding to a

guest speaker may involve

exploring the concepts of time

and chronology and/or

exploring personal

connections to history.




affirm students’:

• responses to the guest

speaker


and chronology

• the concept of time and

chronology

• group items, models and/or images supplied by the

teacher as ‘old’ and ‘new’. Examples may include irons,

telephones, coins and bank notes, cooking implements,

motor vehicles, records/CDs, images of people

preparing and obtaining food. Participation may

involve:

– identifying items that are familiar/unfamiliar

– indicating items which are no longer used

– recording items as old or new

Grouping of images and/or

items may involve exploring

the concepts of time and

chronology and/or exploring

personal connections to

history.

• grouping of images

and/or items according

to time.

continued


71

Focus: Personal connections with history (cont)



assessment

Evidence of learning (words

in italics refer to Life Skills

outcomes)

Feedback

Students


and chronology



• the concept of time and

chronology


historical evidence

• use a variety of

strategies to locate and

select information

• visit a museum or library to view items from the past.

This may include:

– identifying items from the past

– recording examples of particular items by taking

photographs/videos, making drawings, writing

descriptions

– participating in a discussion about ‘why’, ‘how’ and

‘where’ we keep items from the past

Visiting a museum or library

to view items from the past

may indicate exploring the

concepts of time and

chronology and/or

participating in site studies to

explore people, events and

issues in Australian history.




affirm students’:

• identification of items

from the past and

recognition of the

importance of keeping

past items for future

generations

• their personal

connection of history

• gather materials that

relate to students’

individual pasts



select information

• bring examples of old and new items from home,

including models, photographs, real items

Bringing examples of old and

new items may indicate

exploring personal


• identification of past

items that show the

student’s personal

connection with history

• their personal

connection of history

• participate in the

recording of their

personal history

• group personal items such as baby clothes, photographs,

awards, certificates, memorabilia, and souvenirs

chronologically. This may include:

– responding to questions about when they used the

items

– indicating events related to the items

– placing items in chronological order according to

when they were used

Grouping of personal items

may show evidence of

exploring the concepts of time

and chronology and/or

exploring personal


• organisation of items

and events according to

chronology.

• their personal

connection to history


recording of their

personal history


strategies to organise

and communicate

information

• record their personal history chronologically using real

items, photographs, images and/or written text

Recording their personal

history may indicate exploring

personal connections to

history.



the teacher to encourage

the exploration of the types

of personal information

that could be included in a

personal history and guide

and affirm the selection

and entry of relevant data

in appropriate time frames.

continued


72

Focus: Personal connections with history (cont)

Outcomes: LS.1, LS.2, LS.11, LS.12


assessment



outcomes)

Feedback

Students


and chronology

• use the everyday

language of time

• share their personal history with others using the

language of time.

Sharing their personal history

using the language of time

may show evidence of

exploring personal

connections to history and/or

exploring concepts of time and

chronology.




affirm students’ sharing

their personal history with

others using the language

of time.


73

Focus: Connecting with people from the past



assessment




Feedback

Teacher

• assists students to identify one or more significant

Australians for investigation

• assists students to identify and access a range of

appropriate resources including visits to museums,

libraries and/or galleries

• facilitates class activities such as interviews, role-plays,

debates, discussions to assist students in their investigation

• assists students to record the results of their investigation

and to share this with others.

Students

• the contribution of

significant people

and/or groups

• explore the contribution

of one or more

significant Australians


of one or more

significant people or

groups in the areas of

the arts, sport or

community welfare



select information

• investigate the life, times and contribution of a significant

Australian, eg Sir Donald Bradman, Ian Thorpe, Mum

Shirl, Eddie Mabo, Mel Gibson, Nancy Wake. Information

gathered may include date and place of birth, early life

experiences, and why they are important. The

investigation may involve:

– participating in a discussion about significant

Australians

– identifying a significant Australian for investigation

– identifying the types of resources that will provide

information on the life, times and contribution of the

significant person such as books, letters, photographs,

postcards, films, videos, internet

– participating in one or more site studies to a museum,

library, gallery to obtain information

– locating and selecting information from a variety of

sources

Participating in gathering

information about a

significant Australian may

involve investigating the

importance of significant

people, events and issues in

Australian history and/or

using a variety of strategies

to locate and select

information.




affirm students’:

• selection of appropriate

information from a

variety of sources


significant people

and/or groups


of one or more

significant Australians

• further activities may include:

– preparing questions and participating in a mock

interview with the significant Australian

– re-creating or re-enacting a particular event from the

life of the selected Australian

– participating in a short debate to argue why the selected

person is significant

Further activities may




Australian history.

• presentation of their

knowledge from the

investigation of a

significant Australian in

a range of formats.

continued


74

Focus: Connecting with people from the past (cont)



assessment



outcomes)

Feedback

Students


significant people

and/or groups



and communicate

information

• determine the most appropriate way to record and

present the information gathered. This may involve:

– participating in a discussion about the information

obtained

– creating a scrapbook of images and/or newspaper

cuttings

– creating a collage of annotated photographs

– retelling the main events in the life of the selected

person through photographs, pictures, multimedia

presentation

Determining appropriate ways

to record information may

involve using a variety of

strategies to organise and

communicate information.




affirm students’:

• selection and recording

of information


significant people

and/or groups



and communicate

information

• communicate the results of their investigation to others.

This may involve:

– displaying the recorded information in a prominent

place in the classroom or school

– using a multimedia presentation

– presenting an oral report.

Communication of the

information may indicate

investigation of the



Australian history and/or

using a variety of strategies to

organise and communicate

information.


results of their

investigation to others

in an appropriate

format.

Responses from others

provide feedback.


75

Focus: Connecting with places of historical significance



assessment



Skills outcomes)

Feedback

Teacher

• assists students to identify and select a significant place,

organisation or institution for study

• assists students to identify and access the types of

resources that will provide appropriate information,

including guest speakers and site studies

• assists students in determining appropriate ways to

record, preserve and publicise the results of their study

• facilitates class activities where students can share

information and/or re-create a particular event in the

history of a significant place.

Students




historical evidence

• participate in an

investigation of the

history of the school

• participate in an

investigation of an

historically or

culturally significant

location



select information

• explore the history of a significant place, organisation or

institution, eg their school, a building in the local

community, a sporting club. This may involve:

– identifying the subject of their investigation, eg the

history of the school

– identifying and accessing appropriate resources,

eg school magazines, photographs, internet, films,

audio recordings

– participating in one or more site studies to a museum,

library, gallery to obtain information

– interviewing a guest speaker, eg a former student or

retired principal of the school, caretaker of local

museum, senior citizens

Exploring the history of a

significant location,

organisation or institution may

indicate exploring personal

connections to history and/or

participating in site studies to

explore people, events and

issues in Australian history. It

may also involve using a

variety of strategies to locate

and select information.




affirm students’:

• location and selection of

appropriate information





and communicate

information

• determine the most appropriate way to record the

information gathered for future historical reference. This

may include:

– participating in a group discussion/forum to discuss

the information obtained

– creating a scrapbook of images, newspaper cuttings

– creating a collage of annotated photographs

– retelling the history of the location through

photographs, pictures, multimedia presentation

Determining the most

appropriate way to record

information from the past may




• selection of an

appropriate way to

record their

information.

continued


76

Focus: Connecting with places of historical significance (cont)



assessment



Skills outcomes)

Feedback

Students





and communicate

information


historical evidence

• re-create or re-enact a particular event in the history of

the significant place using the historical evidence

gathered, eg the formal opening of the school

Re-creating or re-enacting a

particular event may involve



information.




affirm students’:

• participation in

re-creating a particular

event in the history of a

significant place





and communicate

information

• record information of their investigation in oral, visual

and/or written formats

Recording information may




• recording of

information in an

appropriate format





and communicate

information

• gather items and/or information for inclusion in a time

capsule. This may include:

– determining the best ways to conserve and protect

photographs, documents, artefacts over time

– incorporating items/information into a time capsule

– determining location of the time capsule

– determining access to the time capsule after a period

of time

Incorporating information into

a time capsule may indicate



information.

• incorporation of their

information into a time

capsule





and communicate

information

• share or publicise their investigation to others,

eg through the local media, historical society, school

newsletter.

Sharing or publicising their

investigation may involve



information.

• sharing of the results of

their investigation with

others.


77

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.

Life Skills Outcomes

A student:

LS.1 experiences a range of environments

LS.2 moves around in the environment

LS.3 recognises the features of a range of environments

LS.4 explores the effects of the physical environment on peoples’ activities

LS.7 explores the diversity of Australian communities

LS.10 recognises the importance of active and informed citizenship



Resources

Existing textbooks

SBS World Guide http://www.theworldnews.com.au/Worldguide/index.php3

Other internet sources

Archival magazines and brochures

Photographs of the local community

Computer hardware and software appropriate to multimedia presentations, including a

digital camera

Links

A student:

English

LS.4 uses spoken language to interact with a range of audiences

LS.6 uses visual texts in a range of contexts

LS.8 responds to increasingly complex written texts


LS.11 views and responds to a range of visual texts, media and multimedia




History

LS.9 recognises the contribution of Aboriginal peoples and other cultures to

Australian history


LS.12 uses a variety of strategies to organise and communicate information



solutions.

A student:

Languages



LS.MBC.3 recognises the contribution of different cultures to Australian society

Mathematics

DLS.1 reads and interprets tables and data displays

PDHPE



Visual Arts


of view.

For students working towards Life Skills outcomes in regular classes, teachers may wish to link the activities in this unit with the Stage 5 unit ‘Changing Australian

Communities’ in Geography Years 7–10: Advice on Programming and Assessment (pp 27–35).


78

Focus: Our community



assessment



Skills outcomes)

Feedback

Teacher

• assists students to recognise, explore and record the

geographical features of the school environment using

safe practice

• explicitly teaches geographical language to enable

students to move around the school in the context of

accessing classrooms, canteen, offices, and playground.

Students

• geographical features

of the immediate

environment

– school

• geographical language

used to describe

features of the

environment

• experience and

participate in activities

that focus on the

immediate environment

– school

• respond to

geographical language

• access features of the school by following a personal

timetable and using safe practice. This may include:

– taking photographs of features of the school and

matching/placing these on a map with text if

appropriate

– following directions involving geographical language

to move around the school environment, eg ‘come to

the front of the class’, ‘wait at the top of the stairs’,

‘turn left at the end of the corridor and give this note

to the secretary at the office’

– use geographical language to respond to questions

such as ‘Where is …?’ For example ‘the canteen is

next to the sports room’, ‘the kitchen is on the top

floor’, ‘the bus leaves from the front of the building’

Accessing features of the

school may indicate

experiencing a range of

environments and/or moving

around in the environment

and/or recognising the

features of the environment.


feedback and prompts by


affirm students’:

• demonstration of safe

movement around the

school and following

and/or using appropriate

geographical language

• moving around the

environment using

safe practice

• identify assistance

needed to move around

in the immediate

environment

• indicate the need for and/or seek assistance, if required,

to access particular parts of the school using a support

network card#, eg ‘I need help to get to the kitchen on

the top floor’, ‘I need someone to push my wheelchair

over the grass to get to the football field’, ‘meet the

teacher at the southern end of the oval’.

Indicating the need for

assistance may be a strategy

for moving around in the

environment and may indicate



information.

• request for assistance

and safe movement in

the environment.

continued

# See pages 213 and 216 for details of how to develop a support network card


79

Focus: Our community (cont)



assessment



Skills outcomes)

Feedback

Teacher

• provides opportunities for students to engage in

fieldwork to recognise, explore and record geographical

features in the community

• explicitly teaches geographical language to enable

students to move around in the community in the

context of undertaking fieldwork, site studies and/or

specific projects

• explicitly teaches skills and strategies for students to

move around safely in the community as a passenger in

a motor vehicle, bus or train, as a pedestrian, as a bike

rider.

Students

• geographical features

of the immediate

environment

– community

• experience and

participate in activities

that focus on the

immediate environment

– community

• recognise and explore the geographical features of the

community, eg shopping and recreational areas, public

buildings and places of interest. This may include:

– taking photographs of features of the community and

matching/placing on a map with text if appropriate

– exploring the function of a range of community

facilities, eg What do libraries provide? Where

would you go to deposit money? What kinds of

things would you expect to find in a museum? Where

would you go to buy medicine?

Exploring the geographical

features of the community

may indicate experiencing a

range of environments and/or

recognising the features of a



locate and select information.




affirm students’:

• identification of the

geographical features of

the community

• geographical language

used to describe

features of the

environment

• respond to geographical

language

• respond to questions using geographical language to

locate features of the environment. This may include:

– responding to questions using geographical language

to locate themselves in relation to features of the

environment such as ‘you are here, how will you get

to…’

– demonstrating their understanding of geographical

language as they move around the community in the

context of undertaking fieldwork, site studies and/or

specific projects

Responding to questions

involving geographical

language to locate features of

the environment may indicate

moving around in the

environment and/or


range of environments.

• response to questions

involving geographical

language.

continued


80

Focus: Our community (cont)



assessment



Skills outcomes)

Feedback

Students


environment using

safe practice

• identify assistance

needed to move around

in the immediate

environment

• indicate the kind of assistance required to access

particular parts of the community. This may include:

– identifying the kind of assistance required using

individual communication systems

– identifying appropriate trusted and known adults

from whom to ask assistance

– requesting assistance in a range of structured role

plays

– demonstrating skills in a range of community

situations

Indicating assistance required

may be a strategy for moving

around in the environment.




affirm students’:

• request for assistance

and safe movement in

the environment


environment using

safe practice

• use modes of travel to

meet individual needs

in the immediate

environment

• demonstrate safe

practice as a pedestrian


practice when travelling

in a vehicle

• demonstrate skills and strategies as they move around

safely in the community, eg cross when traffic lights are

green, stand behind the yellow line when waiting for a

train, wear a seatbelt in a car or bus, wear a helmet

when riding a bike.

Demonstrating appropriate

skills and strategies may

indicate moving around in the

environment.

• demonstration of

appropriate skills and

strategies and safe

movement in the

community.


81

Focus: Belonging to communities



assessment



Skills outcomes)

Feedback

Teacher

• assists students to explore what it means to be a

member of a community

• facilitates fieldwork to locate and identify community

groups.

Students

• factors contributing to

a sense of identity in

Australian

communities

• recognise that they are

members of a variety of

communities

• explore the features of

communities

• participate in classroom activities and fieldwork to

identify, locate and explore the activities of community

groups such as youth groups, scouts, guides, swimming

club, football team, religious group to which they

belong and/or support. This may include:

– bringing photographs, videos, badges, uniforms and

other items from home

– indicating the activities of the community group to

which they belong and their participation in these

activities

– indicating what they enjoy most about belonging to

and/or supporting these groups

– using photographs/pictures to record on a community

map the location of meeting places for identified

community groups, eg the scouts meet at the hall in

Smith Street, the football club is next to the garage

on the main road

– making a poster or multimedia presentation of the

range of groups and activities to which students

belong and/or support in the community.

Identifying, locating and

exploring the activities of

community groups to which

they belong may indicate

exploring the diversity of

Australian communities and/or

recognising the importance of

active and informed

citizenship. These activities

may also involve using a


and select information and/or



information.



the teacher to affirm


groups to which they

belong and the variety of

groups within the

community.


82

Focus: Faces in the community



assessment



Skills outcomes)

Feedback

Teacher

• assists students to identify the cultural background of

themselves and others in the school/community

• assists students to explore the range and contributions

of cultural groups in the community

• assists students to recognise individuals and groups that

support and protect the community.

Students

• Australia’s cultural

identity

• recognise the range of

cultures represented in

the class, school and

wider community

• bring items from home that reflect features of their

cultural background to share with others, eg food,

photographs, traditional costumes, music, songs, stories

Bringing items from home

that reflect their cultural

background may indicate

exploring the diversity of

Australian communities.

Oral, visual and/or


prompts by the teacher to

guide and affirm

students’:

• sharing their cultural

background with others


identity


communities

• recognise the range of

cultures represented in

the class, school and

wider community

• record information about the cultural background of

class members. Activities may include:

– plotting country of origin of class members or their

parents on a world map

– including items brought from home in classroom

display

– describing cultural similarities and diversity between

class members

Recording information about

the cultural background of

class members may indicate


locate and select information

and/or using a variety of


communicate information

and/or exploring the diversity

of Australian communities.

• recording of the cultural

background of

themselves and others

in the class


identity

• explore the ways that

cultural diversity has

contributed to

Australia’s identity

• share in cultural activities alongside community

members, eg by participating in making a mural,

making and decorating models, constructing and/or

decorating items in the classroom or school to represent

a cultural theme

Sharing in cultural activities

may be evidence of exploring

the diversity of Australian

communities.

• participation in cultural

activities alongside

community members.

continued


83

Focus: Faces in the community (cont)



assessment



Skills outcomes)

Feedback

Students

• natural hazards that

affect people’s lives

and activities

• recognise individuals,

groups and government

departments/agencies

that respond to disasters

caused by natural

hazards

• recognise the range of groups and personnel who

support the community, eg police or ambulance

officers, fire brigade or SES personnel, community

services groups

– matching photographs, pictures and/or text of

individuals and/or groups who support the

community

– identifying on a community map where these

services are located

– undertaking research, possibly including fieldwork,

to obtain information on the functions of these

services

Recognition of the range of

groups and personnel who

support the community may

be evidence of moving around

in the environment and/or


range of environments. It may

also indicate exploring the

diversity of Australian

communities and/or exploring

the effects of the physical

environment on people’s

activities and/or using a






affirm students’:


range of groups who

support the community

in the event of natural

hazards in the physical

environment

• factors contributing to

a sense of identity in

Australian

communities

• recognise that they are

members of a variety of

communities


communities

• creating a collage or a multimedia presentation to depict

the features of the local community and the

contributions of cultural groups. The collage may

include community location, its facilities (such as cafes,

places of worship, cultural venues) and people, and

what makes it unique.

Creating a collage or

multimedia presentation of

features of the local

community may be evidence

of exploring the diversity of

Australian communities




• creation of a collage or


of the features of the

local community and

what makes it unique.


84

Focus: Distinctive features of Australia



assessment



Skills outcomes)

Feedback

Teacher

• assists students to recognise a map of Australia, locate

New South Wales and plot their community on the map

• assists students to identify the coastal and inland regions of

the state and their associated landforms, climates and/or

vegetation

• assist students to recognise and record the distinctive

features of native Australian flora and fauna.

Students

• Australia’s

geographical

dimensions

– shape

• recognise the shape of

Australia

• identify the location of their community on a map. This

may include:

– recognising the shape of Australia

– tracing, drawing or modelling the shape of Australia

– locating the state of New South Wales on a map

– plotting the location of their community on a map of

New South Wales and/or Australia

Identifying the location of

their local community may

indicate recognising the

features of a range of

environments.




affirm students’:


location of their

community on a map of

Australia

• patterns of:

– landforms

– drainage basins

– climate, rainfall,

temperature

– vegetation

– natural resources

– soils

• recognise that there

are varied types of

landforms, climates,

vegetation and natural

resources in Australia

• explore the difference between coastal and inland

environments. This may include:

– matching pictures/photographs to distinguish between

coastal and inland environments

– labelling pictures/photographs to indicate the type of

climate associated with coastal and inland environments

– labelling pictures/photographs to highlight the

vegetation typical of coastal and inland environments

Participation in exploring the

difference between coastal and

inland environments may



environments.


features of coastal and

inland environments

• effects of aspects of

the physical

environment on

people’s activities

– climate

– topography

– natural resources

• recognise that

people’s activities are

influenced by climate,

topography and

natural resources

• undertake research, possibly including fieldwork, to

explore and compare the effect of the physical environment

and the climate on the activities of people in coastal and

inland communities. This may include establishing links

with one or more schools using communication technology

and/or site studies and investigating:

– recreational activities

– transport

– work opportunities

Participation in fieldwork may

indicate exploring the effect of

the physical environment on

people’s activities and/or



• research into the effect

of the physical

environment on the

activities of people.

continued


85

Focus: Distinctive features of Australia (cont)



assessment



Skills outcomes)

Feedback

Students

• distinctive features of

Australian flora

• recognise well-known

Australian trees and

flowers

• recognise the

distinctive features of

native Australian trees

and flowers

• undertake fieldwork to recognise and record native

trees/flowers in the school/local environment. This may

include:

– locating native flora such as eucalyptus trees,

banksias, wattles etc

– sorting and matching photographs/pictures of the

features of a variety of native trees/flowers

– exploring the distinctive features of native plants,

eg the colour, size, shape and colour of waratahs, the

feel and smell of wattle flowers and eucalyptus

leaves, the varieties of banksias

– recording their fieldwork using photographs, videos,

drawings, written text, tables and graphs

Participation in fieldwork to

recognise and record native

plants may indicate



experiencing a range of

environments. It may also







affirm students’:

• recording of native

plants in the school

and/or local

environment

• determine from their fieldwork the most appropriate

native trees/flowers to plant in the school or local

community as part of a flora regeneration project


appropriate native trees and

flowers to plant in the

school/community may



environments and/or using a




most appropriate plants

to grow in the local

area.

continued


86

Focus: Distinctive features of Australia (cont)



assessment



Skills outcomes)

Feedback

Students


Australian fauna

• recognise well-known

Australian animals

• recognise the

distinctive features of

Australian animals

• undertake fieldwork to recognise and record the

distinctive features of native animals. This may include:

– recognising native animals in a visit to a zoo,

wildlife sanctuary or in the local environment

– observing, photographing and/or videoing a variety

of native animals focusing on their appearance,

eating habits, habitats and the way they care for their

young

– recording their fieldwork using photographs,

pictures, written text

Participation in fieldwork to

recognise and record native

animals in the local

environment may indicate

moving around in the

environment and/or


range of environments. The

fieldwork may also involve


locate and select information







affirm students’:

• recording of the distinct

features of Australian

native animals


Australian fauna



and communicate

information

• communicate results of their fieldwork to others. This

may include:

– placing labelled photographs and/or a poster in a

prominent position in the classroom or school

– developing a multimedia presentation



their fieldwork with others

may indicate using a variety of




results of their

fieldwork.


87

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.


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

Barlow, A & Hill, M, Australian Aborigines Series, Macmillan, Sydney.

Aboriginal Australia Reading Series, Harcourt Brace Jovanovich, Sydney.

Roughsey, D, The Rainbow Serpent, Collins, Sydney.

Deadly Vibe Magazine, PO Box 810, Darlinghurst, 2010.

Tresize, P & Roughsey, D, Gidja, Collins, Sydney, reprinted by Angus & Robertson,

Sydney.

Djugurba – Tales from the Spirit Time, Australian National University Press, Rushcutters

Bay.

Stokes, D, Desert Dreamings, Jacaranda Press, reprinted by Heinemann Library, Carlton.

Traditional Aboriginal Culture and Society (Information Pack) ATSIC, Canberra.

Posters

ATSIC, Canberra

Department of Aboriginal Affairs, Sydney

Naamarroo Employment Services, Redfern

Videos

The Dreaming Series, Aboriginal Nations Pty Ltd, 97 Rose St Chippendale, 2008

Message Stick. ABC Series.

Websites

Bangarra Dance Theatre http://www.bangarra.com.au

Aboriginal and Torres Strait Islander Commission http://www.atsic.gov.au

Australian Museum http://www.amonline.net.au

Yothu Yindi http://www.yothuyindi.com

Christine Anu http://www.christineanu.com

Deadly Vibe Magazine http://www.vibe.com.au


88

Links

A student:

Aboriginal Languages


LS.MBC.2 explores their own and other cultures

English




LS.16 explores social and cultural issues through texts

Geography

LS.2 moves around in the environment

LS.4 explores the effects of the physical environment on people’s activities

History

LS.3 participates in site studies to explore people, events and issues in Australian

history


Australian society.

A student:



solutions

Music

LS.7 experiences music from a variety of social, cultural and historical contexts

LS.9 appreciates a variety of music

PDHPE


LS.23 supports and cooperates with others in a range of contexts

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 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.


89

Focus: Exploring traditional and contemporary Aboriginal culture

Outcomes: LS.1, LS.6, LS.8


assessment



Skills outcomes)

Feedback

Teacher



• assists students to explore aspects of cultural diversity

• invites members of the Aboriginal community to share

features of their culture.

Students

• factors that contribute

to identify

• recognise that each

person has their own

identity

• bring items from home that reflect features of their

cultural background to share with others,

eg photographs, traditional costumes, music, songs,

stories


representing students’ cultural

backgrounds is important in

recognising factors that

contribute to an Aboriginal

person’s identity.




affirm students’:

• sharing their cultural

background with others

• explore factors that

contribute to identity

• identify features of diversity in their local community

such as food, food outlets, dance, music, musical

instruments, songs, chants, clothing/costumes,

greetings, festivals, special occasions, traditions, stories

Identifying features of

diversity in their local

community is important in



person’s identity.

• response to and

identification of the

cultural background of


in the class.

continued


90

Focus: Exploring traditional and contemporary Aboriginal culture (cont)



assessment



Skills outcomes)

Feedback

Students

• the increasing

interaction of non-

Aboriginal people

with Aboriginal

Peoples and culture

• explore how people in

the wider community

are accessing aspects of

Aboriginal culture

• explore aspects of Aboriginal culture with one or more

members of the Aboriginal community. This may

include:

– listening to traditional and contemporary Aboriginal

music associated with a range of celebrations

– exploring the movement, feel and sound produced by

musical instruments

– listening to/viewing stories, eg Dreamtime stories

– observing and participating in a dance associated

with a particular occasion or ceremony

– visiting an Aboriginal cultural centre or gallery

Exploring aspects of

Aboriginal culture through

traditional music, stories,

dance and cultural

presentations may indicate

exploring the ways in which

the wider Australian

community interacts with

Aboriginal Peoples and

cultures.




affirm students’:


Aboriginal cultural

activities

• share in cultural experiences alongside Aboriginal

community members, eg participate in preparing and

eating a variety of food, participate in creating artwork

using traditional Aboriginal methods

Participation in shared cultural

experiences may indicate

exploring the ways in which

the wider Australian



cultures.

• participation in cultural

experiences alongside

Aboriginal community

members

• the appropriate

protocols for

communicating and

showing respect for

Aboriginal Peoples

and cultures

• explore the appropriate

ways of behaving

towards,

communicating with

and showing respect for

Aboriginal Peoples

• listen to and ask questions of an Aboriginal guest

speaker on the significance of the land for Aboriginal

people in relation to food, kinship, spiritual connections

Listening to Aboriginal guest

speakers may indicate using

appropriate protocols for

working with Aboriginal

Peoples and communities.

• use of appropriate

protocols when

listening to an

Aboriginal guest

speaker.

Responses by the guest

speaker can also provide

feedback.

continued


91

Focus: Exploring traditional and contemporary Aboriginal culture (cont)



assessment



Skills outcomes)

Feedback

Students

• the increasing

interaction of non-

Aboriginal people

with Aboriginal

Peoples and culture

• explore how people in

the wider community

are accessing aspects of

Aboriginal culture

• make a poster, model or multimedia presentation to

illustrate a particular aspect of Aboriginal culture such

as music, stories, dance, art, food.

Illustrating a particular aspect

of Aboriginal culture may

indicate exploring the ways in

which the wider Australian



cultures.




affirm creation of a poster,

model or multimedia

presentation about a

particular aspect of

Aboriginal culture in an

appropriate format.

Focus: Land and its significance for Aboriginal identity


Teacher

• assists students to explore links between contemporary

Aboriginal enterprises, culture and the land.

Students

• factors that contribute

to Aboriginal identity

• recognise the centrality

of land to Aboriginal

identity

• explore factors that

contribute to an

Aboriginal person’s

sense of identity

• explore the significance of the land for Aboriginal

people through:

– viewing films, eg Rabbit Proof Fence

– viewing/listening to Dreamtime stories

– viewing/listening to Aboriginal visual and

performing artists

– discussing the significance of the colours and design

of the Aboriginal flag

Exploring the significance of

the land for Aboriginal people


factors that contribute to an

Aboriginal person’s identity.




affirm responses to films,

stories, visiting artists and

the Aboriginal flag and the

identification of the link

between the land and

Aboriginal identity.

continued


92

Focus: Land and its significance for Aboriginal identity (cont)



assessment



Skills outcomes)

Feedback

Students

• the importance of the

land and economic

independence for

Aboriginal self-

determination and

autonomy

• a variety of strategies

to access information

to meet a particular

need

• recognise the links

between economic

independence and

autonomy

• identify the importance

of the land for

Aboriginal self-

determination

• locate information

using appropriate

strategies

• undertake site studies and/or communication

technology research to explore contemporary

Aboriginal organisations/enterprises. This may include

answering the following questions:

– What does the organisation/enterprise do?

– Where does it operate?

– How does it service the needs of the community?

– What are the links between the

organisation/enterprise and various expressions of

Aboriginal culture?

Undertaking site studies or

research may involve



person’s identity and/or

recognising the importance of

self-determination and

autonomy for Aboriginal

Peoples. It may also involve






affirm students’:

• investigation of

contemporary

Aboriginal

organisations and

enterprises

• strategies for

organising

information

• formats for

communicating

information

• evaluate and order

information

• select and use

appropriate written, oral

and graphic forms to

communicate

information

• record the results of their research and present their

findings to others. This may include:

– annotating photographs taken on the site study

– completing a teacher-structured worksheet

– creating a poster

– presenting an oral report

– developing a multimedia presentation.

Recording the results of

research and presenting

findings may involve using a

variety of strategies to


information.

• recording of results and

presentation to others.

Responses by others

provide feedback.


93

Focus: Connecting with prominent Aboriginal people



assessment



Skills outcomes)

Feedback

Teacher

• provides information on a range of contemporary and

prominent Aboriginal people

• assists students to select a prominent Aboriginal person

as the subject of a case study

• assists students to identify and access a range of

resources, including organising a visit by, or interview

with, the selected person

• assists students to record their investigation in

appropriate formats to share with others.

Students

• the increasing

interaction of non-

Aboriginal people

with Aboriginal

Peoples and culture

• recognise the ways in

which Aboriginal

Peoples are increasingly

visible and vocal in the

community

• participate in class activities to explore roles of well-

known Aboriginal people in the community. This may

include:

– identifying well-known Aboriginal people

– sorting and matching well known Aboriginal people

with the area in which they are famous

– recognising through discussion that Aboriginal

people are now more visible and vocal in the

community

Participation in class activities

to explore roles of well-known

Aboriginal people may

indicate exploring the ways in

which the wider Australian



cultures.




affirm students’:

• identification of well

known Aboriginal

people and their roles in

the community


Aboriginal people to

Australian society


development of a case

study regarding the

contribution of an

Aboriginal person to

Australian society

• select an Aboriginal person as the subject of a case

study. Individuals may be selected from the areas of:

– visual arts, eg Sally Morgan, Bronwyn Bancroft

– performing arts, eg Christine Anu, Mandawuy

Yunupingu, David Gulpilil

– film and television, eg Deborah Mailman

– sport, eg Jason Gillespie, Nova Peres-Kneebone,

Cathy Freeman

– politics, eg Linda Burney, Aiden Ridgeway

– human rights, eg Dr Lowitja O’Donoghue

Selection of an Aboriginal

person as the subject of a case

study may indicate

recognising the significant

contribution of Aboriginal

people to Australian society.

• selection of an

appropriate Aboriginal

person as the subject of

a case study.

continued


94

Focus: Connecting with prominent Aboriginal people (cont)



assessment



Skills outcomes)

Feedback

Students



Australian society

• the appropriate

protocols for

communicating and

showing respect for

Aboriginal Peoples

and cultures




need


development of a case

study regarding the

contribution of an

Aboriginal person to

Australian society

• explore the appropriate

ways of behaving

towards,

communicating with

and showing respect for

Aboriginal Peoples


using appropriate

strategies

• select relevant

information from

identified sources

• undertake the case study. This may involve:

– participating in a discussion about the Aboriginal

person

– identifying the types of resources that will provide

information on the life and contribution of the person

such as books, newspaper cuttings, photographs,

films, videos and websites

– locating and selecting information

– participating in preparing questions and interviewing

the selected person by phone, email, in person

– participating in a group discussion/forum to discuss

the information they have collected for the case

study

Undertaking the case study

may indicate recognising the

significant contribution of


Australian society. It may also

indicate using appropriate

protocols for working with


communities and/or using a






affirm students’:

• identification, location

and selection of

appropriate resources

that will provide

information on the life

and contribution of the

person

• strategies for

organising

information


information

• determine the most appropriate way to record the

information gathered as part of the case study. This may

involve:

– creating a scrapbook of photographs, newspaper

cuttings

– creating a collage of annotated materials

– retelling the main events in the life of the selected

Aboriginal person through photographs, pictures,



appropriate way to record the

information gathered may

indicate using a variety of



• recording of their

information in an

appropriate format

• formats for

communicating

information

• select and use



communicate

information

• share their case study with others. This may include:

– placing labelled photographs or a poster in a

prominent position in the class or school

– developing a multimedia presentation


Sharing their case study with

others may indicate using a



information.


results of their case

study in an appropriate

format.

Responses by others can

provide feedback.


95

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

LS.2 recognises ways in which people obtain goods and services in the local

community

LS.3 explores consumer, financial, legal and employment issues which affect daily life

LS.4 explores rights and responsibilities as a consumer

LS.7 makes informed decisions about purchasing goods and services


LS.10 identifies appropriate community support personnel and agencies who can assist

with commercial and legal problems and issues


LS.12 uses a variety of strategies to organise and communicate information

LS.13 uses individual and collective skills in the learning process

Note: Teachers may develop other units of work to address syllabus content related to

Life Skills Outcomes 5, 6 and 9. Not all the ‘learn about’ and ‘learn to’ statements for

each outcome are included in this sample unit, however teachers may incorporate these if

they are considered to be appropriate to the needs of their students.

Websites

Australian Competition and Consumer Commission http://www.accc.gov.au

Australian Consumers’ Association http://www.choice.com.au

Consumers Online http://www.consumersonline.gov.au

NSW Office of Fair Trading

http://www.dft.nsw.gov.au

http://www.dft.nsw.gov.au/shopping

http://www.dft.nsw.gov.au/shopping/shoppingtips/lay-bys

http://www.moneystuff.fairtrading.nsw.gov.au

National Children’s and Youth Law Centre http://www.lawstuff.org.au

Scamwatch http://www.scamwatch.gov.au

Australian Securities and Investment Commission

http://www.fido.asic.gov.au

http://www.fido.asic.gov.au/fido/fido.nsf/byheadline/Teacher+resources?openDocument

Links

A student:

English


LS.7 reads and responds to short written texts






LS.2.1 uses information and software technology in solving a range of problems


solutions.

A student:

Mathematics

NLS.13 uses money to purchase goods and services

NLS.15 plans personal finances

PDHPE



Visual Arts



of view.

For students working towards Life Skills outcomes in regular classes, teachers may wish to link the activities in this unit with the Stage 5 unit ‘Consumer Choice’ in Commerce

Years 7–10: Advice on Programming and Assessment (pp 19–28).


96

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

common to all young

people

• how needs and

aspirations of young

people may be met

• identify basic needs

common to all young

people

• identify ways in which

the needs of young

people may be met

• identify the differences between needs and wants. This

may include:

– identifying the basic needs of all young people for

food, care, clothing, shelter, education and health

care

– identifying items that might be desirable but are not

essential, eg computer games, CDs, DVDs,

fashionable clothing, mobile phones

– sorting real objects and/or using advertising material

to make an individual or group poster that

differentiates between student ‘needs’ and ‘wants’

– matching photographs/pictures to illustrate the ways

in which their basic needs are met, eg parents/carers

provide food and shelter, love and well-being,

doctors and hospitals provide health care

– recognising that some needs cannot be purchased,

eg love, friendship, well-being.

Identification of needs and

wants may indicate exploring

the differences between needs

and wants.

Oral, visual and/or



to guide and affirm

students’ demonstration

of the differences

between needs and wants

and their appreciation that

they don’t need to buy

things to be happy.


97

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

between goods and

services

• where goods and

services may be

obtained

• how goods and

services may be

obtained

• identify providers of

goods

• identify providers of

services

• identify where specific

goods may be obtained

• identify where services

may be obtained

• make a purchase

directly from a retail

outlet

• match specific goods and services to appropriate

providers. This may involve:

– matching pictures of specific goods to a single

provider or place of purchase, eg prescription

medicines from a chemist, petrol from a service

station, goldfish from a pet shop

– making a poster to indicate goods that can be

purchased from multiple providers, eg meat from a

supermarket or butcher, fruit from a greengrocer or

supermarket

– matching and labelling pictures or photographs to

indicate where services may be obtained and/or

purchased, eg a hair cut from a hairdresser, a dental

check at the dentist, a vaccination for a dog at the

veterinary clinic

– participating in simulated or actual site visits to

identify appropriate community providers for

purchasing/obtaining goods and/or services.

Matching specific goods and

services to appropriate

providers may indicate

recognising the ways in which

people obtain goods and

services in the local

community.

Oral, visual and/or



to guide and affirm

students’ matching of

specific goods and

services to appropriate

providers and

identification of the ways

in which people obtain

goods and services in the

local community.


98

Focus: Rights and responsibilities as a consumer



assessment



Skills outcomes)

Feedback

Teacher

• explicitly teaches the rights and responsibilities of

consumers, vendors, providers

• explicitly teaches the features and conditions related to

store protocols

• arranges site studies to stores and/or service providers

for the purpose of clarifying the rights and

responsibilities of vendors/providers and students as

consumers when borrowing, hiring or purchasing goods

and services

• explicitly teaches the features of basic contracts.

Students

• responsible consumer

behaviour

• return hired goods in

same condition and on

time

• participate in role-plays and/or discussions to develop

an understanding of how ‘rights’ and ‘responsibilities’

for consumers apply in real life. This could include:

– recognising conditions for entering some stores,

eg taking in bags, pets

– purchasing goods in good condition and consistent

with advertised details

– recognising conditions for returning purchased items

– returning borrowed/hired goods in the same

condition and on time

– recognising conditions for hiring some items,

eg paying a ‘holding deposit’ which is refunded on

return of an item

Participating in role-plays

about rights and responsibilities

of consumers may indicate

exploring rights and

responsibilities as a consumer.

Oral, visual and/or



to guide and affirm


consumer scenarios and

identification of some of

their rights and

responsibilities as

consumers.

continued


99

Focus: Rights and responsibilities as a consumer (cont)



assessment



Skills outcomes)

Feedback

Students


behaviour




need

• strategies for

organising

information

• researching and

presenting

individually and in

groups

• return hired goods in

same condition and on

time

• recognise the

importance of making

payments on time


using appropriate

strategies


information

• take on responsibilities

to work independently

and as a member of a

group

• participate with others in site studies to stores and/or

service providers for the purpose of clarifying mutual

rights and responsibilities. This may include:

– clarifying with staff at a council library the terms and

conditions when borrowing books/other items

– clarifying with video store manager the terms and

conditions for hiring videos/computer games

– clarifying with a store manager the conditions for

entry such as searching bags, restricted sale of some

goods

– recording terms and conditions, rights and

responsibilities for purchasing, borrowing, hiring a

range of goods following site studies

– present and share the information with others

individually and/or as part of a group

Participation in site studies to

clarify mutual rights and

responsibilities may assist

students in exploring their

rights and responsibilities as

consumers and/or using

individual and collective skills

in the learning process.

Oral, visual and/or



to guide and affirm

students’:

• participation in site

visits and recording of

their rights and

responsibilities as

consumers

• the need for consumer

protection

• explore the features and

terms of basic contracts

• participate in drawing up a contract within the class to

clarify that contracts consist of an offer and an

acceptance. An example of a contract is the offer of free

time in exchange for a student completing set tasks.

Signatures of both the student and teacher represent an

acceptance of the terms and conditions of the contract.

In detail, this may include:

– negotiating an amount of free time that will be

provided to the student in exchange for completing

set tasks

– negotiating time frame for the contract

– specifying consequences for both parties if the

conditions of the contract are not met

– recording and signing the contract with the teacher

– determining if the contract is to be renewed or

changed

Participation in drawing up a

sample contract may assist

students to recognise the need

for consumer protection and

exploring their rights and

responsibilities as consumers.


drawing up a sample

contract.

continued


100

Focus: Rights and responsibilities as a consumer (cont)



assessment



Skills outcomes)

Feedback

Students


protection

• support personnel and

agencies in the

community who can

assist with

commercial and legal

issues

• explore the features and

terms of basic contracts

• identify agencies,

personnel and other

sources of assistance

which individuals can

access in relation to

legal and commercial

issues

• explore the implications of the ‘fine print’ in a range of

common contracts, eg mobile phone plans, lay-bys.

This may include identifying:

– individuals or agencies from whom they would seek

assistance before entering into a contract

– specific rules, conditions and legal obligations

associated with entering into contracts, eg ensuring

that all sections of a contract are read, understood

and agreed to before signing

– legal consequences for both parties if the terms and

conditions of the contract are not met.

Exploring the implications of

‘fine print’ in common

contracts may involve

exploring rights and

responsibilities of consumers

and/or exploring individual

legal rights and responsibilities

in relation to contracts.

Oral, visual and/or



to guide and affirm


the importance and

binding nature of

contracts and the need for

care before entering into

contracts.


101

Focus: Consumer protection



assessment



Skills outcomes)

Feedback

Teacher

• assists students to explore scenarios that highlight the

need for consumer protection

• explicitly teaches methods of redress that can be used in

a range of consumer scenarios

• assists students to identify individuals and/or groups

who can provide help in relation to consumer

protection.

Students


protection

• identify areas where

consumers may need

protection

• participate in structured role-plays to identify situations

where consumers may need protection. This may

include:

– checking that correct change is given when

purchasing an item

– checking that goods are without obvious fault and

are consistent with advertised details, eg price, size,

colour

– checking that a service has been provided as

requested, eg shoes have been re-soled, a punctured

bike tyre has been repaired successfully

Identification of situations in

which consumers may need

protection may assist students

in exploring their rights and

responsibilities as consumers.

Oral, visual and/or



to guide and affirm

students’:

• identification of

situations in which

they may need

protection as

consumers


protection

• recognise the process

for redress as a

consumer

• recognise methods of redress that can be used in a range

of consumer scenarios and apply these in structured

role-plays. This may include:

– indicating to a shop assistant that the change has not

been given or is incorrect

– indicating to a shop assistant that goods purchased

are inconsistent with advertised details

– indicating to staff in a video outlet that a hired video

tape did not play correctly

– returning a faulty item to a store and asking for a

replacement

Practising methods of redress in

structured role-plays may assist

students in exploring their

rights and responsibilities as

consumers.

• participation in a range

of consumer scenarios

and recognition of

methods of redress for

consumers.

continued


102

Focus: Consumer protection (cont)



assessment



Skills outcomes)

Feedback

Students


protection

• support personnel and

agencies in the

community who can

assist with

commercial and legal

issues




need

• strategies for

organising

information

• formats for

communicating

information

• identify areas where

consumers may need

protection

• recognise the process

for redress as a

consumer

• identify agencies,

personnel and other

sources of assistance

which individuals can

access in relation to

legal and commercial

issues


using appropriate

strategies


information

• select and use



communicate

information

• recognise ways of seeking additional assistance to

redress consumer dissatisfaction. This may include:

– recognising when additional assistance may be

needed to redress consumer dissatisfaction, eg when

a store refuses to replace faulty goods or to correct a

repair

– developing a list of individuals and/or groups who

can assist in advocating for their consumer rights

– demonstrating skills in locating, contacting and

communicating with others to redress consumer

dissatisfaction.

Recognising when additional

assistance may be required and

individuals and/or groups that

can assist may indicate

exploring their rights and

responsibilities as consumers

and/or indicate identifying

appropriate community support

personnel and agencies that

can assist with commercial and

legal problems and issues.

Oral, visual and/or



to guide and affirm


situations in which they

may need protection as

consumers and the people

and/or agencies who can

assist them.


103

Focus: Look, think, try before you buy



assessment



Skills outcomes)

Feedback

Teacher

• uses a variety of advertisements to explicitly teach and

assist students to identify techniques that are used to

influence consumer choice and persuade consumers to

buy products

• assists students to ‘shop around’ and compare the cost

and value-for-money of a range of items and services

• assists students to determine product items that can be

tried before purchase

• assists students to undertake a case study that involves

selecting a major item for purchase (eg mobile phone)

and investigating and recording factors that influence

the purchasing process. (Students may access consumer

websites to examine issues associated with purchasing

the selected item.)

Students

• factors that influence

selection of goods and

services

• identify factors that

influence customer

choices

• within the context of a case study, explore techniques

used to persuade consumers to buy a product by

listening to and/or viewing a range of multimedia

advertisements from television, radio, posters,

billboards, catalogues. Techniques that may be

discussed include:

– use of colour, movement, sound, images

– use of high profile people, eg sports or film

personalities

– use of language, eg humour, exaggeration, amount of

information provided

– use of slogans and jingles, eg ‘everybody needs one’,

‘offer ends soon’

– offer of special deals, eg ‘buy one, get one free’

Exploring techniques used to

persuade consumers to buy

products may assist students to

make informed decisions about

purchasing goods and services.

Oral, visual and/or



to guide and affirm


ways that consumers are

persuaded to buy

products and so help

them make informed

decisions about

purchasing goods and

services.

continued


104

Focus: Look, think, try before you buy (cont)



assessment



Skills outcomes)

Feedback

Students



services




need

• strategies for

organising

information


influence consumer

choices


using appropriate

strategies

• select information from

identified sources


information

• compare prices of products and services. This may

include:

– indicating the need for help when purchasing goods

and services

– identifying trusted and known adults who can

provide help when purchasing goods and services

– sorting and matching pictures/photographs of goods

and services that are similar

– identifying the cheapest price for a range of goods

and services from printed catalogues and/or online

catalogues

– telephoning and/or visiting supermarkets to compare

the cost of the same size and brand of grocery item

– visiting a range of outlets to compare prices, quality

and value-for-money for specific items, eg designer

or generic brand sports shoes, CD/tape/radio players,

across several outlets

– studying online catalogues, telephoning and/or

visiting service providers to compare the full costs of

similar services across several providers, eg mobile

phone plans

– recording information obtained in an appropriate

format to demonstrate price comparisons and share

this information with others

Comparing prices of products

and services may assist

students to make informed

decisions about purchasing

goods and services. It may also


strategies to locate and select

information and/or using a

variety of strategies to organise

and communicate information.

Oral, visual and/or



to guide and affirm

students’:

• request for help when


services and

comparison of prices

of products and

services so that they

can make informed

decisions about

purchases.



services


influence consumer

choices

• try appropriate items before purchase. This may

include:

– identifying appropriate items that can be tried before

purchase, eg clothing

– requesting assistance to try items, eg trying shoes or

clothing for fit, comfort and appearance; listening to

a chosen track on a CD to confirm choice.

Recognising that some items

should be tried before purchase

may assist students in making

informed decisions about


• identification of items

that should be tried

before purchase so that

informed decisions

may be made about

purchasing the goods.


105

Focus: Making an informed purchase



assessment



Skills outcomes)

Feedback

Teacher

• negotiates with students and/or parents a specific item

that will be purchased for the classroom or home

• assists students to develop a plan that reflects the issues

for consideration when planning the purchase.

Students


consumers


behaviour



services

• purchasing goods and

services




need

• strategies for

organising

information

• recognise the factors

that influence consumer

decisions

• identify ways in which

individuals promote

responsible consumer

behaviour


influence consumer

choices

• identify items for

purchase


using appropriate

strategies

• select relevant

information from

identified sources


information

• identify and follow the steps in a process to make an

informed purchase. This may include:

– determining the item to be purchased and the funds

available

– researching through the internet, catalogues and site

studies to identify whether the item can be purchased

from one or more outlets, comparing costs,

identifying features and value for money across

suppliers

– researching to identify whether items for purchase

are made from recycled materials and/or are

presented in recyclable packaging

– recognising the guarantee and/or warranty available

– identifying the conditions for return or exchange of

goods

Examination of influences on

consumer behaviour may

indicate exploring consumer,

financial, legal and

employment issues which affect

daily life and/or making

informed decision about

purchasing foods and services.

Oral, visual and/or



to guide and affirm


the steps to follow when

purchasing items so that

they can make informed

decisions about


services.

continued


106

Focus: Making an informed purchase (cont)



assessment



Skills outcomes)

Feedback

Students

• purchasing goods and

services

• locate appropriate

outlets to purchase

goods

• locate items to be

purchased

• make payment

appropriately

• purchase the item. This may include:

– identifying and locating the outlet where the item is

to be purchased

– locating the item and checking that it is consistent

with advertised details in respect of price, quality,

size and features

– wait appropriately and in turn to be served or to pay

for item

– tendering appropriate amount to pay for the item at

the checkout and checking the amount of any change

due

– retaining the receipt and/or guarantee or warranty in

a safe place in case there is a need to return the item.

Purchasing the item may

indicate purchasing goods and

services and/or making

informed decisions about


Oral, visual and/or



to guide and affirm

students’ purchase of

goods and/or services.


107

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:

LS.1 explores the nature of work and the workplace

LS.3 identifies the roles and responsibilities of a variety of organisations in the

community

LS.4 identifies appropriate support personnel and agencies in the community

LS.5 recognises the roles of education, employment and training systems

LS.6 explores strategies that facilitate effective planning for and management of

transition to further education, training and employment

LS.7 communicates personal preferences and choices within the context of planning

for transition to further education, training and employment

LS.8 recognises skills for effective participation in the workplace

LS.10 evaluates personal skills and strengths to facilitate participation in pathways

planning



Contact details for education, training and employment service providers

Images and video excerpts related to work safety

Computer hardware, multimedia and word-processing software and access to the internet

Websites

Australian National Training Authority: http://www.anta.gov.au

Australian Government Department of Education, Science and Training (Enterprise and

Career Education Foundation): http://www.ecef.com.au

WADU Resource (vocational education resources for Indigenous students and

communities):

http://www.ecef.com.au/WaduResource/WADU_PC.htm

myfuture website: http://www.myfuture.edu.au

Australian Council for Trade Unions (worksite for schools):

http://www.worksite.actu.asn.au

Australian Government Department of Employment and Workplace Relations:

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)


108

Links

A student:

Drama



English

LS.4 uses spoken language to communicate with a range of audiences


LS.12 communicates for a range of purposes



LS.17 uses individual and collaborative skills in the learning process

Geography

LS.1 experiences a range of environments

LS.2 moves around in the environment.

A student:



solutions

PDHPE


LS.7 uses appropriate strategies to initiate and manage relationships

LS.10 recognises and responds to safe and unsafe situations

LS.11 demonstrates safe practices that promote personal wellbeing

LS.22 uses appropriate strategies in response to at-risk situations


Visual Arts


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).


109

Focus: Planning ahead



assessment



Skills outcomes)

Feedback

Teacher

• assists students to participate in planning processes on a

day-by-day and/or weekly basis

• assists students to recognise the importance of planning

ahead for specific events

• assists students to participate effectively in informal and

formal planning processes.

Students

• planning and

managing the

transition to further

education, training

and employment

• strategies for

organising

information

• formats for

communicating

information


information

• select and use appropriate

written, oral and graphic

forms to communicate

information

• participate in discussions about the importance of

planning ahead and engage in processes that will

facilitate planning. Activities may include using a daily

and/or weekly school diary or timetable to plan ahead

for specific events such as excursions, weekend trips,

enrolling for the forthcoming sports season

Using a daily and/or weekly

diary or timetable to plan

ahead may indicate using a



information.

Oral, visual and/or



to guide and affirm

students’:

• demonstration of a

range of strategies to

plan ahead

• education and training

systems

• planning and

managing the


education, training

and employment

• planning processes to

assist transition to

further education,

training and

employment

• recognise current

education and training

options

• explore education and

training options with

family, carers and friends

• explore options and

requirements for

education, training and

employment with school

and community-based

personnel

• recognise the purposes of

planning processes and

the role of the student in

these processes

• participate in discussions to clarify the purpose and

nature of transition planning. This may involve:

– recognising the importance of planning ahead for

future goals

– recognising that discussions at a transition planning

meeting will provide information about options for

further education, training and/or employment

– identifying the time and place for the meeting

– identifying the people who will attend the meeting

and the ways in which they can assist the student

Recognising the goals of

transition planning may assist

students in communicating

personal preferences and

choices within the context of

planning for transition to

further education, training

and employment.


goal of transition

planning.

continued


110

Focus: Planning ahead (cont)



assessment



Skills outcomes)

Feedback

Students

• identifying personal

skills and strengths

• identify personal skills

and strengths

• develop a personal folio/résumé that highlights what they

like to do and their personal skills and strengths in

preparation for discussions at a transition planning

meeting. The personal folio should be in an appropriate

format with photographs and/or visual/written text and

may include information about:

– preferred subjects at school

– preferred work environments, eg inside/outside

– preferred hobbies and interests

– personal attributes such as

negotiation/communication/listening skills, patience,

perseverance, working in a team or independently

– skill areas

– details of previous work experience

– acknowledged areas where improvement would

enhance their personal skills and strengths such as the

need to work as part of a team, resolve conflict, deal

with criticism, punctuality, personal care and

presentation

Developing a personal

folio/resume to highlight their

goals and personal

skills/strengths and areas for

development may assist

students in communicating





and employment.

Oral, visual and/or



to guide and affirm

students’:

• identification of goals

and personal

skills/strengths

• the communication

skills required for

effective participation

in planning for

transition

• linking personal skills

to pathways planning

• articulate goals,

preferences and choices

and give reasons for

these

• map personal skills and

strengths in the context

of pathways planning

• participate in simulated transition planning meetings.

Students may use their folios as the basis for asking

questions and seeking clarification about options for

further education, training and employment. The

scenarios should also provide an opportunity for students

to defend a personal point of view about preferred

options and choices

Participation in structured

role-plays may assist students

in communicating personal


within the context of planning

for transition to further


employment.


simulated transition

planning meetings and

communication of

personal preferences

and choices.

continued


111

Focus: Planning ahead (cont)



assessment



Skills outcomes)

Feedback

Students



• participate in pathways

planning

• participate in a scheduled transition planning meeting.

This may include:

– using the information in their folio to express

preferences

– participating in decision-making processes,

eg expressing a point of view

– listening, identifying and recording actions to be taken

following the meeting

– determining the timeframe for subsequent meetings

– undertaking actions agreed to at the meeting.

Participation in a transition

planning meeting may






and employment and/or

evaluating personal skills and

strengths to facilitate

participation in pathways

planning.

Oral, visual and/or



to guide and affirm

students’ active


transition planning

meeting.


112

Focus: Services in the community



assessment



Skills outcomes)

Feedback

Teacher

• provides information on the roles and functions of a

variety of departments, agencies, businesses and services

in the community

• assists students to recognise the ways in which specific

departments, agencies, businesses and/or services in the

community can assist in meeting their individual needs.

Students

• organisations in the

community

– government

– business

– service

• accessing support

services in the

community to meet

individual needs




need

• strategies for

organising

information

• identify the roles of

government

departments and

agencies


businesses in the

community


services in the

community

• identify individual

support needs

• identify appropriate

departments,

businesses, services or

personnel that can assist

with individual support

needs


using appropriate

strategies

• select relevant

information from

identified sources

• identify agencies that can be accessed to meet individual

needs, eg RTA for applications for a learner’s permit;

bank for opening a personal account; automatic tellers in

banks for withdrawing money using a keycard; police &

community youth club for information on leisure

activities; Medicare office to apply for a Medicare card;

public transport authority to ascertain which railway

stations have ramps and/or lifts; Centrelink for payments

and assistance with jobs. This may include:

– matching pictures, photographs, text to indicate the

roles and functions of departments, agencies,

businesses and services in the community

– identifying individual needs for support and indicating

the appropriate department, agency, business and/or

service that can provide assistance

– recording the function and contact details of relevant

departments, agencies, businesses and services in an

appropriate format.

Identification of relevant

service providers to meet

individual needs may involve

identifying appropriate

support personnel and

agencies in the community.

Oral, visual and/or



to guide and affirm the

identification of, and

contact with, agencies

and organisations that can

assist in meeting

individual needs.


113

Focus: What’s work all about



assessment



Skills outcomes)

Feedback

Teacher

• assists students to explore the meaning of the term ‘work’

and the reasons why people work

• assists students to access the internet and other resources

to obtain information about the types of work and

workplace environments.

Students

• the purposes of work

• the types and variety

of work options


of work places




need

• strategies for

organising

information

• formats for

communicating

information

• explore the meaning of

the term ‘work’

• identify the reasons

why people work

• identify the types of

work options

• recognise links between

types of work and

workplace

environments


using appropriate

strategies

• select relevant

information from

identified sources


information

• select and use



communicate

information

• explore different types of work, where specific work is

undertaken, and the reasons why people work. This may

involve:

– sorting and matching photographs/pictures to identify

what is work and what is not work

– recognising the different types of work such as paid,

unpaid and voluntary work, full-time, part-time or

casual work, permanent or temporary work

– interviewing family members or friends to explore

work options and the reasons why people work

– recounting the work experiences of people from their

research

– exploring the links between types of work and

workplace environments such as indoor/outdoor, alone

or with others, eg she is a doctor and she works in a

hospital; he is a builder and he works outside; she sells

jewellery and she works in a department store

– recording the information obtained on a poster or

multimedia presentation.

Exploring different types of

work, where specific jobs are

done and the reasons why

people work may indicate

exploring a range of current

work and employment issues

and/or identifying skills for

effective participation in the

workplace.

Oral, visual and/or



to guide and affirm


different types of work

and skills necessary for


workforce.


114

Focus: Experiencing training and workplace environments



assessment



Skills outcomes)

Feedback

Teacher

• organises site visits to a range of education, training and

workplace environments

• assists students to participate in workplace experiences.

Students

• planning and

managing the


education, training

and employment


of workplaces

• visit a range of


employment

environments to

observe the work of

packers, cashiers and

assistants in retail

outlets, machine

operators in a factory,

parks and gardens

personnel at council

facilities, assistants at a

preschool

• recognise the links

between the types of

work and workplace

environments

• participate in site studies to observe and record

experiences of a variety of training and/or work

environments for the purpose of clarifying individual

preferences. This may include visits to:

– a TAFE or community college to observe training

programs/workshops, eg panel-beating, food service

– training sites in the community, eg apprentices

working at a smash repair shop, trainees working at a

child care centre

– indoor/outdoor workplaces, eg retail outlets, council

parks and gardens

– individual or team workplaces, eg train guard, fast

food outlet

– voluntary and paid work, eg green or pink ladies at a

hospital; a packer in a factory

Participating in site studies to

observe and experience a

variety of training and/or

work environments may

involve exploring strategies

that facilitate effective

planning for and management

of transition to further


employment and/or

investigating the nature of

work and the workplace.

Oral, visual and/or



to guide and affirm

students’:

• participation in site

studies to observe and

experience a variety of

training and/or work

environments

• strategies for

organising

information

• strategies for

communicating

information


information

• select and use



communicate

information

• record their observations and experiences of work and

training site studies in their folio to reflect on the link

between the types of work and training, and the variety of

training and work environments

Recording their observations

and experiences of work and

training site studies may




• recording their

observations and

experiences of work

and training site

studies in an

appropriate format.

continued


115

Focus: Experiencing training and workplace environments (cont)



assessment



Skills outcomes)

Feedback

Students

• employee

responsibilities

• planning and

managing the


education, training

and employment

• demonstrate skills that

lead to effective


workplace

• set goals, establish


in relation to education,

training and

employment

• within structured role-plays, outline their preferences for

participation in training and/or workplace experiences,

and demonstrate the skills necessary for effective

participation in training and/or workplace experiences

Indicating their preferences

and demonstrating skills

necessary for participation in

training and/or workplace

experiences within structured

role-plays may involve

demonstrating skills for

effective participation in the

workplace.

Oral, visual and/or



to guide and affirm

students’:

• communication of

preferences for

participation in

training and/or

workplace experiences

• employee

responsibilities

• recognise factors that

lead to effective


workplace

• identify factors necessary for effective participation in

training and/or workplace experiences such as

punctuality, reliability, appropriate personal and

interpersonal skills, enthusiasm

Identifying factors necessary

for effective participation in


experiences may involve

recognising skills for effective


workplace.


workplace skills

• identifying personal

skills and strengths



• identify personal skills

and strengths

• map personal skills and

strengths in the context

of pathways planning

• record the skills they already have for effective

participation in training and/or workplace experiences

Recording the skills they

already have may involve

evaluating personal skills and

strengths to facilitate

participation in pathways

planning.

• recording of the skills

they already have in an

appropriate format.

continued


116

Focus: Experiencing training and workplace environments (cont)



assessment



Skills outcomes)

Feedback

Students

• a range of workplace

experiences

• participate in workplace

experiences

• participate in a range of simulated training and/or

workplace experiences within the school where a range

of workplace skills can be explored. This may include:

– communicating and behaving appropriately with

others

– working safely

– dressing appropriately

– staying on task and attending to own work

Participating in simulated


experiences within the school

may involve investigating the

nature of work and the

workplace.

Oral, visual and/or



to guide and affirm

students’:


workplace skills in the

context of simulated

training and/or

workplace experiences

within the school

• participate in a range of training and/or workplace

experiences in the community. These experiences should

provide students with opportunities to:

– demonstrate travel skills involved in attending

training/workplaces

– demonstrate skills for effective participation in the

workplace such as punctuality, reliability, honesty,

appropriate personal and interpersonal skills, work

habits and enthusiasm

– comply with rules and requirements for workplaces

such as wearing and using appropriate protective

equipment

– identify, locate and communicate with appropriate

personnel in the workplace who can provide assistance

if needed.

Participating in training

and/or workplace experiences

in the community may


nature of work and the

workplace.

• participation in a range

of training and/or

workplace

experiences.


117

9 Technological and Applied Studies

Sample units of work have been prepared to assist teachers in programming Life Skills

outcomes and content from the Technological and Applied Studies key learning area.

These sample units should be read in conjunction with the relevant Years 7–10 syllabus and

support documents already distributed to schools and available on the Board of Studies

website (www.boardofstudies.nsw.edu.au).

Unit

number


9.1 Technology

(Mandatory)

What do you

make of it?

This unit involves students in designing, producing and

evaluating an individual project that may include a bag

(Accessories Design), bracelet (Jewellery Design), planter

box or toy (Industrial Design) or T-shirt (Fashion Design).

A range of technologies and materials may be used to

make a product. Safe and responsible use of materials,

tools and techniques by students is essential in the

Technology (Mandatory) course and teachers should

consider this when delivering this unit.

9.2 Agricultural

Technology

Vegetable

production

enterprise

This unit involves the planting, growing and harvesting of

vegetables and the marketing of vegetable products.

Students use a variety of plants, materials and tools in the

plant production process. A variety of growing

environments may be used such as pots, hydroponics

and/or garden plots. Safe and responsible use of materials,

tools and techniques by students is essential in the

Agriculture Technology course. Teachers should consider

this when delivering this unit of work.

9.3 Design and

Technology

Storage

matters

This unit involves students exploring storage solutions

and producing and evaluating their own storage device.

Students may develop their own designs, individualise a

design provided by the teacher or embellish a completed

storage device. A range of technologies may be used in

constructing and/or embellishing the storage device.

9.4 Food

Technology

Celebrations This unit involves students participating in a range of

practical activities that highlight the importance and role

of food in celebrations. Students plan and prepare a range

of food items in the context of small-scale catering

activities for celebrations within the school. They

demonstrate safe handling, preparation and storage of

food items in the context of these projects.

9.5 Graphics

Technology

Stand-out

logos

This unit involves students in the development of either a

personal or group logo to personalise a variety of items.

Students explore the function of logos and design their

own personal or group logo. The logo design is produced

using a variety of media, techniques and/or computer

technology.

9.6 Industrial

Technology

Timber

utility box

This unit involves students in the design, development

and production of a timber utility box. Students design

their own timber utility box, personalise a design or

embellish an existing timber box with appropriate

decorations.


118

Unit

number


9.7 Information

and Software

Technology

School

events in

digital

This unit introduces students to a variety of digital media.

Students learn to operate a variety of computer hardware

and software in the creation of a multimedia presentation

to record a significant school event.

9.8 Textiles

Technology

Creating

with fabrics

This unit involves students creating with fabrics to

produce decorated fabric items. Students may design a

decorated fabric item, personalise a design or embellish

an existing fabric item with appropriate decorations.


119

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:

LS 1.1 recognises that a process is used to produce design projects

LS 1.2 recognises factors that influence design

LS 2.1 gathers and uses information in the context of producing design projects

LS 2.2 uses a variety of techniques to communicate ideas in the context of producing

design projects

LS 3.2 selects the appropriate tools, equipment and materials for specific design

projects

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.

Resources

Access to computer hardware such as digital cameras, scanners and software such as

word-processing

Examples and images of bags, bracelets, planter boxes and T-shirts

A variety of embellishments such as tassels, studs, sequins, stencils, transfers, stickers

A variety of materials that could include beads, shells, vinyl, leather, timber, jewellery

thread, plastic, calico, denim, hessian, canvas, closing devices, handles

A variety of finishes that could include paint, wood stain, lacquer

A variety of tools and equipment for the making of the product

Links

A student:

English




LS.5. uses a variety of techniques to present information and software technology

solutions.

A student:

Mathematics

DLS.2 gathers, organises and displays data

MLS.5 responds to the language of measurement in everyday contexts

MLS.6 uses the language of measurement in everyday contexts

MLS.8 estimates and measures length and distance

SGLS.4 responds to the language of position

SGLS.5 uses the language of position in a variety of situations

Visual Arts



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).


120

Focus: Function of a variety of products

Outcomes: LS.1.2, LS.2.1, LS.2.2, LS.6.2


assessment



Skills outcomes)

Feedback

Teacher

• displays a variety of products that may include a bag

(Accessories Design), bracelet (Jewellery Design),

planter box or toy (Industrial Design) or T-shirt (Fashion

Design) and discusses the different uses of these products

• assists students in recording their involvement at each

step of the design process in a folio.

Students

• considering the design

of everyday objects in

terms of meeting their

end use

• evaluate everyday

products in terms of

their

– function, finish,

appeal

– usefulness, durability

– stability, ergonomics

– construction, safety

– materials used

• explore the function of a variety of products such as bags

(Accessories Design), bracelets (Jewellery Design),

planter boxes, toys (Industrial Design) or T-shirts

(Fashion Design). This may include:

– collecting and exploring examples and/or pictures of a

variety of products from home, school and the local

community, eg consider the appeal of bracelets, the

construction, safety and stability of planter boxes, the

materials and finish used for a variety of bags and

T-shirts

– respond to questions about the purposes and

usefulness of a variety of bags, bracelets, planter boxes

and T-shirts, eg ‘Which bag is the most useful for

taking to the beach?’, ‘Which of these T-shirts would

be most suitable to wear for sport?’

Exploring the different uses of

products may involve

evaluation of the design of

everyday products in terms of

intended use.

Oral, visual and/or



guide and affirm


the use and function of a

variety of products.

continued


121

Focus: Function of a variety of products (cont)



assessment



Skills outcomes)

Feedback

Students

• considering the design

of everyday objects in

terms of meeting their

end use

• evaluate everyday

products in terms of

their

– function, finish,

appeal

– usefulness, durability

– stability, ergonomics

– construction, safety

– materials used

• recognise features that enhance the functions of various

products, eg closing devices for bags and bracelets, the

weight of materials used for planter boxes, the durability

of decorations or embellishments on T-shirts, the

durability of wooden toys

Recognising the features that

enhance the function of

products may involve

evaluation of the design of

everyday products in terms of

intended use.

Oral, visual and/or



guide and affirm

students’:


features that enhance

the functions of

various products

• using a variety of

communication

techniques

• use techniques to

communicate ideas

• establish and maintain a record of their involvement at

each step of the design process in a folio. Items in the

folio may include:

– photographs and/or other images of their participation

at various steps of the process

– descriptions of their activities at each step

– personal observations

– data and information relevant to the project

– personalised step-by-step plan for producing the

project

– evaluation of the project.

Establishing and maintaining

a record in a folio may

indicate recognition that a

process is used to produce

design projects and

recognition of factors that

influence design.



design process in an

appropriate format.


122

Focus: Selecting a product design

Outcomes: LS 1.2, LS 2.1, LS 2.2


assessment



Skills outcomes)

Feedback

Teacher

• provides examples of completed projects, eg bags made

from different materials such as denim, calico; bracelets

made using different materials such as shells or beads;

planter boxes with different finishes such as stained or

painted; T-shirts with screen printing or embellishments;

a variety of wooden toys

• provides access to computer technology and internet to

assist students in the design process.

Students


design

• obtaining information

from a variety of

sources

• applying the design

process in the context

of producing a design

project

• recognise that the

design of an object is

related to its function

and purpose

• access sources of

information

• participate in designing

and producing a product

• select a project from either the examples provided or

from their own research and personal preference. This

may include:

– selecting a project after observing and experimenting

with the samples

– indicating a preference for a project

– accessing the internet to explore aspects of design,

eg colour, size, decorations

– generating designs that take into account the function

and purpose of the project using computer graphics

software.

Selection of an appropriate

project may involve

gathering and using

information in the context of

producing design projects

and/or recognising factors

that influence design.

Oral, visual and/or



guide and affirm

students’ selection of an

appropriate project.


123

Focus: Planning steps for producing a product

Outcomes: LS.1.1


assessment



Skills outcomes)

Feedback

Teacher

• provides a personalised step-by-step plan of the steps in

the production process.

Students

• the steps in a process

to produce a design

project

• recognise the steps in

producing a project

including:

– identifying a need

– exploring ideas

– choosing a preferred

idea

– planning steps for

producing the design

project

– selecting tools,

equipment and

materials

– producing a design

project

– evaluating a design

project

• recognise the steps in the personalised step-by-step plan.

This may involve:

– including the personalised step-by-step plan in their

folio

– following through each step of the plan recognising the

activities at each step.

Identification of steps in the

production process may

indicate recognising that a

process is used to produce

design projects.

Oral, visual and/or



guide and affirm


the steps needed to

produce a design project.


124

Focus: Safe use of tools, equipment and materials in producing a product



assessment



Skills outcomes)

Feedback

Teacher

• introduces the specific tools necessary for the project

• explicitly teaches and models safe work practices when

using the identified materials, tools and equipment and

provides opportunities for supervised practice

• explicitly teaches and demonstrates care and storage of

tools and equipment used in the project.

Students

• the nature and

purpose of a range of

tools and equipment

• properties of materials

• select appropriate tools

and equipment for a

design project

• select materials that are

appropriate for a design

project

• select tools, equipment and materials necessary for the

completion of the project

Selection of tools, equipment

and materials may indicate

selecting appropriate tools,

equipment and materials for

specific design projects.

Oral, visual and/or



guide and affirm

students’:


appropriate materials,

tools equipment


safety

– in the classroom

– in specialist rooms

– in external areas

• the application of

Occupational Health

and Safety practices


influence the safety of

conditions

• recognise properties of

materials, equipment

and tools that make

them dangerous

• use safe work practices when using materials, tools and

equipment. This may include:

– recognising rules for the safe use of materials, tools

and equipment

– using materials, tools and equipment safely and

appropriately under supervision

Use of safe practices may

indicate recognising safe and

unsafe conditions when

undertaking design projects

and demonstrating safe

practices in the use of

materials, tools and

equipment in the context of

producing a design project.


use of materials, tools

equipment.

continued


125

Focus: Safe use of tools, equipment and materials in producing a product (cont)



assessment



Skills outcomes)

Feedback

Students

• caring for materials,

tools and equipment

• store materials, tools

and equipment

appropriately

• keep workplace clean

and clear of hazards

• store materials, tools and equipment appropriately during

the production process. This may include:

– returning materials, tools and equipment to their

storage space after use

– tidying the work area

– reporting any faults or damage to tools and equipment.

Appropriate storage of items

and the maintenance of a tidy

work area may indicate

caring for materials, tools

and equipment.

Oral, visual and/or



guide and affirm


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

and time to complete

a design project



of making a design

project

• participate in designing

and producing a product

• follow the steps to

complete a design

project

• participate in the production process for the project

according to the personalised step-by-step plan. This may

involve:

– making a product, eg bag, bracelet, planter box, T-shirt

or toy using the selected design and materials; and/or

– embellishing/decorating a bag, T-shirt, planter box or

toy using the selected design and materials.

Participation in the

production of a product may

involve participating in

producing design projects.

Oral, visual and/or



guide and affirm


of following the plan and

use of materials, tools and

equipment in the

production process.


126

Focus: Evaluating the completed product

Outcomes: LS.2.2, LS.6.1


assessment



Skills outcomes)

Feedback

Teacher

• assists students to evaluate the product

• facilitates students sharing their experiences of the

production process with others.

Students

• evaluating a design

project in terms of

– function

– aesthetics

– available resources

– social and cultural

appropriateness

– environmental

impact

– marketability


communication

techniques

• evaluate a completed

design project

• evaluate a design

project in terms of

– presentation

– packaging

– price/cost

– safety

– impact on

individuals, society

and environment


communicate ideas

• evaluate their product in terms of function and aesthetics.

This may include:

– responding to questioning such as, ‘What are the

features of your bracelet that make it look good?’

– trialling the bag and completing a teacher-designed

questionnaire regarding performance to be included in

the folio

– including photographs in their folio of the planter box

in use

– recording in their folio the reactions of other students

to the T-shirt

– evaluating the toy’s durability

– making suggestions in their folio about how the design

and/or construction could be improved or replicated

Evaluation of the project may

indicate evaluating the

success of completed design

projects and/or using a

variety of techniques to

communicate ideas in the

context of producing design

projects.

Oral, visual and/or



guide and affirm

students’:

• evaluation of the

product in terms of

function and aesthetics


communication

techniques


communicate ideas

• share the information in their folio with others. This may

include:

– displaying the folio in a prominent place in the school

– describing aspects of their folio to others

– participating in discussion and answering questions

about the folio and activities represented in it.

Sharing the information in

their folio to others may


techniques to communicate

ideas in the context of


• sharing their

information with

others in an

appropriate format.


127

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

LS.2 investigates some environmental factors that affect plant and animal

production

LS.4 explores how agricultural production contributes to our daily lives

LS.5 participates in the production process of an agricultural enterprise

LS.6 participates in marketing an agricultural product

LS.10 uses information and communication technologies to collect, organise

and present information related to an agricultural enterprise

LS.12 selects appropriate equipment, materials and tools to meet the

requirements of an agricultural enterprise

LS.13 demonstrates safe practice in the use of equipment, materials and tools

LS.14 maintains and cares for equipment, materials and tools.

• Bannerman, S., Thornthwaite, S. and Gant, L. (2001) Enterprising Agriculture. Sydney:

Macmillan Education Australia

• Brown, L, Hindmarsh, R and McGregor, R. (1998) Dynamic Agriculture Book 1, Sydney:

McGraw-Hill

• Brown, L. Hindmarsh, R and McGregor, R. (1999) Dynamic Agriculture Book 2, Sydney:

McGraw-Hill

• Francis, R., Hanlon, M. and Ramsay, B. (1990) Agriculture and You. Melbourne: Nelson

Australia

• Sutherland, J.A. (1980) Introduction to Agriculture. New York: McGraw Hill

• Workboot series books and resources Cloverdale. W.A. Kondinin Group

• Yates (2002) Yates Garden Guide. HarperCollins Publishers (Australia)

Tools such as garden spade, rake, hoe, hose, sprinkler, hand tools

Materials/Equipment such as pots, garden bed, soil, potting mix, seeds, seedlings, water,

fertiliser, gloves, face masks, pest control products

Links

A student:

Commerce

LS.2 recognises ways in which people obtain goods and services in the local

community


English






LS.11 views and responds to a range of visual texts, media and multimedia.

A student:


LS.5.3 uses a variety of techniques to present information and software technology solutions

Mathematics



Science

LS.9 recognises characteristics of and changes in living things

LS.14 recognises that living things depend upon each other and on their environments

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 ‘Vegetable Production Enterprise’

in Agricultural Technology Years 7–10: Advice on Programming and Assessment (pp 23–30).


128

Focus: Vegetable products



assessment



Skills outcomes)

Feedback

Teacher

• provides samples of vegetables in their unprocessed and

processed states

• demonstrates how fresh vegetables can be

prepared/processed in the context of making a meal,

using safe and hygienic practices


step of the production process in a folio/workbook.

Students

• agricultural products

and their uses

• identify the different

types of products that

are derived from

animals or plants

• experience vegetables in their unprocessed and processed

states. This may include:

– distinguishing between unprocessed and processed

vegetables by viewing, feeling, smelling and/or tasting

using safe and hygienic practices

– identifying the parts of vegetables that are suitable for

eating

– preparing/processing vegetables in the context of

making a meal using safe and hygienic practices, eg

prepare salad ingredients for a BBQ, use vegetable

peeler and knife to prepare carrots for eating

Experiencing vegetables in

their unprocessed and

processed states may involve

exploring how agricultural

production contributes to our

daily lives.

Oral, visual and/or



to guide and affirm

students’:


relationship between

raw and processed

vegetables in the

context of making a

meal

• organising and

presenting data

collected

• print and display

information for an

identified purpose

• establish and maintain a folio/workbook of their

involvement at each step of the production process. Items

in the folio/workbook may include:


at various steps in the production process



– data and information relevant to the process

– personalised step-by-step plan for the process

– evaluation of the production process.

Recording their involvement

in the production process in a

folio/workbook may involve

using information and

communication technologies

to collect, organise and

present information related to

an agricultural enterprise.


involvement in the

production process in

an appropriate format.


129

Focus: Planning and preparation



assessment



Skills outcomes)

Feedback

Teacher

• assists students to determine the nature, location, time

frame and planning steps of the production process

• arranges site studies to retail outlets to explore and

determine products that may be marketed, eg carrots

and/or lettuce to be grown in garden plots and/or

tomatoes to be grown hydroponically for use in the

school canteen

• assists students to prepare the location for growing

vegetables and gather necessary tools, materials and

equipment.

Students

• reasons for plant

production systems

• selecting plants in

context of project

• identify the purpose of

the plant production

enterprise

• select appropriate plant

species and

strain/varieties for the

production system

• determine the nature of the enterprise. This may include:

– visiting retail outlets to explore and determine

vegetables that may be grown and marketed

– surveying and determining a potential market for

specific vegetable products in the school community

– selecting the vegetable product that will be marketed

– selecting the particular variety of vegetables best

suited to the identified market

Recognising the purpose,

time frame and steps to

produce and market the

vegetable product may

indicate participating in the

production process of an

agricultural enterprise and/or

participating in marketing an

agricultural product.

Oral, visual and/or



to guide and affirm

students’:


nature of the enterprise

and the vegetable

product that will be

produced

• environmental factors

that affect plant

production

• different production

systems available

• identify significant

environmental factors

that affect plant

production

• determine the

production system to be

utilised in the light of

available resources

• determine and prepare the location/s for the growing of

vegetables. This may involve students considering:

– environmental factors necessary for germination and

growth of plants, eg access to sunlight and rainfall,

protection from wind


– accessibility

Selection of an appropriate

location for plant germination

and growth may indicate

investigating environmental

factors that affect plant and

animal production.

• selection of an

appropriate location

for the enterprise.

continued


130

Focus: Planning and preparation (cont)



assessment



Skills outcomes)

Feedback

Students

• the nature and

purpose of a range of

tools, equipment and

materials

• establishing supply

and demand

requirements

• select tools and

equipment in relation to

an agricultural project

• select materials in

relation to an

agricultural project

• calculate requirements

to meet the demand

• determine and gather/purchase the tools, materials and

equipment needed for the production process. This may

include:

– growth media, pots, fertiliser

– appropriate numbers of packets of seeds/punnets of

seedlings

– the necessary tools, materials and equipment

Determination and selection

of items may indicate

selecting appropriate tools,

equipment and materials to

meet the requirements of an




agricultural enterprise.

Oral, visual and/or



to guide and affirm

students’:

• selection of

appropriate tools,

materials and

equipment

• growing a range of

suitable crop plants

using a variety of

production systems

• participate in a group

project to grow a range

of suitable crop plants

from seed

• determine the steps to produce and market the vegetable

product in an appropriate timeframe. This may involve:

– including a personalised step-by-step plan of the

production process in their folio/workbook

– following through each step of the plan, recognising

the activities at each step.

Determination of the planning

steps may indicate

experiencing a range of plant

and animal production

enterprises and/or



• identification of steps

involved in growing,

harvesting and

marketing vegetable

products.


131

Focus: Safe use of equipment, materials and tools

Outcomes: LS.13, LS. 14


assessment



Skills outcomes)

Feedback

Teacher

• explicitly teaches, demonstrates and supervises the safe

use and handling of tools, potting mix, agricultural

chemicals, and the use of personal protective equipment

in the context of the project

• explicitly teaches routines to maintain and care for tools,

materials and equipment.

Students


Occupational Health


• use a mask and gloves

when handling potting

mix, fertilisers,

pesticides and herbicides

• use materials, tool and

equipment safely in the

context of projects

• carry and transfer tools,

materials and equipment

safely

• use tools and personal protective equipment safely in the

context of the production process. This may involve:

– putting on safety equipment, eg gloves and face

masks when using potting mix and/or agricultural

chemicals

– recognising rules for the safe use of tools and

equipment

– carrying and using materials, tools and equipment

appropriately, safely, under supervision and in

accordance with instructions, eg mixing nutrient

solutions in the correct ratios for a hydroponic system

Appropriate and safe use of

tools and personal protective

equipment may involve

demonstrating safe practices

in the use of equipment,

materials and tools.

Oral, visual and/or



to guide and affirm

students’:

• demonstration of the

safe use of tools and

personal protective

equipment

• maintenance routines

for care of equipment,

materials and tools

• undertake regular

maintenance

• store materials, tools and

equipment appropriately

• regularly clean materials,

tools and equipment after

use

• keep work environments

clear and clean

• apply routines to appropriately maintain and care for

materials, tools and equipment during the production

process. This may include:

– returning equipment, materials and tools to their


– carrying out routines for the cleaning of materials,

tools and equipment after use

– tidying the work environment

– reporting unsafe equipment and/or dangerous

situations.

Appropriate routines to

maintain and care for items

may indicate maintaining and

caring for equipment,



routines for the care

and maintenance of

equipment, materials

and tools.


132

Focus: Planting and caring for vegetable plants



assessment



Skills outcomes)

Feedback

Teacher

• reviews the step-by-step plan for the production process

and assigns tasks to class members

• demonstrates, assists and supervises planting of

seedlings/seeds

• demonstrates, assists and supervises tending of plants.

Students

• requirements for seed

germination

• conditions for

effective growth and

production

• processes for

transplanting plants


Occupational Health


• plant seeds or seedlings

using appropriate

techniques

• maintain vegetable plants

• transplant seedlings

when necessary using

appropriate techniques

• use a mask and gloves

when handling potting

mix, fertilisers,

pesticides and herbicides

• engage in the planting and care of plants by following

the step-by-step plan. This may involve:

– planting seeds in pots or garden beds

– transplanting seedlings

– tending plants, eg watering, weeding, fertilising plants

and controlling for pests using safe practices

Planting and tending of

vegetable seeds and seedlings

may involve participating in

the production process of an



in the use of equipment,


Oral, visual and/or



to guide and affirm

students’:


work practices and

techniques in planting

and caring for plants

• using measuring

devices to collect data

• organising and

presenting data

collection

• measure an aspect of a

plant or animal

production system in

relation to yield or

growth


information for an

identified purpose

• observe and record in their folio/workbook features of

the plants at regular intervals, eg number, size, colour,

growth rate, and yield. This may involve:

– observing and/or photographing plants

– measuring and/or describing features of plants

– tabulating and/or graphing plant development.

Observation and record

keeping may involve using

information and





• recording of the

growth of the

vegetable seedlings in

an appropriate format.


133

Focus: Harvest, process and store vegetable produce

Outcome: LS.5


assessment



Skills outcomes)

Feedback

Teacher

• demonstrates, assists and supervises the harvesting,

storage and processing of vegetable produce.

Students

• harvesting methods

for particular plant

species

• harvest crop using


• harvest vegetables appropriately Use of harvesting techniques

may indicate participating in

the production process of an


Oral, visual and/or



to guide and affirm

students’:


appropriate and safe

techniques for

harvesting vegetables

• techniques used to

control ripening and

preservation post-

harvesting

• use strategies to control

ripening processes and

preserve crop post-

harvest

• store and/or process vegetables appropriately. This may

involve:

– storing vegetables to control the ripening process and

preserve quality, eg in the fridge or in a dark

cupboard

– processing vegetables for finished product,

eg washing, sorting

– dividing vegetables into bundles or placing in bags,

according to weight, size or number

– preparing, packaging and labelling products.

Storage and processing of

produce may indicate






for processing and

storing vegetables.


134

Focus: Marketing vegetable products

Outcomes: LS.6


assessment



Skills outcomes)

Feedback

Teacher

• provides examples of marketing brochures and

opportunities for site studies to assist students to

determine ways to market vegetable products in the

school community

• assists students to develop an order form, take orders and

distribute the vegetable products.

Students

• marketing strategies

to meet supply,

demand and

consumer preferences

• market product in the

context of the purpose of

the project

• produce, display and distribute promotional material to

potential customers in the school community. This may

involve:

– visiting local retail outlets or markets to explore

promotional material, product presentation and

pricing

– selecting appropriate advertising material

– creating posters from magazine cuttings, brochures,

seed packets and photographs taken during the

enterprise

– creating video/audio/multimedia advertisements

– arranging tastings of vegetable products

Production of advertising

material may indicate



Oral, visual and/or



to guide and affirm

students’:

• selection and use of

information, images

and techniques to

create effective

marketing materials

• take orders for vegetable products in the school

community. This may involve:

– developing an appropriate order form

– distributing order forms

– recording orders

Collection of orders may

indicate participating in

marketing an agricultural

product.

• design of an order

form and

demonstration of skills

in taking orders for

vegetable products

• distribute products to customers in the school

community. This may involve:

– collecting payments

– recording payments.

Distribution of products may


marketing an agricultural

product.

• demonstration of skills

in distributing

vegetable products to

customers.


135

Focus: Evaluating the vegetable production process



assessment



Skills outcomes)

Feedback

Teacher

• facilitates students sharing their experiences of the

enterprise with others.

Students

• techniques for

reviewing project

processes in relation

to yield and quality

• review the project in

terms of yield and

quality

• evaluate the vegetable production enterprise in terms of

quality and yield. This may involve:

– completing a teacher-designed questionnaire on their

involvement to be included in the folio/workbook

– including photographs in their folio/workbook of their

participation in various steps of the process

– recording, in the folio/workbook, the reactions of

customers to the product

– making suggestions in their folio/workbook about

how the production process could be improved or

replicated

– responding to questioning such as, ‘What were the

advantages and disadvantages of the garden site we

chose?’ ‘How were we able to control for pests?’

‘What could be changed to improve the quality and

yield?’

Participation in the evaluation

of the enterprise may indicate




using information and





Oral, visual and/or



guide and affirm

students’:


success of the

enterprise

• organising and

presenting data

collected


information for an

identified purpose

• share their experiences of the production process with

others. This may involve:

– displaying the folio/workbook in a prominent place in

the school


Sharing their experiences of

the production process with

others may involve using

information and






their participation in

the production process

with others in an

appropriate format.


136

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:

LS.1.1 recognises that a process is used to develop design solutions

LS.1.2 considers factors that influence design

LS.3.1 evaluates the work of designers in terms of the benefits to the individual,

society and environments

LS.5.1 gathers and uses information to generate design solutions

LS.5.2 uses a variety of technologies to present design solutions

LS.6.1 selects and uses appropriate processes and techniques in the context of


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.

A variety of storage devices and items to be stored

Access to computer hardware such as digital cameras, scanners and computer software

such as graphics, word-processing, spreadsheets, desktop publishing, multimedia

Access to books and other print and electronic media for research

Materials, tools and equipment appropriate to the selected project

Off-cuts and samples of materials for practice purposes

Examples and images of completed projects and modifications/embellishments

Prefabricated templates from which to construct the project, eg cake boxes and gift bags

Links

A student:

English


Industrial Technology

LS.1.2 demonstrates safe practices in the use of materials, tools and equipment

LS.2.1 recognises that a process is used to design and make projects

LS.2.2 selects appropriate tools to undertake projects

LS.3.1 selects and uses appropriate materials to undertake projects

LS.6.1 evaluates the success of projects



solutions.

A student:

Mathematics





Visual Arts


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).


137

Focus: Function of storage devices

Outcomes: LS.1.1, LS.1.2, LS.5.2


assessment



Skills outcomes)

Feedback

Teacher

• displays a variety of storage devices, eg plastic bags,

string bags, shoe boxes, plastic bottles

• displays a variety of items to be stored, eg CDs, hot and

cold drinks/food, clothes

• facilitates discussion of the function and purpose of

storage devices

• organises a visit to a retail outlet specialising in storage

solutions

• assists students to record their involvement at each step

of the storage design project in a folio.

Students


design

• consider the factors that

influence design in the

context of a design

project

• identify storage devices that are commonly used in the

home and the items that are stored in them, eg fridge,

cupboards, wardrobes, tubs, canisters, jewellery box

Identification of a range of

storage devices in the home

and their uses may indicate

considering factors that

influence design.

Oral, visual and/or



to guide and affirm

students’:


range and purpose of

storage devices in the

home


design



context of a design

project

• identify storage devices that are commonly used in the

school and the items that are stored in them, eg lockers,

bags, cupboards, storerooms


storage devices in the school

and their uses may indicate


influence design.


range and purpose of

storage devices in the

school


design



context of a design

project

• experiment with storing and carrying items in a range of

devices. This may involve:

– placing and carrying items in a range of devices

– recording the number/volume of items able to be

stored in a variety of devices

– choosing appropriate devices to store and carry a

range of items

Experimenting with a range of

storage devices to store and

carry a range of items may

involve considering factors

that influence design.


appropriate storage

solutions for a range

of items.

continued


138

Focus: Function of storage devices (cont)



assessment



Skills outcomes)

Feedback

Students


design



context of a design

project

• explore factors such as safety, security and privacy that

influence the way people store items. These may include:

– safety, eg chemicals and medication in childproof

containers, knives in knife blocks, food in refrigerator

or cool pack

– security, eg cash and valuables in lockable cash box

or safe

– privacy, eg personal documents in a lockable drawer

Exploration of the factors that

lead to the way we store items

may indicate considering

factors that influence design.

Oral, visual and/or



to guide and affirm

students’:


factors that lead to the

way we store items

• the steps in a design

process

• communicating

throughout the design

process

• a variety of

communication

techniques

• recognise the steps in a

design process


communicate ideas

• establish and maintain a record of their involvement at

each step of the design process in a folio. Items in the

folio may include:


at various steps in the process

– descriptions of their activities at each step of the

project



– personalised step-by-step plan for producing the

project


The recording and reflection

on activities throughout the

design process may indicate

recognising that a process is

used to develop design

solutions and/or using a

variety of techniques to

present design solutions.




appropriate format.


139

Focus: Exploring features of storage devices



assessment



Skills outcomes)

Feedback

Teacher

• provides examples, images and diagrams of a range of

storage devices.

Students

• evaluating designs


design

• evaluate a variety of

products in terms of cost

and benefits



context of a design

project

• explore features of storage devices such as placement,

dimensions, functions, aesthetics, portability, durability

and cost. Examples could include packaging for food

products, a CD holder, school bag, handbag/wallet.


– indicating the purpose of storage devices

– identifying materials used in the construction of each

device from lists provided by the teacher

– describing the advantages and disadvantages of the

construction materials used

– commenting on ease of use of storage devices.

Identification of design

features of a variety of storage

devices may involve


influence design.

Oral, visual and/or



to guide and affirm

students’ identification

of a range of design

features in modern

storage devices.


140

Focus: Selecting a storage design project



assessment



Skills outcomes)

Feedback

Teacher

• provides examples of storage design projects, eg CD

holders made from timber or acrylics, bags made from

textiles, prefabricated projects such as magazine holders,

commercially produced kits and gift bags

• provides access to research materials for the

development of a storage design project.

Students

• producing a design

project


form a variety of

sources

• participate in producing a

design project


information including

electronic media,

newspapers, libraries, the

internet, CD-ROMs

• select a storage design project. This may include:

– personalising an existing storage solution, eg using

colour, stencils, decoupage, adding handles, adding

material to stabilise an object such as Velcro,

attaching a lock onto a container, changing the surface

texture of a container; and/or

– selecting an appropriate construction kit or

prefabricated storage solution; and/or

– producing a storage design project from personal

research.

Selection of a preferred

project may indicate gathering

and using information to

generate design solutions

and/or selecting and using

appropriate techniques in the


projects.

Oral, visual and/or



to guide and affirm

students’ selection of an

appropriate project.

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

process


design process


This may involve:


folio

– following through each step of the plan recognising


Identification of the steps for

producing the project may

indicate recognising that a

process is used to develop

design solutions.

Oral, visual and/or



to guide and affirm


of the steps to produce

their storage design

project.


141

Focus: Safe use of tools, equipment and materials in producing the storage design project



assessment



Skills outcomes)

Feedback

Teacher

• explicitly teaches and models safe work practices when

using materials, tools and equipment and provides

opportunities for supervised practice

• explicitly teaches and demonstrates routines to care for

and store tools, materials and equipment.

Students


Occupational Health


in relation to

– handling and using

a variety of

materials


hand tools, power

tools and

appliances


machine and

computer

equipment

– safe lifting

practices

• identify properties of

materials, equipment and

tools that make them

dangerous

• use materials, tools and

equipment safely in the

context of projects

• use safe work practices when using materials, tools and

equipment in the context of the project. This may

include:

– recognising rules for the safe use of materials, tools

and equipment


appropriately under supervision

Use of safe practices may

involve demonstrating safe


equipment and the

implementation of techniques

and/or caring for materials,

tools and equipment.

Oral, visual and/or



to guide and affirm

students’:


practices when using


equipment

• routines for care of


equipment

• store materials, tools and

equipment appropriately

• keep workplaces clean

and tidy

• follow routines to care for and store materials, tools and

equipment during the production process. This may

include:



– tidying the work area.

Following routines to care for

and store materials, tools and

equipment may indicate

caring for materials, tools and

equipment.


skills to care for


equipment.


142

Focus: Producing a storage design project



assessment



Skills outcomes)

Feedback

Teacher

• reviews the step-by-step plan and models each step in

the plan as required

• provides pre-cut pieces and kits for the project where

required

• demonstrates the specific skills and techniques

appropriate to individual projects.

Students


project

• techniques used to

develop projects

across a range of

technologies


complete a design project

• uses techniques to

produce design projects

across a variety of

technologies

• engage in the process for producing a storage device by

following the personalised step-by-step plan. This may

include selecting and using appropriate processes and

techniques in:

– constructing a storage device; and/or

– personalising an existing storage device; and/or

– assembling a construction kit or prefabricated storage

device.

Engagement in the production

of the storage design project

may indicate selecting and

using appropriate processes

and techniques in the context

of producing design projects

and/or participating in


Oral, visual and/or



to guide and affirm

students’ production of

the storage design

project by following the

personalised step-by-step

plan.


143

Focus: Evaluating the storage design project

Outcomes: LS 5.2, LS.6.1, LS.6.2


assessment



Skills outcomes)

Feedback

Teacher

• assists students to evaluate their project’s suitability for

intended use.

Students


project


complete a design project

– evaluate design

project

• evaluate their storage design project in terms of

dimensions, aesthetics, portability and durability.


– using the device for its designated purpose

– commenting on the usefulness of the device

– suggesting ways that the design could be improved

– obtaining feedback from others

Evaluation of the projects may

involve selecting and using

appropriate processes and

techniques in the context of


and/or participating in


Oral, visual and/or



to guide and affirm

students’ evaluation of

the storage design

project and its

appropriateness for its

intended use.

Peer and self-feedback

on the storage device.

• a variety of

communication

techniques


communicate ideas

• share the information in their folio with others. This may

involve:

– displaying the folio and storage design project in a

prominent place in the school

– describing aspects of the process to others


Sharing the information in the

folio with others may involve

using a variety of techniques

to communicate ideas in the


projects.

Oral, visual and/or



to guide and affirm

students’ sharing their

experiences of the

production process with

others in an appropriate

format.

Feedback from others on

the folio.


144

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

storage of food

LS.4.1 gathers and uses information from a variety of sources

LS.4.2 uses a variety of communication techniques

LS.5.1 participates in making food items

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.

Ingredients, material, equipment and appliances necessary for the preparation and serving

of celebration foods

Recipes and images of celebration foods

Access to electronic and print media for research

Access to computers and appropriate software to present information

Links

A student:

English




LS1.2 demonstrates safe practices in the use of materials, tools and equipment

Languages

MBC.1 experiences cultural diversity

MBC.2 explores their own and other cultures

MBC.3 recognises the contribution of different cultures to Australian society.

A student:

Mathematics

NLS.1 recognises language that is descriptive of number

NLS.5 recognises fractions in everyday contexts

NLS.6 uses fractions in everyday contexts



MLS.9 estimates and measures capacity

MLS.10 estimates and measures mass

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


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



145

Focus: The significance of food in celebrations



assessment



Skills outcomes)

Feedback

Teacher

• assists students to recognise the role of food in their lives

• facilitates discussion of food served on special occasions

• assists students in recording their involvement

throughout the unit in a folio.

Students

• the role of food in

society

• recognise food as a basic

physical need

• recognise the social

aspects of food

• recognise food eaten on a daily basis. This may include:

– expressing preferences for particular foods

– keeping a diary of food consumed over a period of

time

– giving reasons why food is important

– recognising foods that are safe for them to eat

– indicating food intolerances

Recognising why we eat food

may indicate recognising the

significant role of food in

society.

Oral, visual and/or



to guide and affirm

students’:

• identification of a

variety of

physiological reasons

for eating food

• recognise meals that are shared with others in the home,

school and community, eg breakfast at home, lunch at

school, BBQ with friends, celebrations

Recognition of meals that are

shared with others may



society.

• identification of a

variety of social

reasons for eating

food

• recognise food associated with celebrations and special

occasions. This may include:

– indicating special occasions they have experienced

– identifying foods eaten on these special occasions

– acknowledging that food eaten on special occasions

may be different from everyday foods

Identification of foods eaten

on special occasions may



society.


special foods that may

be eaten at

celebrations and

special occasions.

continued


146

Focus: The significance of food in celebrations (cont)



assessment



Skills outcomes)

Feedback


communication

techniques


communicate ideas

• establish and maintain a folio recording their

involvement throughout the unit in a folio. Items in the

folio may include:






– personalised step-by-step plan to produce food items

– evaluation of the project

Establishing and maintaining a

folio may indicate gathering

and using information from a

variety of sources and/or using

a variety of communication

techniques.

Oral, visual and/or



to guide and affirm

students’:




appropriate format


from a variety of

sources


communication

techniques


information in the

context of a food project


communicate ideas

• investigate one or more celebrations, eg cultural,

religious or social, and the foods traditionally served.

This may include:

– bringing photographs from home of family

celebrations

– sharing information about family celebrations with

others

– locating and selecting information from a variety of

sources such as photographs, recipes, menus, internet,

supermarket catalogues that are relevant to particular

celebrations across cultures

– creating a collage of foods associated with particular

celebrations

– collecting traditional recipes associated with

particular celebrations

Investigating celebrations and

the foods associated with them

may involve gathering and

using information from a

variety of sources.

• research and

demonstrated

selection of relevant

information


society


communication

techniques


aspects of food

• explore cultural

influences on food


communicate ideas

• share their information with others. Sharing their information to

others may indicate

recognising the significant

role of food in society and/or

using a variety of

communication techniques.


their information on

the role of food in

society to others in an

appropriate format.


147

Focus: Hygienic and safe practices

Outcomes: LS.1.1


assessment



Skills outcomes)

Feedback

Teacher

• explicitly instructs and demonstrates the use of personal

protective equipment, and the safe selection, handling

and storage of food.

Students

• hygiene and safe

practices in the

selection, handling

and storage of food

• possible health risks

• use hygienic and safe

practices in selecting

food

• recognise risk areas

• recognise and identify safe and unsafe food in the

context of making food items. This may include:

– checking for observable contamination, eg mouldy

bread (appearance), sour milk (smell), rotten apple

(appearance)

– recognising and/or checking packaging for damage or

tampering

– recognising and/or checking use by dates

– communicating an awareness of personal food

intolerances/allergies

Recognition and identification

of safe and unsafe food may

indicate demonstrating

hygienic and safe practices in

the selection, handling and

storage of food.

Oral, visual and/or



to guide and affirm

students’:

• identification of safe

and unsafe foods

• hygiene and safe

practices in the

selection, handling

and storage of food


practices in handling and

preparing food

• use hygienic and safe practices in handling and

preparing food. This may include:

– washing hands

– wearing personal protective equipment

– covering cuts and abrasions

– covering and/or securing hair

– using separate chopping boards for different foods to

avoid cross-contamination

Use of hygienic and safe

practices may indicate

demonstrating hygienic and

safe practices in the selection,

handling and storage of food.


practice in the

handling and

preparing food

• possible health risks


practices in storing food

• recognise risk areas

• use hygienic and safe practices in storing food items

– storing food appropriately, eg refrigerate/cover food

– retain hot and cold food at correct temperature, eg ice

cream in the freezer, keeping chilled foods cool,

returning dairy products to the fridge immediately

after use.

Correct storage of food may




storage of food.


correct procedures for

storage of food.


148

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


assessment



Skills outcomes)

Feedback

Teacher

• organises opportunities for students to work in groups to

prepare a variety of food items for special occasions

• assists students to access information about foods that

may be prepared

• provides a variety of food items for students to examine

and taste

• assists students to develop a personalised step-by-step

plan to prepare the food items

• explicitly instructs and demonstrates the safe handling of

materials, ingredients, utensils and appliances.

Students


from a variety of

sources


information in the

context of a food project

including electronic

media, print media,

library, internet,

CD-ROM

• identify a variety of food items suitable for a special

occasion such as a birthday celebration for a class

member, a thank you morning tea or a multicultural day.

This may include:

– indicating the special occasion and/or invited guests

being catered for

– examining, tasting and selecting food items from a

variety provided by the teacher

– locating recipes appropriate to the occasion from a

variety of sources, eg recipe books, the internet,

magazines


food options may involve

gathering and using

information from a variety of

sources.

Oral, visual and/or



to guide and affirm


of a range of appropriate

food options for special

occasions.

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


assessment



Skills outcomes)

Feedback

Students

• hygienic and safe

practices in the

selection, handling

and storage of food

• using a process in the

context of making a

food item

• techniques used in

making food items

• equipment used in

making food items


practices in handling and

preparing food

• follow the steps in a

process to make a variety

of food items

• follow a personalised step-by-step plan to prepare the

selected food items. This may include:

– putting on and wearing personal protective equipment

– selecting techniques and requirements

– preparing food items using appropriate appliances,

equipment and hygienic practices

– presenting food items in an appealing manner

Preparation of the food items

may indicate demonstrating



storage of food and

participating in making food

items.

Oral, visual and/or



to guide and affirm

students’:


hygienic and safe

practices in the

preparation of food

items


OHS practices in

relation to safe

handling of a variety

of materials/

ingredients, utensils

and appliances


materials, ingredients,

utensils and appliances

that make them

dangerous

• carry and transfer

materials, utensils and

appliances safely

• demonstrate appropriate care when handling

utensils/materials that are hot, heavy, sharp or flammable

in the context of making food items. This may include

responding to teacher modelling and demonstration in:

– transferring hot food from microwave to bench using

oven mitts

– bending knees to pick up box of vegetables

– picking up knife by handle, rather than blade

– keeping flammable items away from stovetop

Appropriate care when

handling materials may

indicate demonstrating safe

practices in making a variety

of food items.

• demonstration of care

in handling a range of

materials

• use materials, utensils

and appliances safely in

the context of making

food items

• follow instructions when using electrical appliances such

as microwaves, kettles, toasters

Careful use of electrical

appliances may indicate


in making a variety of food

items.


work practices when

using electrical

appliances.

continued


150

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


assessment



Skills outcomes)

Feedback

Students

• routines for care of

equipment including

utensils and

appliances

• regularly clean

equipment after use

• clean up workspaces, utensils and equipment after use.

This may involve:

– washing up and putting away utensils

– wiping down surfaces

– cleaning and storing equipment

Following routines to clean

workplaces, utensils and

appliances may indicate

caring for equipment.

Oral, visual and/or



to guide and affirm

students’:


skills in maintaining a

clean workplace


society


communication

techniques

• enjoy a variety of food


aspects of food


communicate ideas

• share food with others in the context of the celebration.

This may involve:

– responding to others during the celebration

– offering food to others using hygienic practices

– naming and/or describing food items

– experiencing food items with others

Sharing food items may

involve recognising the


society.

• participation in the

social aspects of

eating

• participates in making

food items


society

• follow the steps in a

process to make a variety

of food items

• enjoy a variety of food


aspects of food

• evaluate the food item/s prepared for the celebration in

terms of visual appeal, variety, taste, colour and texture.

Evaluation of the food items

produced may indicate

participating in making food

items and/or recognising the


society.


prepared food items

and identification of

ways in which the

items could be

improved.

Responses by others to

the food items can

provide feedback.


151

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:

LS.1.1 participates in the development of graphics projects

LS.1.2 undertakes graphical presentations to communicate ideas

LS.2.1 recognises appropriate techniques for a variety of projects

LS.2.2 evaluates the effectiveness of graphical presentations

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.

Drawing equipment such as drawing boards, coloured pencils and markers

CAD program 3D capability

Contemporary Technical Graphics (DET publication, 1984)

Kemnitzer, R.B. Rendering with Markers

Examples of graphic representations and logos

Links

A student: A student:

Design and Technology



LS.5.1 gathers and uses information to generate design solutions

LS.5.2 uses a variety of techniques to present design solutions




LS.6.4 cares for materials, tools and equipment

English





LS.4.1 uses a variety of communication techniques in the context of undertaking

projects.


LS.1.2 uses a range of hardware



Languages

LS.MLC.1 recognises internationally shared signs, symbols and words

Mathematics

SGLS.3 identifies the features of three-dimensional objects and two-dimensional shapes

Visual Arts



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



152

Focus: Exploring the purpose of graphic representations



assessment



Skills outcomes)

Feedback

Teacher

• assists students to recognise and explore commonly used

symbols and graphic representations

• focuses students’ attention on the features of a variety of

graphic representations including logos

• assists students to identify advantages of having a logo

• assists students to record their involvement at each step

of the graphic design project in a folio.

Students

• the role of graphics in

society

• recognise the use of

graphics in society

• explore the use of symbols and graphic representations.

This may include:

– identifying and collecting symbols/product logos

from magazines, the internet, packaging, school,

community

– matching logos with the symbols/logos of products

which they represent

– making a collage of collected material

– suggesting reasons why symbols/logos are used

– identifying universally recognised graphics for

signage, instruction, marketing

Examination of symbols and

graphic representations may

indicate recognising the use of

graphics technology in a

variety of contexts.

Oral, visual and/or



to guide and affirm

students’:


logos, their purposes

and the meanings they

convey


society

• features of graphical

presentation


graphics in society

• recognise the features of

graphical presentation

• explore design features of various graphic

representations such as colour, shape, size, symbols, and

materials. This may include:

– collecting and sorting logos by colour, shape, size

– responding to images of logos in brochures and

magazines

– discussing how the features attract attention and give

information

– recording particular design features of logos selected

from print and electronic media

– comparing design features of a variety of logos

Exploring design features of

various graphic

representations may involve

recognising the use of


variety of contexts and/or

evaluating the effectiveness of

graphical presentations.


design features in a

variety of graphic

representations and/or

logos.

continued


153

Focus: Exploring the purpose of graphic representations (cont)



assessment



Skills outcomes)

Feedback

Students


society


graphics in society

• recognise the advantages of having a logo for personal or

group identification. This may include:

– bringing samples of logos associated with particular

groups to which students belong and/or support,

eg scouts, church group, football teams

– discussing the advantages of having a logo for

personal or group identification

– recognising that all logos are unique and belong to

one company and/or community group and cannot be

used without their permission

Exploring the advantages of

having a logo may indicate

recognising the use of


variety of contexts and/or

evaluating the effectiveness of

graphical presentations.

Oral, visual and/or



to guide and affirm

students’:


advantages of having

a group or personal

logo

• a design process for

graphics projects

• using a design process

in the context of a

project


communication

techniques to present

ideas

• participate in a specific

graphics project

• establish and maintain a record of their involvement

throughout the graphic design project in a folio. Items in

the folio may include:






– personalised step-by-step plan to produce the project


The recording and reflection

on activities throughout the

design process may indicate

undertaking graphical

presentation to communicate

ideas and/or participating in

the development of graphics

projects.




appropriate format.


154

Focus: Developing a logo design



assessment



Skills outcomes)

Feedback

Teacher

• assists students to develop a logo design for personal or

group identification, eg badge, team T-shirt, letterhead

• explicitly teaches the use of freehand sketches to express

ideas, simple conventions for making drawings and

techniques for refining ideas.

Students


graphics projects

• use freehand sketches to

express ideas

• use simple conventions

for drawing

• make drawings

• identify a preferred logo design. This may include:

– selecting from a range presented by the teacher

– personalising an existing design

– researching ideas for a logo

– sketching a preferred design freehand

– sketching a logo using computer technology

Selection of a logo design may

involve undertaking graphical

presentations to communicate

ideas.

Oral, visual and/or



to guide and affirm

students’:

• selection of an

appropriate logo

design


in the context of a

project

• refine ideas using a

variety of techniques

• refine ideas about preferred logo design. This may

include asking and responding to questions such as:

– Are the symbols readily understood by others?

– What features of the logo do you like best?

– What colours would make the logo stand out more?

– How could you change the size of the logo to fit onto

a T-shirt?

Refining ideas about the logo

design may involve

undertaking graphical

presentations to communicate

ideas.

• reflection on their

logo design and

decision that it will be

suitable for its

intended purpose.


155

Focus: Planning steps to produce the logo

Outcome: LS.1.1


assessment



Skills outcomes)

Feedback

Teacher

• assists students to develop a step-by-plan for producing

the logo.

Students


in the context of a

project


graphics project


This may involve:


folio



Identification of steps in the


indicate participating in the

development of graphics

projects.

Oral, visual and/or



guide and affirm


of the steps involved in

producing their project.


156

Focus: Producing the graphics project using appropriate equipment and techniques



assessment




Feedback

Teacher

• explicitly teaches the skills to use, care for and store

drawing equipment and drawing media safely and

appropriately

• explicitly teaches and demonstrates appropriate drawing

techniques, eg drawing regular geometric shapes, using

simple geometric constructions, use of colour, shade,

tone

• explicitly teaches and demonstrates the skills for

freehand drawing, eg sketching straight lines and curves

• explicitly teaches and demonstrate the skills for manual

drawing techniques, eg using set squares, compass

• explicitly teaches and demonstrates skills for using

paint/draw programs and making computer-aided

drawings, eg using tool bars to create shapes, resizing

objects, grouping objects.

Students

• safe work practices • use safe work practices in

practical areas

• apply skills and techniques safely in the context of

producing a logo

Applying skills and

techniques safely in the

context of producing a

logo may indicate

demonstrating safe


tools, materials and

techniques in undertaking

a project.

Teacher demonstration of

skills and techniques.

Students’ demonstration of

skills and techniques in the

context of producing a logo.

• safe handling and

storage of drawing

equipment and

drawing media

• safe work practices

• use drawing equipment

and drawing media safely

• care for and store

drawing equipment

• use safe practices in

practical areas

• use and store markers and related graphics equipment

appropriately. This may include:

– gripping equipment appropriately

– returning equipment to correct storage containers

– using all equipment appropriately and according to

safety regulations as specified by the teacher

Safe and appropriate use

and storage of equipment

may indicate

demonstrating safe


tools, materials and

techniques in undertaking

a project.

Students’ demonstration of

the safe use and storage of

tools and materials.

continued


157

Focus: Producing the graphics project using equipment and techniques (cont)



assessment




Feedback

Students

• different drawing

media


graphics projects

• recognise appropriate

drawing media for

specific purposes

• make drawings

• recognise and experiment with drawing media in the

context of producing a logo design. This may include

responding to teacher demonstration by:

– recognising media for specific purposes

– using media appropriately

– creating different effects using a combination of

media

Using appropriate drawing

media may indicate

recognising appropriate

techniques for a variety of

projects.




affirm students’:

• demonstration of the use

of appropriate drawing

media in the context of

making drawings for

producing a logo design

• different drawing

techniques


graphics projects

• computer-aided

drawing programs


drawing techniques for a

specific purpose

• refine ideas using a

variety of techniques

• make drawings

• paint/draw programs in

the context of design

projects

• make computer-aided

drawings

• recognise and experiment with drawing techniques

and/or computer software in the context of producing a

logo design. This may include responding to teacher

instruction and demonstration by:

– drawing lines of various thickness and orientation

– matching and selecting various colours for parts of

the logo

– applying shade and shadow to the logo

– creating a design by importing images

– drawing two and three dimensional shapes

– resizing, manipulating and aligning shapes

– scanning logo onto computer hard drive

– saving work to a floppy disk and printing using a

printer

Using a variety of drawing

techniques may involve

recognising appropriate

techniques for a variety of

projects.


of appropriate drawing

techniques in the context

of making drawings for

producing a logo design

• using a design


of a project


graphics project

• complete final drawings for the folio. This may include

responding to teacher instruction by:

– selecting appropriate media for final drawings

– placing the finished product on selected medium

Completing final drawings

may indicate participating

in the development of

graphics projects.

• completion of final

drawings.

continued


158

Focus: Producing the graphics project using equipment and techniques (cont)



assessment




Feedback

Students

• using a design


of a project


graphics project

• produce and apply logo design to items for personal or

group identification. This may include incorporating the

logo onto personal and/or group items such as:

– badges

– team T-shirts

– letterhead.

Producing and applying

the logo design may


the development of

graphics projects




affirm students’ production

and application of the logo

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


graphics projects

• using a design


of a project

• evaluate process and

product


graphics project

• evaluate the success of the logo design in terms of

aesthetics and function. This may include:

– obtaining feedback from others

– answering questions such as, ‘What do you like best

about the way it looks?’ ‘What would you change?’

– using the logo for the identified purpose

Evaluating the logo design


in the development of

graphics projects.




affirm students’:

• evaluation of their logo

design


graphics projects

• using a design


of a project


communication


ideas


graphics project

• share their final logo design with others. This may

include:

– developing a multimedia presentation of the steps in

the production process

– displaying the logo and folio in a prominent place in

the school

– including completed logos in school newsletter

– emailing logos to local businesses for comment.

Sharing their final logo

design with others may


the development of

graphics projects and/or

undertaking of graphical

presentations to

communicate ideas. It may

involve using computer-

based presentation

techniques.

• sharing of their logo

design with others in an

appropriate format.

Others provide feedback on

the success of the logo.


159

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:

LS.1.1 recognises safe and unsafe conditions in the context of undertaking a project




projects

LS.5.1 uses skills and processes in a variety of contexts and projects

LS.6 evaluates the success of projects.

Examples of timber boxes, materials, and decorative finishes

Hand and power tools

Pre-cut pieces and/or kits for construction

Images and designs of projects and completed projects

Digital camera

Research materials including access to the internet and library

Images of items that would be stored in various timber boxes

Links

A student:




LS.4.1 develops innovative design solutions




LS.6.3 demonstrates safe practices in the use of equipment and the implementation

of techniques



solutions.

A student:

Mathematics



Visual Arts



of view

Work Education

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 General Wood Core Module 2 unit

‘Trinket box’ in Industrial Technology Years 7–10: Advice on Programming and Assessment (pp 30–36).


160

Focus: Exploring the function of a variety of timber boxes

Outcome: LS.2.1


assessment




Feedback

Teacher

• displays a variety of timber boxes

• assists students to consider the features and purpose of a

range of timber boxes.

Students

• a design process that

includes:

– analysis of a

problem

– idea creation

– synthesis of ideas

and information

– making

– evaluating


design process including:

– identify a need

– explore ideas

– choose preferred ideas

– plan steps for making

the project

– select tools, equipment

and materials

– make project

– evaluate project

• explore the function and features of a range of timber

boxes. This may include:

– collecting pictures of timber boxes from catalogues or

bringing examples from home

– recognising and sorting boxes for different purposes,

eg Would I store my tools in a trinket box?

– recognise the features that enhance the function of a

variety of timber boxes, eg lids, closing devices,

strength and type of handles, number of

compartments.

Exploration of the function

and features of a range of

timber boxes may indicate

recognising that a process

is used to design and make

projects.




affirm students’

identification of the design

features and functions of a

range of timber boxes.


161

Focus: Choosing a timber box project



assessment




Feedback

Teacher

• provides examples of completed timber box projects that

could be produced.

Students


includes:

– analysis of a

problem

– idea creation


and information

– making

– evaluating


communication

techniques

• recognise steps in the

design process

– choose preferred idea


communicate ideas

• select a project from the range of options provided

according to their personal preference, eg trinket box for

jewellery, box for tools/sports equipment/games/CDs.

This may include:

– selecting a project after investigating the features of

sample boxes

– indicating a preference for a timber box project

– determining a design that takes into account the

function and purpose of the project.

Selection of a project may

involve recognising that a

process is used to design

and make projects and/or

using a variety of

communication techniques

in the context of

undertaking projects.




affirm students’ selection of

an appropriate style of

timber box for their needs

and abilities.

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


includes:

– analysis of a

problem

– idea creation


and information

– making

– evaluating


design process

– plan steps for making

the project

• recognise the steps in the personalised step-by-step plan

to complete the project. This may involve:



Recognising the planning

steps to complete the

project may indicate

recognising that a process

is used to design and make

projects.




affirm students’

identification of the steps

needed to produce the

timber design project.


162

Focus: Safe use of materials, tools and equipment



assessment




Feedback

Teacher

• reviews factors that influence safety in a specialist area

• explains the properties of materials, equipment and tools

which make them dangerous

• explicitly teaches and demonstrates the use of a range of

hand tools, eg hammers, screwdrivers, chisels

• provides opportunities for supervised practice in the use

of materials, tools and equipment.

Students


safety

– in specialist rooms

• handling and using a

variety of equipment

including machine

tools and computer

equipment


influence safety in

specialist areas

• follow safety labelling

• demonstrate safe practice in specialist rooms. This may

include:

– following safety labelling

– identifying location of safety protection equipment

and first aid kit

– recognising potentially dangerous equipment and

situations

– putting on personal protective equipment, eg mask,

goggles

Demonstrating safe

practice in specialist rooms


safe and unsafe conditions

in the context of


and/or demonstrating safe



equipment.




affirm students’

demonstration of safe

practice in specialist rooms.

continued


163

Focus: Safe use of materials, tools and equipment (cont)



assessment




Feedback

Students


OHS practices in

relation to:


a variety of

materials


a variety of hand

tools and power

tools



including machine

tools and computer

equipment




dangerous, eg

– flammability

– toxicity

– sharpness

– weight

– temperature

– moving parts

– electrical operation



equipment safely

– use materials, tools and

equipment safely

• use materials, tools and equipment appropriately and

safely under supervision. This may involve responding

to teacher instruction, modelling and prompting in:

– recognising the rules for the safe use of materials,

tools and equipment, eg safe handling of a hammer,

safe passing techniques for chisels, safe carrying

techniques for a length of timber, safe use of

adhesives, applying paint/varnish in a well-ventilated

area


appropriately under supervision to mark, measure,

cut shape, join and finish materials

Using materials, tools and

equipment safely may

indicate recognising safe

and unsafe conditions in

the context of undertaking

a project and/or

demonstrating safe



equipment.




affirm students’:

• demonstration of safe and

appropriate use of


equipment

• caring for hand tools,

power tools and

machines


safety

• undertake regular checks

of hand tools, power tools

and machines


influence safety in

specialist rooms

– storage: tools,

equipment, materials,

hazardous substances

• care for and store materials, tools and equipment during

the production process. This may include:



– tidying the work area

– reporting unsafe equipment and or dangerous

situations.

Caring for and storing


equipment during the


indicate caring for hand

tools, power tools and

machines.

• demonstration of the safe

storage of materials, tools

and equipment.


164

Focus: Producing a timber box



assessment




Feedback

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


165

Focus: Producing a timber box (cont)



assessment




Feedback

Students

• using skills to make a

project in a variety of

technologies


process


OHS practices in

relation to:


a variety of

materials


a variety of hand

tools and power

tools

• participate in making a

project in a variety of

technologies

• follow steps to complete a

project




dangerous, eg

– flammability

– toxicity

– sharpness

– weight

– temperature

– moving parts

– electrical operation

• use skills and techniques to engage in the production

process for completing a timber box project according

to the personalised step-by-step plan and in accordance

with relevant OHS practices.

Using skills and techniques

to engage in the production

process for completing a

timber box may indicate

demonstrating safe


materials tools and

equipment and/or using

skills and processes in a

variety of contexts and

projects.

Teacher demonstration of

skills and techniques.




affirm students’

identification of the steps

needed to produce the

project.

Teacher guides and

reinforces students’ skill

development in the context

of producing the project.


166

Focus: Evaluating the timber design project



assessment




Feedback

Teacher

• assists students to evaluate their timber box in a project

report

• facilitates students communicating their experiences of

the production process with others.

Students

• evaluating a project in

terms of

– function

– aesthetics


– environmental

impact

– marketability

• evaluate a completed

project eg

– does the finished

product require

modification?

– what changes, if any,

need to be made?

– will it be used?

– does the project look

well made?

– does the project meet

the identified need?

• evaluate their timber box in terms of function and

aesthetics. This may include:

– responding to questioning, eg ‘Could you

demonstrate how the timber box will be used?’,

‘What do you like best about the way it looks?’,

‘What changes, if any, need to be made?’

– preparing a project report in which information about

the materials, tools and processes used in the project

is outlined. This could be done through photographs,

video, drawings and/or text to demonstrate the step-

by-step plan used to produce the project. The project

report could also include information about what

changes, if any, need to be made

Evaluation of the timber

box may indicate

evaluating the success of

projects and/or using a

variety of communication


undertaking project.




affirm students’:

• evaluation of their timber

box in terms of aesthetics

and function


communication

techniques which may

include

– oral presentations

– discussions


communicate ideas, eg

– present a completed

practical project to a

class or school

assembly

• share their completed project with others. This may

include:

– developing a multimedia presentation of the steps

undertaken to complete the project

– displaying the project in a prominent place in the

school

– presenting their completed project to the class or at a

school assembly.

Sharing their completed

project with others may


communication techniques

in the context of

undertaking project.

• sharing of their completed

project with others in an

appropriate format.


167

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:

LS.1.1 uses information and software technology to participate in and manage their

environment

LS.1.2 uses a range of hardware



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.

Software: word-processing, graphics, internet access

Hardware: personal computer, digital camera, voice output device, scanner, printer,

data projector, adaptive technology


168

Links

A student:


LS.5.2 uses a variety of techniques to present design solutions




English







Food Technology

LS.4.1 gathers and uses information from a variety of sources

LS.4.2 uses a variety of communication techniques.

A student:

Graphics Technology

LS.1.2 undertakes graphical presentations to communicate ideas

LS.2.1 recognises appropriate techniques for a variety of projects

LS.4.1 uses computer-based presentation techniques

LS.6.1 recognises the use of graphics technology in a variety of contexts



projects

LS.5.1 uses skills and processes in a variety of contexts and projects

LS.6.1 evaluates the success of projects

Languages

LS.MLC.3 explores ways in which meaning is conveyed by spoken language

LS.MLC.4 explores ways in which meaning is conveyed by written language

Mathematics


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).


169

Focus: Exploring current and emerging technologies



assessment




Feedback

Teacher

• assists students to recognise and use their own personal

technology devices to communicate and manage their

environment

• assists students to recognise the impact of new and

emerging technologies

• assists students to select information and software

technology options to communicate about school events



Students

• the ways in which

information and

software technology

can be used to

enhance daily life

• recognise personal

technology devices

• recognise their own personal technology devices. These

may include:

– switch activated equipment

– voice output communication aids

– computer

– mobile phone

– pocket organiser

Recognition of personal

technology devices may

indicate using information

and software technology to

participate in and manage

their environment.




affirm students’:

• identification of personal

technology devices

• the ways in which

information and

software technology

can be used to

enhance daily life

• recognise that technology

can be used to make

choices and express

preferences

• use personal technology

devices for a variety of

purposes

• use own personal technology devices to communicate

for a range of purposes. This may include:

– requesting and rejecting

– protesting

– expressing emotions

– expressing needs

– giving information

– participating in conversations

Using personal technology

devices to communicate

for a range of purposes

may indicate using

information and software

technology to participate

in and manage their

environment.

• demonstration of use of

personal technology

devices in the context of

managing their

environment.

continued


170

Focus: Exploring current and emerging technologies (cont)



assessment




Feedback

Students

• the impact of

changing technology

in school and

community contexts

• explore the changes that

technology has made to

daily life

• identify ways in which technology impacts on daily life,

in both the home and school. This may include:

– identifying technology items that have improved

communication between people, eg mobile phones,

email

– identifying technology items that have impacted on

personal and group recreation and leisure activities

such as television, Walkman, game boys, videos,

digital cameras

– including examples of identified items in their folio

Identifying the ways in

which technology impacts

on daily life may indicate

exploring the impact of

past, current and emerging

information technologies.




affirm students’:

• identification of the ways

in which technology

impacts on daily life

• communicating

effectively across a

range of contexts in

relation to developing

solutions

• using technology to

present solutions

• experience group

discussions to find

solutions

• use a word

processor/digital

camera/video/ multimedia

software to present

information to a group


throughout the design project in a folio. Items in the

folio may include:

– photographs and/or other images of their

participation at various steps






Establishing and

maintaining a folio may


communication skills in the

development of


technology solutions




technology solutions.


participation in the design

process in an appropriate

format.


171

Focus: Selecting a design project

Outcome: LS.2.1


assessment




Feedback

Teacher

• assists students to select a significant school event to

record using information and software technology

• assists student to select appropriate information and

software technology to record the school event.

Students

• matching appropriate

technology strategies

to a specific problem

• select an appropriate

strategy for a given

problem

• explore appropriate information and software

technology options for communicating about school

events. This may involve:

– indicating events which are of particular interest

– making suggestions about the best ways to

communicate about school events, eg digital

photographs to show students enjoying lunch time,

audio recording of a school assembly, video of dance

performance, multimedia presentation of school

camp

– suggesting items of computer hardware and software

to undertake the project.

Exploration of appropriate


technology options to

communicate about school

events may indicate using


technology in solving a

range of problems.




affirm students’

consideration of a wide

range of technology

solutions and guide

identification of appropriate

technologies for the

particular purpose of

recording a significant

school event.


172

Focus: Following the plan to produce the project



assessment




Feedback

Teacher

• demonstrates and explicitly teaches students to operate a

range of hardware and software, eg digital and video

camera, audio recorder, computer peripherals such as

scanner

• assists students to develop a step-by-step plan to

produce the multimedia presentation of the significant

school event.

Students

• how a variety of

hardware and

software can be used

for a range of

purposes in a variety

of school and

community contexts

• operate a range of

hardware/software

• use a range of

hardware/software for a


range of contexts

• follow a step-by-step plan to record the identified

significant school event

Following the step-by-step

plan to record the

significant school event

may indicate using a range

of hardware and/or using a

range of software

programs.




affirm students’:

• following a plan to record

the significant school

event

• the range and type of

hardware which can

be accesses in school

and community

contexts

• recognise a range of

hardware

• use a range of hardware/

software for a variety of


context

• use a range of hardware and software to develop a

multimedia presentation of a specific school event in

response to teacher demonstration and instruction. This

may include:

– taking photographs

– recording video footage

– scanning photographs/images into computer

– downloading digital images to computer

– adding graphics/text to images

– recording music

– recording voice/environmental sounds

– recording a commentary using a voice

output/communication device

– word-processing title, authors, publicity,

acknowledgments

Using a range of hardware

and software to develop a

multimedia presentation of

the school event may

involve using a range of

hardware and/or using a

range of software.


a range of hardware and

software to develop a


that could include a

digital camera,

multimedia software and

word-processing.

continued


173

Focus: Following the plan to produce the project (cont)



assessment




Feedback

Students


hardware and


for a range of


of school and

community contexts

• use a range of



range of contexts

• compile the final multimedia presentation. This may

include:

– selecting preferred images

– sequencing

– editing

– adding text

Compiling the final


may involve using a range

of hardware and/or use of

a range of software




affirm students’:

• compilation of the final

presentation

• using technology to

present solutions

• use multimedia software

to present information to

a group

• present the slideshow to an audience using a data

projector. Students may:

– activate the application

– monitor the presentation and cue slides

– make adjustments to the presentation, eg volume,

pace

Presentation of the

slideshow may involve

using a variety of





appropriate skills in the

presentation of the

slideshow

Audience reaction provides

feedback.


hardware and


for a range of


of contexts

• use a range of



range of contexts

• make a permanent record of the presentation to share

with others

Making a permanent

record of the presentation

to share with others may

indicate using a range of

hardware and/or using a

range of software.




affirm students’

identification of appropriate

technologies for making a

permanent record of a

significant school event.

continued


174

Focus: Following the plan to produce the project (cont)



assessment




Feedback

Students


terms of available

resources, time, cost,

effectiveness

• evaluate strategies

• makes suggestions for

improvement

• evaluate their project in terms of its effectiveness. This

may include:

– responding to feedback from others on the

presentation

– responding to questions such as ‘Were the processes

you used for editing the presentation effective?’,

‘What did other people like about the presentation?’,

‘How could the presentation be improved?’

– recording in the folio the reaction of others to their

presentation

– making suggestions in their folio about how the

presentation could be improved.

Evaluating their project

may indicate evaluating






affirm students’ evaluation

of their project in terms of

its effectiveness.


175

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:

LS.1.1 selects fabrics, yarns and fibres appropriate to intended use

LS.2.1 evaluates the design of clothing and household items in terms of function and

aesthetics

LS.4.1 gathers and uses information for design purposes

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.

Resources

Stimulus materials such as fabrics, embellishments, completed projects

Equipment and materials for decoration, eg dyes, fabric paints, glue, lace, stencils

Digital camera, computer and appropriate software

Wall chart or handout illustrating a flow chart or step-by-step instructions for producing

the project

Links

A student:

English



Graphics Technology

LS.5.1 demonstrates safe practices in the use of tools, materials and techniques in




LS.3.1 selects and uses appropriate materials to undertake projects

LS.6.1 evaluates the success of projects.

A student:



solutions

Mathematics




Visual Arts


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



176

Focus: Exploring fabric design projects

Outcomes: LS.1.1, LS. 2.1, LS.4.1, LS.4.2


assessment




Feedback

Teacher

• presents a variety of completed fabric design items,

eg T-shirts, quilt covers, cushion covers, theatrical

costumes

• arranges a visit to fabric outlets to explore the texture,

patterns, colour and weight of fabrics and the variety of

decorating techniques and embellishments



Students

• fibres, yarns and

fabrics

• obtaining and using

information from a

variety of sources for

design purposes

• select fabrics for

particular purpose and use

• gather information from a

variety of sources

• use information for

design purposes

• explore a range of fabrics, finished fabric items,

decorative techniques and embellishments. This may

involve:

– visiting specialist fabric and/or retail outlets

– collecting, matching and sorting samples of fabrics

and embellishments

– comparing the texture, patterns, colour and weight of

fabrics

– exploring examples of decorative techniques and

embellishments, eg fabric painting using hand prints,

iron on transfers, glued trimmings, transfer crayons,

permanent markers, tie dye, batik, accessories that

can be stitched in place

Exploration of a range of

fabrics, finished fabric

items, decorative

techniques and

embellishments may

indicate selecting fabrics,

yarns and fibres

appropriate to intended

use and/or gathering and

documenting information

for design purposes.




affirm students’:

• identification of a range

of fabrics, fabric

products, techniques and

embellishments in the

context of a fabric design

project


communication

techniques


communicate ideas


throughout the development of the fabric design item in

a folio. Items in the folio may include:

– photographs and/or other images of their

participation at various steps






The recording and

reflection on activities

throughout the design

process may indicate using

a variety of techniques to

present design ideas and

solutions.


participation in the design

process in an appropriate

format.


177

Focus: Selecting a fabric design project



assessment




Feedback

Teacher

• assists students to select a fabric design item.

Students

• undertaking a textiles

design project


communication

techniques

• undertake a specific

textile project


communicate ideas

• determine their preferred fabric design item. This may

include indicating a preference for:

– decorating an existing item, eg a T-shirt or quilt

cover; or

– making and/or decorating an item, eg cushion cover

for their bedroom; or

– making and decorating an item, eg a bandanna for a

school dance party

Determining a preferred

fabric design item may

indicate undertaking

textiles projects and/or

using a variety of


design ideas and solutions.




affirm students’:

• selection of an

appropriate fabric design

item

• skills and techniques

that are necessary to

undertake a specific

textiles project

• demonstrate skills and


of a textiles project

• select techniques for producing the item, eg glueing,

iron-on tape, hand or machine stitching

Selecting appropriate

techniques for making

fabric items may indicate

demonstrating skills and


a textiles project.

• selection and

demonstration of

appropriate techniques to

make their fabric item




textiles project




• select designs and techniques for decoration and

embellishment, eg iron-ons, fabric paint, beads, sequins,

appliqué and embroidery, tie dying/batik printing.

Selecting appropriate

designs and techniques for

decoration may indicate

demonstrating skills and


a textiles project.

• selection and

demonstration of

appropriate designs and

techniques for decorating

their fabric item.


178

Focus: Safe use of tools and equipment

Outcome: LS.5.2


assessment




Feedback

Teacher

• explicitly teaches and models techniques and safe use of

equipment in the context of making and/or decorating

fabric items.

Students



safely

• using safe techniques

in the context of a

textiles design project

• identify characteristics of

textile equipment that

could make them

dangerous


equipment safely

• use materials, equipment and appropriate techniques

safely under supervision in the context of making and/or

decorating fabric items. This may include:

– passing and using scissors

– handling pins and needles

– following instructions to thread a needle for hand

sewing

– following instructions for fabric glue

– using gloves and protective clothing for tie-

dying/batik

– using electrical items such as iron/sewing machine

– selecting appropriate setting on iron for pressing

fabrics or fabric items and/or applying

transfers/stencils

– carrying a sewing machine

– following instructions to thread a sewing machine

– sewing fabrics

Use of appropriate

techniques and skills in the

context of making and/or

decorating fabric items

may indicate

demonstrating safe


equipment and the

implementation of

techniques.




affirm students’

demonstration of safe use of


equipment.


179

Focus: Producing a fabrics design project



assessment




Feedback

Teacher

• provides materials and equipment for making and/or

decorating the fabric item

• explicitly teaches skills and techniques in the context of

making and/or decorating fabric items, eg using fabric

glue, threading a sewing machine, attaching fasteners,

threading a needle, using scissors to cut material


production of the fabric item, modelling each step as

required.

Students




textiles project




• demonstrate the skills and techniques required for the

completion of the fabric item. This may include:

– using fabric glue

– threading a sewing machine

– attaching fasteners

– threading a needle

– using scissors to cut material

Demonstrating the skills

and techniques to complete

the fabric item may

involve demonstrating

skills and techniques in the

context of a textiles

project.




affirm students’:


skills and techniques to

complete the fabric item

• how skills and

processes may be

combined to complete

a project

• undertaking a textiles

design project

• demonstrate a

combination of skills and

processes in the context


• undertake a specific

textiles project

• engage in the production process for completing the

fabric item according to the personalised step-by-step

plan. This may involve:

– including the step-by-step plan in their folio

– following through each step of the plan, recognising

the activities at each step to make and/or decorate the

fabric item.

Engagement in making

and/or decorating of a

fabric item may indicate

undertaking textiles

projects.

• following of the step-by

step plan to produce the

fabric item.


180

Focus: Evaluating the fabrics design project

Outcomes: LS. 4.2, LS.6.1


assessment




Feedback

Teacher

• assists students to evaluate their fabric design item and

folio

• provides an opportunity for students to share their folio

with others.

Students


response to aesthetic

appeal, functionality,

durability and cost-

effectiveness

• respond to questions, eg

– Do you like it?

– Would you change

anything?

– Is it strong enough?

– Will it last?

• evaluate their textiles project. This may involve:

– responding to questioning such as ‘What are the

features of your fabric item that make it look good?’

– trialling the fabric item and completing a teacher

designed questionnaire regarding performance to be

included in the folio

– including photographs in their folio of the fabric item

being produced and used

– recording in their folio the reactions of others to the

fabric item

– making suggestions in their folio about how the

design and/or construction could be improved or

replicated

Evaluation of the textiles

project may indicate

applying appropriate

evaluation techniques to a

textiles project.




affirm students’:

• evaluation of their textile

project in terms of

intended use


communication

techniques


communicate ideas

• share the information in their folio with others. This

may involve:

– displaying the folio and fabric item in a prominent

place in the school

– describing aspects of their folio to others

– participating in discussion and answering questions

about the folio and activities represented in it.

Sharing the information in

their folio to others may



design ideas and solutions.

• sharing of their

information and fabric

item with others in an

appropriate format.


181

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



Unit

number


10.1 Music Australian

music

In this unit students explore a wide variety of traditional

and contemporary Australian music through

experiences in listening and performing that may

involve individual, group and whole class activities.

Students also experiment with musical sounds, and

explore ways in which environmental sounds may be

incorporated into musical works.

10.2 Visual Arts ‘I am’ In this unit students learn about portraits and self-

portraits. Students investigate 2D and 3D forms such as

painting and collage techniques and stencil-making.

Using the concept of ‘I am’, students develop self-

portraits that may include photographs, prints, casts

and/or masks, stencils, colours and textures to represent

themselves, their personality and interests to an

audience. They explore the work of artists and

participate in the development of their own artworks

over time.

10.3 Dance Let’s dance! In this unit students appreciate and respond to dance

performances, experiment with body movements and

create and perform movement/dance sequences.

Students use safe dance practices to engage in activities

individually, in pairs and as part of a group.

10.4 Drama Roles,

characters,

action!

In this unit students explore characters, roles, situations

and actions through a range of activities. Students

participate in scenarios where role-taking is used to

expand and enhance students’ participation in real-life

experiences. They develop their individual skills and

participate as part of a group to develop and perform a

narrative and explore dramatic forms and theatre

conventions.


182

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:

LS.1 uses movement, vocalisation or instruments to respond to a range of music

LS.2 vocalises, sings or plays an instrument

LS.3 vocalises, sings or plays an instrument as part of a group

LS.4 experiments in making musical sounds

LS.5 experiments in organising musical sounds

LS.6 experiments in representing and recording musical sounds


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.

Examples of the following types of music – Aboriginal & Torres Strait Islander;

Contemporary Aboriginal music, eg Yothu Yindi, Christine Anu; Australian folk music,

eg Waltzing Matilda, Click Go the Shears, Botany Bay.

Dreamtime stories

Links

A student:

Dance

LS.1.1 demonstrates a range of movement skills

LS.2.2 explores, selects and sequences movement to express feelings and ideas

English

LS.1 responds to auditory cues in a range of contexts


Geography

LS.7 explores the diversity of Australian communities.

A student:

History


Australian society

Languages



Mathematics


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).


183

Life Skills

Outcomes

Life Skills content

Students learn to: Students learn about musical concepts through:

Performing

LS.1 • move all or part of body in response to music • responding to a range of music through the use of the body and body

percussion

• vocalise hum and/or whistle along with the music

• use non-melodic percussion instruments to keep the beat of the music

• vocalising to a range of music

• responding to a range of music through the use of percussion

LS.2 • vocalise and/or sing to a variety of known music

• sing new songs

• performing individually in informal and formal situations

LS.3 • vocalise on cue in the context of a group song

• play and cease playing an instrument on cue

• play an individual part within a musical piece

• performing as part of a group in informal and formal situations

Composing

LS.4 • experiment with voice to produce musical sounds • making a variety of musical sounds

LS.5 • produce a sound on cue

• reproduce a sound at determined intervals on cue

• reproduce a sound at determined intervals when playing in a group

• compose a simple repeated rhythm (ostinato) for performance individually

and/or in a group

• organising musical sounds

LS.6 • use graphic notation for representing musical sounds • experimenting in representing and recording musical sounds through graphic

forms

• use equipment to record musical sounds

• organise musical experiments into a composition

• experimenting with recording technologies

• structuring simple musical ideas

continued


184

Life Skills

Outcomes

Life Skills content (cont)

Students learn to: Students learn about musical concepts through:

Listening

LS.7 • experience music of various styles

• experience music of different cultures

• experiencing a variety of music

• recognise sound sources • understanding that different instruments and instrument groups produce

different sounds

• recognise the manipulation of sound • understand ways in which sound can be changed in different instruments

• recognise high and low sound • understanding the concept of high and low and that smaller instruments

produce smaller sounds

• recognise louds and softs • understanding that changes in dynamics can be sudden or gradual and these

changes can be sudden or gradual and these changes can be used for different

effects

• recognise sections/patterns • understanding that music works within various structures and sections

• respond appropriately to music in a range of social contexts

• demonstrate appropriate audience behaviour when listening to music in

different performance situations

• understanding how people value and appreciate music in a variety of settings

LS.8 • use nonverbal communication to indicate like or dislike for particular music

• use verbal communication to indicate like or dislike for particular music

• give reasons for their response to particular music

• non-verbally communicating responses to a variety of music

• verbally communicating responses to a variety of music

• discussing their responses to a variety of music


185

Life Skills

Outcomes

Integrated learning experiences, instruction and assessment P C L Evidence of learning


Skills outcomes)

Feedback

LS.1

LS.7

LS.8

LS.9

LS.10

• Teacher plays examples of traditional music of Aboriginal and Torres Strait

Islander Peoples and explains how this music was used for a variety of

purposes, eg for ceremonial, social and sacred occasions; to communicate

between groups, and to pass on stories, customs and traditions

✓

• Students listen to examples of traditional music and respond using:

– body movements such as nodding head, waving arms

– body percussion such as clapping hands, tapping legs, stamping feet

– vocalisation and humming

– non-melodic percussion instruments such as tambourine, triangle, drums

and rain sticks

✓ ✓

Listening and responding to

traditional music may

involve experiencing music

from a variety of social,

cultural and historical

contexts and/or using

movement, vocalisation or

instruments to respond to a

range of music and/or

engaging in performing,

composing and listening

experiences for enjoyment.

Oral, visual and tangible

feedback prompting by the

teacher to guide and affirm

students’:

• responses to a variety of

traditional music

• Students listen to and describe the role of particular instruments, eg

– didgeridoo – provides a long sustained note (drone)

– clap sticks – provide rhythm

– vocals – provide melodic line

✓

• Students simulate the sounds of the above instruments using available

classroom instruments✓

Listening to and describing

the role of instruments may




contexts and/or

communicating responses to

a variety of music and/or

appreciating a variety of

music. Simulating the sounds

of traditional instruments

may involve engaging in

performing, composing and

listening experiences for

enjoyment.

• description of the roles of

particular instruments

• simulation of the sounds

of individual instruments

using available resources.

P – Performing C – Composing L – Listening


186

Life Skills

Outcomes

Integrated learning experiences, instruction and assessment P C L Evidence of learning


Skills outcomes)

Feedback

LS.1

LS. 6

LS.10

• Teacher presents a traditional Dreamtime story and assists students to

experiment with vocal sounds, body percussion and available classroom

instruments to portray the story

✓ ✓

• Students may notate their composition using traditional graphic notation, and

perform their composition as part of a group while the Dreamtime story is

being read

✓ ✓

Experimenting with vocal

sounds, body percussion and

instruments to portray a

story may involve using







Notating their composition

may involve experimenting

in representing and

recording musical sounds.




students’:

• experimentation with

vocal sounds, body

percussion and classroom

instruments to portray a

story

• notation of their

composition in an

appropriate format.

LS.1

LS.10

• Teacher plays examples of contemporary indigenous music, eg Yothu Yindi,

Christine Anu

• Students listen to the music and indicate the similarities and differences

between traditional and contemporary Aboriginal and Torres Strait Islander

music. Students may identify the elements of the work that are traditional and

those that are contemporary, eg traditional may involve the use of didgeridoo

and Aboriginal language; contemporary may involve the use of rock

instruments and English language

✓

• Students listen to the music and clap, sway and/or play appropriate

instruments to the beat of contemporary music✓ ✓

Listening to and responding

to contemporary Aboriginal

music may involve using










effective listening and

responses to music.



187

Outcomes Integrated learning experiences, instruction and assessment P C L Evidence of learning


Skills outcomes)

Feedback

LS.2

LS.8

LS.10

• Teacher plays examples of traditional Australian folk music,

eg ‘Waltzing Matilda’, ‘Click go the Shears’, ‘Botany Bay’




students’:

• Students listen to the examples, indicate their preferences and give reasons

for these✓ • indication of preferences

to traditional Australian

folk music

• Teacher assists students to:

– vocalise and/or sing a chosen traditional song

– perform the lyrics of a particular song individually or as part of a group

– accompany the lyrics with body percussion and non-melodic percussion

✓ • experimentation and

responses

• Students may rewrite the lyrics of a verse of a song, eg ‘Botany Bay’ through:

– sequencing images

– substituting individual words

– retelling the narrative in their own words and/or

– rewriting the whole verse using contemporary language and themes

✓

Listening to traditional

Australian folk/country

music and indicating

preferences may involve

vocalising, singing or

playing an instrument and/or



experiences for enjoyment

and/or communicating

responses to a variety of

music.

Rewriting the lyrics of a

song may involve vocalising,

singing or playing an

instrument and/or engaging

in performing, composing

and listening experiences for

enjoyment.

• writing of new lyrics.

LS.2

LS.3

LS.10

• Teacher assists students to play chordal accompaniment or bass line to

selected songs, eg ‘Click go the shears’ (A D E) or ‘Botany Bay’(C F G).

Students may:

– sing song with accompaniment

– discuss the words of the songs – find meanings for slang terms/Australian

words, eg ‘jumbuck’, ‘billabong’, ‘swagman’, ‘ringer’

– experiment with sound sources to find suitable rhythmic accompaniment to

songs, eg ‘Click Go the Shears’ (rulers on desk, tapping pencils for the

‘click’)

– add percussion part to the melody and accompaniment

– discuss the structure of the songs, eg verse, chorus

– dramatise a song, using instruments/vocals to add meaning

✓ ✓ ✓ Playing chordal

accompaniments, singing

songs with accompaniment

and related activities may

involve vocalising, singing

or playing an instrument

and/or vocalising, singing or

playing an instrument as part

of a group. It may also

indicate engaging in



enjoyment.



teacher to encourage and

affirm students’ active

participation.



188



Skills outcomes)

Feedback

LS.7

LS.9

LS.10

• Teacher plays a variety of contemporary music from Australian country music

artists, eg Slim Dusty, John Williamson, Kasey Chambers, and assists

students to focus on the words, the melody and the instruments being used in

the songs

• Students may:

– listen to selected songs and indicate/give reasons for their preferences

– indicate the instruments being used and identify those that are typically

Australian, eg lagerphone, washboard

– clap/sway/move to the beat of the music

– use percussion instruments or preset functions on keyboards to create and

perform a suitable rhythmic accompaniment to the music individually or as

part of a group

– create and perform a simple bass line to the song following the chordal

structure

✓ ✓ ✓

Listening to and giving

preferences for Australian

folk/country/bush music may




contexts and/or appreciating

a variety of music. It may

also indicate engaging in



enjoyment.




students’:

• indication of preferences

and responses to words,

melody and instruments

used in contemporary

Australian music.

LS.1

LS.3

LS.6

LS.10

• Teacher plays examples of music by Australian Jazz artists, eg James

Morrison, Vince Jones, Monica and the Moochers, Don Burrows and focuses

students attention on melodies and instruments

✓ Oral, visual and tangible



students’:

• Students listen to and:

– indicate a preference for a particular piece of music

– clap/sway/play appropriate instrument to the beat of the music

– compose a short rhythmic pattern to be repeated to the music

– notate the rhythm using traditional and/or graphic notation

– vocalise/sing/play along with recorded examples as part of a group

– play/sing versions of the examples without the recording in a simplified

form if appropriate

✓ ✓ ✓

Listening to, indicating

preferences for, and

responding to examples of

music by Australian jazz

artists may involve using




vocalising, singing or

playing an instrument as part

of a group.

• active participation and

response to examples of

Australian Jazz

LS.5 • Students experiment with organising musical sounds. A variety of melodic

and non-melodic instruments as well as body percussion and vocalisation can

be used. Experimentation may involve:

– producing a sound when prompted

– producing a sound at intervals when prompted

– repeating a sequence of sounds

– repeating a rhythm consisting of sounds of different duration and pitch

✓ Experimenting with

structuring musical sounds

may involve experimenting

in organising musical

sounds.

• experimentation with

structuring musical

sounds.



189



Skills outcomes)

Feedback

LS.2

LS.10

• Teacher plays a variety of music featuring the sounds of Australia, eg bird

calls, waterfalls

• Students listen to the music and indicate recognition of particular features

such as source of the sounds, eg sounds of living things, sound of the weather,

sound of water, city noises

✓

Listening to music featuring

the sounds of Australia may

involve vocalising, singing

or playing an instrument

and/or engaging in



enjoyment.



teacher to affirm or

encourage students’ active

listening and responses to

sounds of Australia.

LS.6

LS.10

• Students observe sounds in the environment outside the classroom. Responses

to sounds may include:

– using facial expression and/or gesture

– exploring the source of sounds through senses such as touch and sight

– imitating sounds

– describing sounds in terms of the musical concepts such as tone, pitch and

volume

✓ Identification of sounds

heard outside the classroom

may involve engaging in



enjoyment.




students’ active listening

and identification of sounds.

LS.4

LS.5

LS.6

LS.10

• Students create a soundscape of individual sounds identified in the

environment in response to teacher cues/prompts. Student participation may

include:

– recording and playing sounds

– reproducing one sound vocally or instrumentally

– producing sequences of sounds either as individuals or in groups

✓ ✓ Participation in creating a

soundscape may involve

experimenting in making

musical sounds and/or

organising, musical sounds.




students’ experimentation

with methods of reproducing

sounds and demonstration of

the use of these sounds in a

soundscape performance.



190

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.3 explores the function of a variety of artists and audiences

LS.4 explores the ways in which experiences of the world can be communicated in

artworks

LS.5 recognises that various interpretations of artworks are possible

LS.6 makes a variety of artworks that reflect experiences, responses or points of

view

LS.7 explores how ideas and interests in the world can be represented in their

artmaking

LS.8 explores ways to develop ideas in artworks

LS.9 uses a range of materials, techniques and processes to make artworks.

• Historical examples from Western Art, eg Leonardo Da Vinci’s Mona Lisa, Pablo

Picasso’s Weeping Woman; Vincent Van Gogh’s Self-portraits

• Australian artists and Archibald Prize entries from past and current exhibitions

• Portraits and sculptural figures from ancient cultures; Egyptian, African

• portraits from other cultures, eg Frida Khalo’s self portraits

• Gordon Bennett’s I am

• Masks from different cultures. This may include examples from the following

cultures or types:

– Egyptian

– Mexican

– North American

– African

– Warrior masks

– Masks for protection and camouflage

– Masks for use in cultural celebrations

• Materials for creating collages, stencils and portraits

• Materials for creating surface effects

Links

A student:

English



History

LS.1 explores the concepts of time and chronology

LS.4 investigates how people lived in various societies over time.

A student:

Languages



Mathematics




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



191

Life Skills

Outcomes

Life Skills content

Students learn about: Students learn to:

LS.1

LS.2

LS.9

Practice

• a variety of artmaking activities

• the qualities of a variety of materials in 2D forms

• a range of materials used in making artworks

• the process of developing and making artworks

• the different technical processes for making 2D artworks

• ideas and interests in the world that can be represented in a range of

artworks

• the development of artworks over time

• exploring ideas and interests in the world and a range of forms to make a

variety of artworks

• participate in a variety of artmaking activities including 2D forms,

eg painting, collage, stencil making

• explore the qualities of 2D materials, eg wet and dry media, charcoal, ink,

pencil, crayon, paint on paper and other surfaces

• experiment with a range of materials and techniques, eg 2D forms: wet and

dry media, finger painting, spraying/dripping, splattering, airbrushing,

rubbing, shading, impasto, glazing, use of sponges, rollers, palette knives

• follow a procedure to make an artwork

• use technical processes for making artworks

• represent ideas and interests in the world in a range of artworks and forms

• participate in the development of artworks over time

• represent ideas and interests in the world

LS.3

LS.4

LS.7

Conceptual Framework

• the work of a variety of artists

• the role of artists

• the role of audiences in relation to artworks

• how experiences of the world can be represented in artworks

• explore the work of a variety of artists

• recognise that artists create artworks for different purposes

• participate appropriately as an audience

• identify artworks which communicate experiences of the world

LS.5

LS.6

LS.8

Frames

• responding to and interpreting artworks

• communicating experiences, responses and points of view

• communicating using images from a variety of sources

• respond to an artwork

• identify particular visual qualities of artworks

• make artworks that reflect experiences, responses or a point of view

• adapt, revise and reinterpret an image from an existing artwork to produce a

new artwork


192

Teaching, learning and assessment activities

Artmaking Critical and Historical Studies

Students Students

1. LS. 7

• bring to school pictures of themselves, with their family and pets

• examine photographs of themselves. This may include examining photographs of

themselves:

– as younger children

– with immediate and/or extended family

– with pets

– with favourite things

– at favourite places

• respond to teacher questions about aspects of the images such as:

– their age and size when specific photographs were taken

– the colours in the photographs

– the feelings evident in the photographs

– the clothes they are wearing

– who/what are other people, objects and/or pets in the image and their significance

• recall information about the occasion such as:

– when and/or where the photograph was taken

– whether the photograph was taken inside or outside

– why was the photograph taken

– what was happening

– the time of day and the time of year the photograph was taken

– who took the photograph

– what they like most about the photograph

2. LS. 7

• respond to teacher questions about why photographs are taken of themselves and

family members, eg photographs for display and identification; acknowledge that we

value representations of ourselves and others

• explore photographs and the concept of portraits/self portraits. This may involve:

– distinguishing between photographs of people and photographs of objects

– determining what a portrait is and why portraits are created, eg as a historical

record, as a personal tribute to another person or self

– identifying differences between a variety styles of portraits provided by the

teacher

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

1 and 2 Examining photographs of themselves and responding to questions may involve exploring how ideas and interests in the world can be represented in their artmaking.

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.


193



Students Students

4. LS.8

• create an ‘I am’ focus in a personalised Visual Arts diary. The diary can be used to

record students’ artmaking and other experiences throughout the unit. The diary may

initially include:

– photocopied and/or scanned preferred images of themselves

– identified features of themselves such as their name, interests, family, friends,

likes and physical characteristics represented in a range of formats

– items of personal interest such as magazine cuttings, freehand sketches, personal

reflections

• decide on an appropriate arrangement of images in the Visual Arts diary. The images

may be arranged chronologically or reflect a home, school, community sequence.

Alternately, a collage of images may be developed with a central photocopied or

scanned image of the student, surrounded by other images that show aspects of the

student’s life.

3. LS.3, LS.4

• view a range of historical and contemporary images of portraits from a range of

sources. This may include:

– historical examples from Western Art, eg Leonardo Da Vinci’s Mona Lisa, Pablo

Picasso’s Weeping Woman; Vincent Van Gogh’s Self-portraits

– Australian artists and Archibald Prize entries from past and current exhibitions

– portraits and sculptural figures from ancient cultures; Egyptian, African

– portraits from other cultures, eg Frida Kahlo’s self-portraits

• look at differences between portraits

• recognise that the artworks all feature people

• identify and/or describe the subjects of the artworks

• select one portrait to explore in detail and examine the following features:

– what colours are used

– what materials did the artist use

– how does it make you feel

– distinguish between portraits and self-portraits


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.



194



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.



195



Students Students

7. LS.1, LS.2, LS.9

• make an ‘identikit’ sculpture of one part of their body using plaster bandages, then

decorate with favourite colours or patterns. This may include:

– face - phantom mask

– hands

– feet

• make a mask that could be used in the context of a school/community cultural

celebration. This may include:

– plaster bandage mask

– papier mache mask on balloon surface

6. LS.3, LS.4, LS.5, LS.8

• view images of masks from different cultures. This may include examples from the

following cultures or types:

– Egyptian

– Mexican

– North American

– African

– warrior masks

– masks for protection and camouflage

– masks for use in cultural celebrations

• respond to questions about the selected examples relating to the purpose/function of

masks; cultural traditions. This may include:

– sorting and matching masks to cultures

– responding to features of masks such as eyes, mouths

– identifying materials used in the masks

– identifying purposes of masks


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.



196



Students Students

9. LS. 6, LS.7, LS.8, LS.9

• recognise their name in print

• prepare templates based on their names. This may involve:

– writing and/or typing their name

– cutting out names and letters to create stencils

• identify portraits to be used as a template. This may involve tracing around

photocopies of portrait photographs of themselves and cutting out stencils

• make a number of prints using their portrait/name stencils by painting surfaces

within and outside of the outlines

• create their own ‘I am’ self-portrait by using a variety of images and techniques.


– indicating images that may be incorporated

– printing and/or measuring the words ‘I am’ or their name on a large sheet of paper

or card

– trimming images, photocopies and prints and arranging these within the borders of

the letters

– painting background space using preferred colours and surface effects

– creating an arrangement of images of themselves within the letters including

images, colours, and drawings/paintings related to their interest outside of the

letters

– incorporation of personal prints (stamp or tracing) of hands, feet, fingers and/or

torso into portrait

8. LS. 3, LS.4, LS.8

• identify features of Gordon Bennett’s I am. Students may:

– indicate letters or words in the painting

– trace around these words and/or write them on another sheet

– describe what the little boy in the painting is wearing

– list the images that the artist has included in his ‘I am’ artwork

10. LS. 3, LS.4, LS.8

• identify the kinds of things included in their own ‘I am’ self-portrait.

• compare the images used by Bennett with those included in their own ‘I am’ self-

portrait.


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.



197

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:

LS.1.1 demonstrates a range of movement skills

LS.1.2 uses dance technique to communicate

LS.1.3 demonstrates an awareness of safe dance practices

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)

• Videos of ‘Swan Lake’, ‘Sleeping Beauty’, ‘Strictly Ballroom’, ‘Saturday Night

Fever’ and/or Aboriginal Dreamtime stories conveyed through dance

• Music from a range of cultural backgrounds; music with different rhythm, pitch,

tempo and volume

Links

A student:

English






LS.15 draws on background and experiences to respond to texts in ways that are

imaginative, interpretive or critical

Geography


Languages

LS.MLC.2 explores ways in which meaning is conveyed in nonverbal communication.

A student:

Mathematics



PALS.1 recognises repeating patterns

SCLS.4 responds to the language of position


Music

LS.1 uses movement, vocalisation or instruments to respond to a range of music

PDHPE

LS.8 demonstrates a range of movement skills across environments

LS.9 participates in a range of physical activities

Visual Arts


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



198

Life Skills

Outcomes

Life Skills Content

Students learn to:

Performance

Students learn about:

LS.1.1 • prepare their body for dance through movement

• move all or part of their body to change their positioning in space

• move all or part of their body in different ways, taking account of body

position, direction, patterns and relationships

• move all or part of their body in the context of participating in various dance

activities both as an individual and cooperatively as part of a group

• using movement in controlled ways to participate in dance

LS.1.2 • express and communicate mood, feelings and ideas through a structured

dance

• extend their dance performance skills, eg energy, interpretation, expression,

movement quality

• using elements of dance to communicate through movement and dance

LS.1.3 • recognise the capabilities and limitation of their own body and safely extend

these limits where possible

• use safe practices during dance and movement

• safe dance practices

LS.2.1

Composition

• experiment with elements of space, time and dynamics to create and

communicate meaning

• create and organise movement to convey meaning that can be perceived,

shared and interpreted by an audience

• the elements of space, time and dynamics within the context of dance

composition

LS.2.2 • select specific movements to express a feeling or idea

• sequence movement to express feelings or ideas

structure movement in an ordered way to express feeling or ideas

• selecting and sequencing movements to express feelings and ideas

• structuring movement to express feelings or ideas

LS.3.1

Appreciation

• experience a range of live or recorded dance performances

• display appropriate audience behaviour in different situations

• appreciating dance performances

LS.3.2 • respond appropriately to live or recorded dance performances

• communicate responses to dance performances

• recognise the elements of dance which make the performance engaging

• recognise the main ideas conveyed through a dance performance

• actively participate in dance performance when invited

• appreciating dance as an audience member

LS.4.1

Study of dance as an artform

• participate in dance activities

• cooperate with others in dance activities

• valuing and appreciating dance


199

Focus: Let’s look at dance

Outcomes Integrated learning experiences and instruction P C A Evidence of learning


Skills outcomes)

Feedback

LS.3.1

LS.3.2

• Students view one or more live narrative dance performances by visiting

groups, by other students in the school and/or on video excerpts, eg ‘Swan

Lake’, ‘Sleeping Beauty’, ‘Strictly Ballroom’, ‘Saturday Night Fever’

and/or Aboriginal Dreamtime stories conveyed through dance

• Teacher focuses students’ attention on:

– the sequence of the narrative/story conveyed through the dance

– features of the dance that enhance the narrative, eg the integration of

movements, costumes and music that express feelings or ideas

– individual movements that the dancers used to portray the characters in

the dance

– the elements of dance such as time (tempo, stillness, rhythmic patterns)

and space (shapes) and aspects of relationships that make the

performance exciting, joyful, sad

✓ Viewing dance performances

may involve experiencing a

variety of dance performances

and/or responding to the

elements of dance in

performance.




students’:

• responses to a variety of

dance performances and

identification of some of

the features of dance

performances

LS.3.2 • Students demonstrate their appreciation of the dance by applauding at

appropriate times✓ Expression of appreciation of

dance performances may

involve responding to the


performance.


appropriate responses to a

variety of dance

performances

LS.3.2 • Teacher assists students to recognise the elements of the dance that make

the dance performance engaging, eg ‘What feelings or ideas are

communicated through the dance?’, ‘How does the movement in the dance

tell the story?’ ‘What shapes are used and how do they communicate

meaning?’, ‘How do the tempo, rhythmic patterns and stillness contribute to

the story?’

✓ Sharing their responses to the

elements of the dance may

indicate responding to the


performance.

• sharing of their responses to

the elements of dance in the

dance performances

LS.3.2 • Students record their responses to the dance performances in a journal,

using photographs of performers, images, drawings and/or written

description to focus on the elements of dance and how they were used to

make the performance exciting, joyful, sad

✓ Recording responses to dance

performances in a journal may

involve responding to the


performance.

• recording of their responses

to the elements of dance in

performance in an

appropriate format.

P – Performance C – Composition A – Appreciation


200

Focus: How can my body move?



Skills outcomes)

Feedback

LS.3.1

LS.3.2

• Students view a number of short video excerpts showing a range of dance as

a stimulus for exploring and experimenting with personal movement.

Teacher focuses students’ attention on movements identified from video

excerpts, such as bending, stretching, swaying, arching, curving, crouching

✓ Viewing video excerpts

showing a range of dance


experiencing a variety of

dance performances and/or

responding to the elements of

dance in performance.





movement skills in dance

performances.

LS.1.1

LS.1.3

• Teacher assists students individually through instruction and modelling of

safe dance practices to explore the parts of their body that can move in

similar ways to those observed in the video excerpts, eg fingers, hands and

arms can wave, stretch, curve and make shapes; legs can bend, stretch, kick;

whole body can sway, curve, arch, crouch and make shapes

✓ Exploring ways in which their

bodies can move may involve

demonstrating a range of

movement skills.

Use of physical demonstration

to support, assist and

encourage students in a range

of movement skills.

• Teacher assists students to:

– experiment with and extend variations of a movement using safe dance

practices

– develop the vocabulary related to movements, eg arch, curve, sway,

shapes

– perform single familiar movements, eg raising an arm

– complete a sequence of familiar movements such as walking, marching,

running incorporating movement variations

✓ Engaging in personal

movement may involve


movement skills and/or

demonstrating an awareness

of safe dance practices.




students’:

• demonstration of a range of

movement skills

LS.2.1

LS.2.2

• Students experiment to increase their repertoire of movements to

communicate ideas. This may be done through activities such as:

– performing variations of movements already developed

– performing movement in response to other stimuli, such as statue poses,

images of trees swaying in the wind, recordings of didgeridoo music

✓ ✓ Performing variations of

movements may indicate


movement skills and/or using

dance technique to

communicate.

• performance of a

combination of movements

to communicate ideas.

P – Performance C – Composition A – Appreciation continued


201

Focus: How can my body move? (cont)



Skills outcomes)

Feedback

LS.2.1

LS.2.2

• Students listen to a range of music as a stimulus for movement and dance,

eg music from a range of cultural backgrounds; music with different

rhythm, pitch, tempo and volume

• Teacher assists students to focus on qualities of the music that they hear,

such as tempo, pitch, volume

• Teacher assists students to develop movement ideas from the quality of

music

• Teacher assists students to explore the elements of dance to create dance

movement derived from the qualities of the music such as tempo, pitch,

volume, eg How would you respond in movement to the tempo (fast/slow),

to the pitch (high/low movements or shapes), to the volume (various

dynamics)

• Teacher assists students to explore and create movements that ‘match’ or

respond to the features of the selected music

✓ Increasing the repertoire of

movements may involve

exploring the elements of

dance to create movement and

communicate ideas and/or

exploring, selecting and

sequencing movement to

express feelings and ideas.




students’:

• attention on qualities of

music and matching these

to appropriate body

movements

LS.2.1

LS.2.2

• Students develop changes to movement in response to changes in aspects of

selected music such as rhythm, pitch, tempo and volume, eg change from a

walk to a run; change level of movement in response to pitch

✓ Creating and using different

movements may involve







• listening and response

through movement to

changes in selected music.

Focus: Let’s move together

LS.2.1

LS.2.2

LS.1.3

• Students work in pairs to combine previously practised or new

movements/shapes using safe dance practices. This may be in response to

visual, auditory or kinaesthetic stimuli. It may involve activities such as:

– changing spatial aspects of movement such as direction, level, size, plane

in consultation with partners to explore other dimensions

– performing individual movements in unison (concurrently), as prompted

by the teacher

– performing individual movements in canon (consecutively)

– performing movements which involve interaction between partners

✓ ✓ Working in pairs to combine

or create new movements/

shapes using safe dance

practices may involve






express feelings and ideas

and/or demonstrating an

awareness of safe dance

practices.




students working in pairs to

combine movements and

demonstration of safe dance

practices.



202

Focus: Performing dance together



Skills outcomes)

Feedback

LS.2.1

LS.2.2

• Teacher provides a narrative/story sequence and assists students to re-tell

the story using a range of dance movements. This may involve students

working individually, in pairs or groups using safe dance practices

• Students explore, select, sequence and structure movement to express the

ideas in the narrative/story provided by the teacher

✓ Creating appropriate dance

movement to communicate a

narrative/story may involve





sequencing movements to





students’:

• retelling of a narrative/story

using safe dance practices

LS.1.3

LS.2.1

LS.2.2

LS.4.1

• Students select a narrative/story sequence, or create their own, and tell the

story through dance. This may involve students in:

– selecting and combining movement to convey the ideas in the

narrative/story

– sequencing and structuring movement to create a dance

– selecting music to accompany the dance

– selecting costumes and props to complement the dance

– selecting and/or arranging an appropriate performance space for the

dance

✓ ✓ ✓ Selecting appropriate dance

movement to communicate a

narrative/story may involve


sequencing movements to


• exploration, selection and

sequence of movements

LS.1.2

LS.1.3

LS.4.1

• Students perform the dance to convey the story sequence with the

accompaniment of appropriate background music, and using costumes or

props if appropriate

✓ ✓ Using dance movements to

perform the story sequence

may involve exploring,

selecting and sequencing

movement to express feelings

and ideas and/or using dance

technique to communicate

and/or engaging in dance

activities and/or

demonstrating an awareness

of safe dance practices.

• performance of the story

sequence.

P – Performance C – Composition A – Appreciation continued


203

Focus: Performing dance together (cont)



Skills outcomes)

Feedback

LS.3.1

LS.3.2

• Students view and respond appropriately to the dances performed by others ✓ Viewing and responding to

dances performed by others

may involve experiencing a

variety of dance performances

and/or responding to the


performance.




students’ focus and positive

response to dance performed

by others.

LS.3.2 • Teacher assists students to maintain their journal to reflect their activities

throughout their learning experiences. Entries may include:

– photographs that the teacher takes of them during the activity

– images from magazines and brochures etc related to the activity

– free hand drawings

– personal reflections on the activity

– descriptions of the activity

• Students use their journal to share their experiences of dance with others

✓ Maintenance of the journal

may involve responding to the


performance.




students’ journal entries.



204

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

LS.1.2 explores a variety of playbuilding activities



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.

A range of taped segments from television shows, videos and DVDs, documentaries

Video camera

Links

A student:

English







LS.15 draws on background and experiences to respond to texts in ways that are

imaginative, interpretive or critical

LS.16 explores social and cultural issues through texts.

A student:

Languages

LS.MLC.2 explores ways in which meaning is conveyed in nonverbal communication

Mathematics



PALS.1 recognises repeating patterns

SCLS.4 responds to the language of position


PDHPE


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



205

Life Skills

Outcomes

Life Skills content

Students learn about: Students learn to:

LS.1.1 • the characteristics of familiar roles/characters from live theatre, TV,

film/video, literature, personal life

• ways to create verbal and non-verbal communication such as voice, stance and

gesture

• the use of improvisation to explore roles/characters and relationships

• identify a range of familiar characters

• explore the use of verbal and non-verbal communication appropriate to

roles/characters

• explore roles/characters through improvisation techniques

LS.1.2 • playbuilding strategies such as improvisation, different stimuli (such as place,

situation, theme characters and issues)

• a dramatic sequence – beginning, middle, climax, end – to convey dramatic

meaning

• playbuild using a variety of stimuli to communicate dramatic meaning

• sequence playbuilt scenes in an ordered way

LS.1.3 • the fact that taking on a role is like ‘stepping into another person’s shoes’

• showing feelings such as happiness, anger, excitement in different roles

• participate in role-taking experiences

• display different ideas and feelings when in roles

LS.2. 1 • the use of performance and expressive skills in dramatic presentations such as

voice, projection, movement, timing and facial expressions

• developing confidence, trust and collaboration with others

• use performance skills to participate in the making and performing of a variety

of drama and theatre performances

• develop confidence when moving and acting in a designated performance

space

LS.2.2 • production elements such as acting, lighting, sound, costumes, makeup, sets,

front of house, stage management and publicity

• the operation of basic lighting and sound equipment, finding or making

costumes, applying makeup, helping with sets, publicity, front of house or

backstage work

• identify some of the different activities associated with a dramatic or theatrical

production

• participate in a range of activities involved in preparing for a dramatic or

theatrical production

LS.3.1 • appreciating different performances

• appropriate ways of engaging in audience participation

• experience a range of live or recorded drama or theatre performances

• identify and display appropriate audience behaviour in different situations

LS.3.2 • different ways to express ideas about drama, such as in drawing or collage,

class discussion, or on computer

• different responses to drama, such as displaying empathy for a particular

character in a drama, expressing enjoyment in response to a comedy, agreeing

with an idea or issue raised in a performance, or describing how the interaction

between characters affected the mood of a particular performance

• communicate responses to drama and theatre in different ways

• communicate responses to their work or the work of others, or to live or

recorded drama and theatre performances

LS.3.3 • ways to turn their ideas into a monologue or a playbuilt scene

• the way and individual drama or theatre performance, TV show or film has

conveyed ideas

• express their own ideas in a piece of drama

• recognise that drama and theatre are ways for individuals and groups to

convey meaning and ideas


206

Focus: Characters in real life


Outcomes Integrated learning experiences and assessment Evidence of Learning


Skills outcomes)

Feedback

LS.3.1

LS3.2

• Students view a range of selected television programs, films/videos, historical

documentaries and/or live theatre presentations, and explore featured characters. This may

involve:

– identifying characters/roles such as policeman, tennis player, chef, pilot, doctor by

responding to pictures/photographs

– matching characters/roles with costumes using pictures or photographs

– indicating their preferences for particular characters by responding to

pictures/photographs

– identifying the age, physical and personal characteristics of particular characters

– indicating their preference for particular characters and giving reasons for their choice

Identification of familiar

characters may involve

experiencing a variety of drama

or theatre performances and/or

identifying and responding to the

elements of drama or theatre in

performance.


feedback and prompting by the


students:

• identification of various

characters from television and

film etc

LS.1.1 • Students match and label photographs/pictures to identify features of the characters, eg

– how they look

– how they move

– how they communicate – verbally and nonverbally

– how they dress

– how they treat others

Identification of the features of

characters may involve

exploring characters, roles,

situations and actions through

drama activities and/or



performance.

• identification of features of

characters

LS.1.1 • Students explore the role and features of a selected character. This may involve:

– using gestures

– using simple props

– using simple costume items, eg hats or shoes to walk or move like the character, and/or

interact with others like the character

Exploring the role and features

of selected characters may

involve exploring characters,

roles, situations and actions

through drama activities.

Teacher encourages, supports

and affirms students’

involvement in exploring a

character.

continued


207

Focus: Characters in real life (cont)




Skills outcomes)

Feedback

LS.1.1 • Students explore movement appropriate to a range of characters, eg

– walk like an important person

– jump or leap like someone who has just scored a winning goal

– adopt a pose of someone who is scared

– gesture like a bully

Exploring movement appropriate

to a range of characters from

television, film and/or live

productions may involve


situations and activities through

drama activities and/or



performances.

Teacher encourages, assists and

affirms students’ involvement in

exploring movement appropriate

to a range of characters.

LS.1.1 • Students explore verbal and nonverbal communication appropriate to a range of characters,

eg

– use facial expression, gesture to communicate feelings such as pride, happiness, fear

– use an appropriate tone and volume of voice to communicate feelings such as anger,

excitement, pain

Exploring verbal and nonverbal

communication appropriate to a

range of characters may involve


situations and actions through

drama activities.

Teacher provides demonstration,

modelling or advice to support

and affirm students’ exploration

of verbal and nonverbal

communication appropriate to a

range of characters.

LS.1.3 • Students set up and participate in a mock interview (hot seating) with one or more

characters in role. The role of the character may be taken by the teacher, another adult (an

outsider) or the student. Students prepare and ask questions to assist in exploring:

– the background of the character, eg their family, where they live

– the feelings of the character, eg what makes them happy, who do they love

– how the character treats others

Setting up and participating in a

mock interview with one or

more characters in role may

involve participating in drama

experiences in which role-taking

is used to enhance

understanding of ideas and

feelings.

Teacher provides encouragement

and affirms students’

participation in mock interview

activities.

continued


208

Focus: Characters in real life (cont)




Skills outcomes)

Feedback

LS.1.3 • Students video the mock interview and discuss the character’s responses to the questions Videoing and discussing the

mock interview may involve

participating in drama


is used to enhance


feelings.

Teacher affirms student

involvement in mock interview

activities by highlighting the

character’s response in selected

video excerpts.

Focus: What’s my role, what’s your role?


LS.1.1

LS.1.3

• Students explore real-life situations through scenarios with students in role, others in role

(outsiders), and/or teacher in role (as narrator). This may include:

– using the telephone to place an order and/or return faulty goods to a store and/or relate

to helpful or unhelpful staff

– engaging in contingency planning for unexpected events such as locking themselves out

of the house, missing a bus, making another choice if the preferred item is not available

for purchase

– giving an explanation for personal actions, eg losing a friend’s wallet, arriving late at

school

– asking for assistance from known/unknown people using personal communication

strategies (perhaps using a support network card)

– dealing with a bully in the playground, at the bus stop, on the sports field

Participating in scenarios to

explore real-life situations may

involve exploring characters,

roles, situations and actions

through drama activities and/or

participating in drama


is used to enhance


feelings.


feedback and prompting to

encourage, guide and affirm

students’ participation in role

taking experiences.


209

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)

Feedback

LS.1.1

LS.2.1

LS.2.2

LS.3.2

LS.3.3

• Students create a series of scenes around an identified theme, story or event with an

identified beginning, middle, climax and end. These scenes may later be used as the basis

for a group/class performance. These scenes may include:

– using images or photographs of students participating in a celebration or school event,

accepting a prize after a sports carnival and developing a series of scenes to explore the

sequence of events relating to the photograph. A student then develops a narrative to

indicate what happened before, what happened next, what happened after.

– developing a sequenced narrative to recreate an event or incident from a selected

television show/video

– re-creating an event from history or recent past and developing a narrative to relate the

sequence events, eg the capture of Ned Kelly, landing on the moon, an accident to a star

sportsperson on the field or in the pool

Creating a series of scenes

around an identified theme, story

or event may involve exploring a

variety of playbuilding activities

and/or exploring dramatic forms

and theatrical conventions. It

may also involve participating

in the preparation of drama

works and theatrical productions

and/or recognising that drama

and theatre performances can

communicate meaning and

ideas.

Teacher encouragement and

affirmation of students’

participation in the creation of a

narrative that includes a series of

scenes.

LS.2.1 • Students explore characters and/or roles in depth within the framework of the narrative

they have developed. Students may do this by identifying, with teacher assistance, one

character in the narrative that they would like to focus on. Further activities may include:

– identifying items of costume that the character may wear

– selecting, from a range, an image of what the character may look like

– selecting, from a range, descriptions of personality and appearance which match the

character

– creating a character profile, eg determining age, occupation

– undertaking activities, eg walking, talking, moving in the manner of the character

Students’ exploration of

characters and/or roles within

the framework of the narrative

may involve exploring dramatic

forms and theatrical

conventions.

Teacher offers positive and

constructive advice and

encouragement on student

involvement in exploring

characters/roles within the

framework of a narrative.

continued


210

Focus: Exploring, developing and performing a narrative (cont)




Skills outcomes)

Feedback

LS.2.2 • Students research theatrical techniques such as the use of:

– lighting techniques that enhance dramatic impact, eg how spotlights work, how lighting

can be dimmed to create mood

– sound effects that can be produced using technology and/or real objects

– music that creates and enhances the atmosphere

– costumes, props and scenery that enhance the drama

– make up techniques that enhance the qualities of the characters

Researching theatrical


participating in the preparation

of drama works and theatrical

productions.


feedback by the teacher to guide

and affirm students’ research of

the elements of drama.

LS.2.2 • Students use theatrical techniques in the context of preparation for performance. This may

involve the use of:

– appropriate lighting techniques to enhance dramatic impact

– sound effects appropriate to the action

– music to create and enhance the atmosphere

– costumes, props and scenery to enhance the drama

– make-up to enhance the qualities of the characters

Using theatrical techniques may


preparation of drama works and

theatrical productions.


feedback by the teacher to guide

and affirm students’

identification of the elements of

drama in the context of

preparation for a performance.

LS.2.2 • Students use pace/timing during the scenes to heighten the dramatic tension Using pace/timing during scenes

may involve exploring dramatic

forms and theatrical

conventions.

Teacher provides affirmation of

the effectiveness of pace and

timing.

LS.2.2 • Students explore and engage in activities associated with theatre productions,

eg choice/selection of performance space/venue, seating, sale of tickets, preparation of

programs, role of ushers

Exploring and engaging in

activities associated with theatre

productions may involve

participating in the preparation

of drama works and theatrical

productions.

Teacher provides advice and

assistance to students to clarify

choices and issues.

LS.2.2 • students participate in final rehearsals

– refine scene linkages

– present sections to the class

– respond and/or reflect on the performances of others

Participation in final rehearsals

may involve participating in the



Teacher gives support,

encouragement and oral, visual

and/or tangible feedback

throughout the rehearsal process.

continued


211

Focus: Exploring, developing and performing a narrative (cont)




Skills outcomes)

Feedback

LS.2.2 • Students perform the event, incident or scenario for others in the class, and/or in the

school/community

Performing for others may




Teacher discussion with students

to affirm the successful elements

of the performance.

LS.2.2 • Students evaluate their performance in terms of feedback from the audience and/or video

recordings

Evaluating their own

performance may involve



performance.

Teacher coordinates discussion

to affirm student evaluation.


212

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

number

Unit title Unit description

11.1 Facing new

challenges

In this unit students develop strategies to manage some of the challenges

associated with adolescence and transitions to new and unfamiliar

situations. Students examine ways in which they can access help and

support and how they can support their peers. In the context of physical

activities, positive and friendly social interactions between students are

promoted.

11.2 Personal

safety net

In this unit students learn to develop and use strategies that promote their

personal safety and wellbeing in a wide range of situations. Through

structured opportunities, students demonstrate behaviours, skills and

strategies in a range of scenarios, and use a personal support network card

to seek assistance from others, if required.

Students in these units develop a support network card. This card includes information on support people

in the school and/or community, including their location in the school and/or the community, and the

type of support they can provide. (This activity is similar to that outlined in the Stage 4 unit ‘Meeting

new people – facing new challenges’ in the PDHPE Years 7–10: Advice on Programming and

Assessment pp 30–32.) The support network card should be made in a format that is appropriate to the

needs of individual students.


213

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:

LS.1 recognises the personal characteristics and needs that make them similar to

others yet unique

LS.3 recognises the feelings and emotions associated with adolescence

LS.4 uses strategies to manage feelings and emotions


LS.8 demonstrates a range of movement skills across environments



LS.14 recognises and assists with routine health care procedures

LS.17 identifies the appropriate and inappropriate use of substances.

Resources

Photographs of students and school staff members

Charts to record student characteristics such as size, weight

Equipment and materials to develop a support network card such as computer and

appropriate software

SUPPORT NETWORK CARD: Students in this unit develop a support network card.

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.

Links

A student:

Dance

LS.2.1 explores the elements of dance to create movement and communicate ideas

Drama



English





A student:

Languages


Mathematics


SGLS.6 uses simple maps and plans

Visual Arts


of view.

For students working towards Life Skills outcomes in regular classes, teachers may wish to link the activities in this unit with the Stage 4 unit ‘Meeting new people – facing new

challenges’ in PDHPE Years 7–10: Advice on Programming and Assessment (pp 30–32).


214

Focus: Getting to know you



assessment




Feedback

Teacher

• organises a range of icebreaker/group activities that

provide opportunities for students to interact positively

with each other and foster teamwork

• assists students to recognise ways in which they are both

similar to, and different from, each other

• facilitates opportunities for students to share feelings

and concerns about new situations with others.

Students

• participating in

physical activities

• participate in physical

activities as part of a

group

• recognise and

demonstrate behaviour

which is appropriate for

participation in a

preferred physical activity

at school

• participate in a range of icebreaker and other group

activities. This may include:

– passing an object around a circle

– shaking hands around a circle

– responding to questions from other students about

themselves, eg their favourite food, games, songs,

clothes and indicating the interests or preferences

they have in common

– taking turns to lead a game or activity

– assisting others to participate in a game or activity

Participation in icebreaker

and other group activities


in a range of physical

activities.


feedback and prompts by the


students’:

• participation in practical

group activities

• how people are

similar to each other

• how people are

different from each

other

• what makes people

unique

• recognise similar

characteristics of students

within the class group

• recognise some

differences between

students within the class

group

• identify the strengths,

abilities and

characteristics that make

students within the group

unique

• identify and record characteristics and feelings that they

have in common and those that are different from other

students using class photographs, video segments and/or

discussion. This may include recording the following:

– hair/eye colour

– height

– interests/abilities

– likes/dislikes

– goals

– feelings

– preferences for music/food/people

Recording the similarities

and differences between

themselves and others may


personal characteristics

and needs that make them

similar to others yet

unique.

• identification and

recording of the

characteristics they have

in common with other

students and those that

are different.


215

Focus: Support networks



assessment




Feedback

Teacher

• facilitates the development of a support network card of

trusted adults

• provides opportunities through structured role-plays for

students to use their support network card in meaningful

situations within the school context

• provides opportunities for students to move efficiently

around the school environment using, where necessary,

their support network card to seek advice and support.

Students

• the management of

feelings and emotions

during adolescence

• respond to the feelings

and emotions of others

• recognise, collaboratively, situations in which assistance

from others may be required. This may include:

– finding a particular person, class or specialist room

– communicating concern about losing an item of

clothing, medication or equipment

– communicating concerns and managing feelings

about school rules, bullying or inappropriate touching

by others

Recognising situations in

which assistance may be

required may be evidence

of recognising the feelings

and emotions associated

with adolescence.




affirm students’ recognition

of situations in which they

may need assistance from

others.

continued


216

Focus: Support networks (cont)



assessment




Feedback

Students



during adolescence

• personal health care

• strategies to

communicate

dissatisfaction and

distress in relation to

unwanted touching,

bribes, threats,

bullying or

harassment

• the appropriate and

inappropriate use of

substances

• identify known people

within a network of

trusted adults with whom

it is appropriate to

express and discuss

personal feelings

• communicate health care

needs to appropriate

others

• use appropriate strategies

to manage feelings and

emotions

• demonstrate refusal skills

when offered medication

by another student

• demonstrates refusal

skills when offered illegal

drugs or substances for

inappropriate purposes

• identify trusted adults or other students in the school

and/or community contexts, through photographs or by

naming, who can provide help in the following

situations:

– losing personal items

– locating a particular classroom

– finding out about changes to lesson times

– personal health care needs

– managing feelings of anger or frustration

– dealing with bullying, unwanted touch or harassment

at school and/or in community contexts

– dealing with situations when medication, illegal

drugs or substances are offered by others at school

and/or in community contexts

Identifying trusted adults

or other students may

indicate using strategies to

manage feelings and

emotions.




affirm students’:

• identification of trusted

adults and/or other

students who may be

approached in various

situations

• strategies to

communicate

dissatisfaction and


unwanted touching,

bribes, threats,

bullying or

harassment

• recognise known people

within a network of



communicate

dissatisfaction and


unwanted touch, bribes,

threats, bullying or

harassment

• develop a support network card that can be used

appropriately and discreetly to identify, locate, contact

and communicate with trusted adults or students who

can provide assistance in school and/or community

contexts. The card could be developed using a range of

formats such as:

– photographs of trusted staff and other adults in the

school

– photographs of trusted adults in community situations

– photographs of other students in the school

– names and contact details of staff and/or other

students

Developing and using a

support network card may

indicate using strategies to

manage feelings and

emotions and/or

demonstrating safe

practices that promote

personal wellbeing.

• development and use of

a support network card

of trusted adults.

continued


217




assessment




Feedback

Students



during adolescence

• strategies to

communicate

dissatisfaction and


unwanted touching,

bribes, threats,

bullying or

harassment



substances


within a network of



express and discuss

personal feelings

• develop and use

individualised strategies

to communicate with

trusted adults



by another student


when offered illegal drugs

or substances for


• participate in structured role-plays that involve using

their support network card to identify, locate and

communicate with specific and appropriate people to

seek help or advice in the school context. Possible

scenarios include:

– dealing with leaving a bag, lunch or medication at

home

– needing help with menstruation

– needing help in moving from one area of the school

to another

– clarifying school rules

– dealing with bullying, harassment or inappropriate

touch by others

– reporting bullying, harassment or inappropriate

touching by others

– reporting offers of medication or illegal

drugs/substances by others


role-plays where students

practise using their support

network card in the school

community may indicate

managing feelings and

emotions and/or using

strategies to manage


and/or demonstrating safe


personal wellbeing.




affirm students’:


using their support

network card in

meaningful situations

around the school



during adolescence


within a network of



express and discuss

personal feelings

• identify appropriate/trusted adults who can provide help

in the community, eg police, rail or bus staff, life guards

at a pool/beach, store managers or staff at an

information desk in a shopping centre

Identification of

appropriate/trusted adults


indicate managing feelings

and emotions and/or using


feelings and emotions.


appropriate/trusted

adults in the community

who can provide help in

various situations.

continued


218




assessment




Feedback

Students

• moving around in the

environment

• strategies to

communicate

dissatisfaction and


unwanted touching,

bribes, threats,

bullying or

harassment

• demonstrate movement

skills in the context of

everyday environments

• develop and use

individualised strategies

to communicate with

trusted adults in relation

to inappropriate touching,

handling, bribes, threats,

bullying or harassment

• participate in structured role-plays that involve using

their support network card to identify, locate and

communicate with specific and appropriate people to

seek help or advice in the community. Possible

scenarios for role-plays may include:

– asking a store manager, information staff or life

guards for help in locating a toilet at a shopping

centre, swimming pool

– locating a lift, ramp, escalator at a station or shopping

centre

– asking a bus driver for the bus stop closest to

destination

– locating a pedestrian crossing to cross the road safely

– finding alternatives after missing a train or bus

– reporting bullying, threats or harassment on the way

to or from school

– reporting inappropriate touching by others

– reporting the offer of medication or illegal

drugs/substances by others


role-plays where students

practise using their support

network card in the

community may indicate

managing feelings and

emotions and/or using


feelings and emotions.




affirm students’:


in using their support

network card in

community contexts

• moving around in the

environment

• behaviour that is

appropriate in a range

of situations

• demonstrate movement

skills in the context of

everyday environments

• demonstrate behaviours

that are socially

appropriate in a range of

situations

• move efficiently and cooperatively around the

school/community environment. This may include:

– negotiating escalators, lifts, moving walkways

– judging the gap between train and platform, bus and

kerb

– moving safely and in an orderly way in crowded

environments such as shopping centres, railway

stations

– negotiating stairs of different gradients

– negotiating different surfaces

– waiting appropriately in a queue for service

– waiting for others to leave trains, buses, lifts before

entering.

Moving efficiently around

the school and/or

community environment

may indicate


movement skills across

environments.

• demonstration of moving

efficiently around the

school and community

environment.


219

Focus: Getting active



assessment




Feedback

Teacher

• arranges visits by sporting identities to discuss and

demonstrate safe participation in particular sports,

• organises a range of physical activities to promote

interaction and teamwork

• explicitly teaches the rules and skills, safe practices and the

appropriate use of protective equipment for particular

physical activities, games and sports

• explicitly teaches appropriate behaviour for participation in

a preferred physical activity at school or in the community.

Students


physical activities


practice when

participating in

physical activities

• view and listen to presentations and demonstrations about

specific aspects of safety in sport from sporting identities

such as members of local football, netball, volleyball, and

cricket teams. As a result of these presentations students

may:

– sort photographs, pictures, images of scenarios into ‘safe’

and ‘unsafe’ and indicate reasons for their choice

– sort, match, identify, label or draw pictures to indicate

appropriate and safe behaviours for a given scenario

– respond to questions such as ‘What is safe behaviour as a

member of a …… (sports) team’, eg football, cricket,

volleyball, netball; ‘What protective equipment do you

need to wear for participation in …..’

Viewing and/or listening to

demonstrations about

aspects of safety in sport


and responding to safe and

unsafe situations.




affirm students’:

• recognition of safe ways

of participating in sport


physical activities,

team games and

sports

• use movement skills

to participate in


games and sports

• demonstrate skills in

striking, kicking,

throwing, catching,

trapping, fielding and

propelling balls

• identify, develop, practice and demonstrate the skills for

participation in games or sports. This may include:

– throwing, catching, kicking, fielding, trapping and

propelling balls of different sizes, shapes and weight

– using bats and/or racquets of various sizes and shapes to

strike a ball, eg cricket bat, baseball bat, table tennis bat,

tennis racquet

– demonstrating skills such as running, jumping, leaping,

sliding, twisting and turning

Developing the skills for

participation in specific

sports may indicate

participating in a range of

physical activities and/or

demonstrating movement

skills across environments.


specific skills necessary

to participate in a range

of physical activities.

continued


220

Focus: Getting active (cont)



assessment




Feedback

Students


physical activities



team games and

sports

• participate in physical

activities as part of a

group

• demonstrate safe practice

when participating in

physical activities

• recognise and



participation in a


at school or in the

community

• participate in a variety of games and/or sports. This may

include:

– following the rules when participating in physical

activities, eg accepting the umpire’s decision,

following instructions from team captain

– wearing appropriate protective equipment when

participating in specific physical activities such as

bike riding

– behaving appropriately when participating in

preferred physical activities, eg take turns, use

facilities/equipment appropriately, look after

equipment and return it to storage area.

Participation in a variety of

sports may indicate

participating in a range of

physical activities.




affirm students’

participation in a range of

activities.


221

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:

LS.5 uses appropriate behaviour in social situations

LS.10 recognises and responds to safe and unsafe situations


LS.17 identifies the appropriate and inappropriate use of substances.

Resources

Social skills program resources

No-Go-Tell (A series of safety steps or strategies that can be used in unsafe or

threatening situations. It involves the skills required to say no in threatening situations,

to get away from the unsafe situation and to seek help, advice and support.)

Child Protection guidelines 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

A student:

Drama



English





A student:

Mathematics


Visual Arts


of view

Work Education

LS.4 identifies appropriate support personnel and agencies in the community

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



222

Focus: Safety in the environment


Students learn about: Students learn to: Integrated learning experiences, instruction and

assessment




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


appropriate in a range

of situations

• safe and unsafe

situations


that are socially


situations

• recognise that safety

depends on the behaviour

of themselves and others

• view pictures/videos of specific scenarios that focus on

safe and appropriate behaviour for both individuals and

groups in a range of situations. As a result of this

students may:

– respond to direct teacher questioning regarding ways

to avoid potential dangers in a variety of specific

situations

– demonstrate safe and appropriate behaviours in

response to specific situations within the context of

structured role-plays

Focusing on specific

scenarios on safe and

appropriate behaviour in a

range of situations may

assist students to indicate

recognising and

responding to safe and

unsafe situations.





of safe and unsafe

situations.

continued


223

Focus: Safety in the environment (cont)



assessment




Feedback

Students

• safe and unsafe

situations


contribute to safety in the

environment

• view and listen to presentations about specific aspects of

safety from appropriate personnel such as road safety

consultants/local police, local swimming pool life

guards, surf life savers, fire personnel, road/bike safety

consultants, national parks rangers, train safe officers or

station master. As a result of these presentations

students may:

– identify, match and sort photographs, pictures,

images of scenarios into ‘safe’ and ‘unsafe’ and

indicate reasons for their choice

– identify, match, sort, label or draw pictures to

indicate appropriate and safe behaviours for a given

scenario

– respond to teacher questions such as ‘What is safe

behaviour…?’ in specialist areas within the school, as

a pedestrian, as a passenger in a vehicle, as a

passenger waiting for a train, as a bicycle rider,

playing indoor or outdoor games/sport, using

recreation areas in the community, in or near water

Focusing on safety in the


recognising and


unsafe situations.




affirm students’:

• recognition of safe and

unsafe situations

• safe and unsafe

situations

• recognise potential

hazards in their

environment and respond

appropriately

• indicate appropriate ways to respond to potential

hazards in the environment. This may include

identifying and using appropriate strategies for:

– riding bikes in wet or windy conditions

– crossing roads in wet weather

– ceasing actions and moving quickly inside when a

storm is approaching

Responding appropriately

to changed conditions that

affect safety in the


recognising and


unsafe situations.

• appropriate response to

potentially dangerous

situations.

continued


224

Focus: Safety in the environment (cont)



assessment




Feedback

Students

• safe and unsafe

situations

• respond to indicators of

unsafe situations

• develop a practical set of guidelines for general safety in

the environment using pictures, photographs and/or

written formats. Such guidelines may include ways to

identify indicators of unsafe situations, alerting trusted

adults to indicators of unsafe situations and seeking

support from appropriate individuals when confronted

with unsafe situations

Development of a practical

set of guidelines for

general safety in the


recognising and


unsafe situations.




affirm students’:

• development of

guidelines for general

safety in the environment

• safe and unsafe

situations

• recognise that safety

depends on the behaviour

of themselves and others

• within structured role-plays demonstrate the application

of developed guidelines. Possible scenarios for

role-plays may include:

– recognising and using safe places to cross roads

– locating and wearing seat belts appropriately

– recognising, avoiding and reporting hazards such as

we floors, broken glass.

Students’ responses may

indicate recognising and


unsafe situations in the

environment.


and appropriate

behaviour in a range of

situations.


225

Focus: Personal safety and wellbeing



assessment




Feedback

Teacher

• uses videos, pictures, stories and appropriate child

protection resources to focus student attention on

specific aspects of personal safety

• supports the development and use of appropriate

strategies that promote personal safety and wellbeing

• provides opportunities for students to demonstrate

appropriate and safe personal behaviour within the

context of both role plays and actual situations.

Students

• safe and unsafe

personal situations

• recognise aspects of safe

and unsafe personal

situations

• view pictures/videos of specific scenarios that focus on

personal safety and wellbeing in a range of situations

Students’ participation and

responses may indicate

recognising and


unsafe situations.





of safe and unsafe

situations.

• safe and unsafe

personal situations

• recognise aspects of safe

and unsafe personal

situations

• sort images of scenarios into those that are ‘safe’ and

those that are potentially ‘unsafe’ in relation to their

personal safety and wellbeing and indicate reasons for

their choice

Sorting images of

scenarios into safe and

unsafe may indicate

recognising and


unsafe situations.

continued


226

Focus: Personal safety and wellbeing (cont)



assessment




Feedback

• their right to privacy,

safety and to be

treated with dignity

and sensitivity


physical activities


touching and handling

involved in carrying out

personal procedures

• recognise and



participation in a


at school or in the

community, eg using

change rooms at the local

swimming pool

• sort or match pictures to indicate behaviour which is

appropriate for particular situations. These may include:

– participating in or undertaking personal/health care

procedures

– using change rooms in both school and community

contexts

– relating to strangers

– travelling safely alone or with others

– participating with peers in recreational activities in

the community, eg sport, rock concerts, parties

Students’ participation and

responses may indicate

recognising and


unsafe situations and/or

demonstrating safe


personal wellbeing.





of safe practice in a range

of situations.

continued


227




assessment




Feedback

Students

• safe and unsafe

personal situations



substances

• recognise specific aspects

of safe and unsafe

personal situations



by another student



or substances for


• respond to teacher questions and participate in

structured role-plays to clarify and indicate appropriate

responses in a range of scenarios, for example:

– what is ‘appropriate/inappropriate touching’ by a

trusted adult in the context of personal/health care

procedures

– appropriate behaviour for using change rooms at a

swimming pool

– personal strategies to reject inappropriate touching

when playing games or engaging in recreational

activities with others

– personal strategies to locate and tell appropriate

adults about inappropriate touching, harassment,

bribes, threats or bullying behaviour (No-Go-Tell

routine)

– personal strategies to reject medication or illegal

drugs or substances

Responding to teacher

questioning and

participating in structured

role-plays may assist

students in recognising and


unsafe situations and/or

demonstrating safe


personal wellbeing.




affirm students’:

• appropriate responses to

potentially dangerous

situations

• strategies to

communicate

dissatisfaction and


unwanted touching,

bribes, threats,

bullying or

harassment

• recognise known people

within a network of



communicate

dissatisfaction and


unwanted touch, bribes,

threats, bullying or

harassment

• develop a personal list of trusted adults and/or other

students who can be approached for support in relation

to personal safety and wellbeing issues. This may

include:

– identifying photographs of trusted adults

– naming school and community personnel who could

assist in specific situations

– making and carrying a support network card using

photographs or names of trusted adults and/or other

students who can provide personal support

– establishing a routine to identify, locate, contact and

communicate with trusted adults and/or other

students in relation to personal safety and wellbeing

issues

Students’ participation in

the development of a

personal list of trusted

adults may assist students

in demonstrating safe


personal wellbeing.

• development of a list of

trusted adults who can

provide support in

relation to personal

safety and wellbeing

issues.

continued


228




assessment




Feedback

Students


appropriate to a range

of situations

• recognise private and

social situations


which are appropriate to

private situations

• recognise the need for

other’s privacy


that are socially


situations

• develop a set of practical guidelines for personal safety

and wellbeing in a range of situations using pictures,

photographs and/or written formats:

– letting others know where they are going, who they

are going with, and what time they will be home

– respecting own and others need for privacy when

dressing/undertaking personal health care

– recognising and observing ‘personal space’ for


– refraining from expressing physical affection to

inappropriate or unknown people

– identifying appropriate strategies/routines in response

to inappropriate personal behaviour by others

Students’ participation in

the development of

guidelines may indicate

recognising and


unsafe situations.




affirm students’:

• development of safety

rules to address potential

hazards in relationships

• strategies to

communicate

dissatisfaction and


unwanted touching,

bribes, threats,

bullying or

harassment

• develop and use

individualised

communication strategies

and devices to carry out

‘No-Go-Tell’ routine in a

range of situations

• demonstrate safety steps or strategies that can be used in

unsafe or threatening situations (No-Go-Tell routine).

This involves the skills required to:

– say no in threatening situations

– get away from the unsafe situation

– seek help, advice and support

Demonstration of the No-

Go-Tell routine may assist

students in demonstrating

safe practices that promote

personal wellbeing and


and responding to safe and

unsafe situations.


strategies for maintaining

personal safety and

wellbeing in unsafe or

threatening situations.

continued


229




assessment




Feedback

Students



of situations



substances


which are appropriate to

private situations


that are socially


situations

• develop and use

individualised

communication strategies

and devices to carry out

‘No-Go-Tell’ routine in a

range of situations



by another student



or substances for


• demonstrate the application of guidelines for personal

safety and wellbeing in the context of structured

role-plays. This may involve demonstrating:

– appropriate personal behaviours in a variety of

scenarios

– strategies to deal with inappropriate behaviour by

others in a variety of scenarios (‘No-Go-Tell’)

– appropriate use of their support network card in the

context of specific scenarios

– strategies to reject medication or illegal drugs or

substances

Students participation in

structured role-plays may


safe practices that promote

personal wellbeing and/or

recognising and


unsafe situations.




affirm students’

identification of potential

hazards in the environment

and demonstration of

protective behaviours to

avoid danger.

continued


230




assessment




Feedback

Students



of situations


that are socially


situations

• demonstrate appropriate behaviours in school and

community situations with teacher-structured controlled

variables. This may include demonstrating:

– appropriate and safe personal behaviours

– appropriate use of their support network card.

Demonstration of

appropriate behaviours in

school and community

settings may indicate

demonstrating safe


personal wellbeing and/or

recognising and


unsafe situations.




affirm students’

demonstration of

appropriate strategies that

promote their personal

safety and wellbeing.


231

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



Unit

number


12.1 Selected

K–10

Language

Syllabus

Let’s

celebrate

together

This unit has been written generically and may be used

for students undertaking Life Skills outcomes and

content from any selected language syllabus. In this

unit students develop language skills through exploring

the cultural features of their school community.

Students participate in a range of experiences that focus

on using language within the context of a school

cultural celebration. They also extend these skills

through community-based activities.

12.2 Aboriginal

Languages

Families,

friends and

country

In this unit students develop language skills through

cultural and community activities and explore a theme

relating to community activities at the river/waterway.

They acquire vocabulary, expressions and language

structures within this context. Students also listen, read

and respond to texts, and record their own experiences

using visual and written text.


232

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:

LS.UL.1 recognises words and phrases in [Language]

LS.UL.2 uses [Language] to interact in everyday activities

LS.UL.3 obtains and gives information in [Language]

LS.UL.4 uses written [Language] to communicate

LS.MLC.2 explores ways in which meaning is conveyed by nonverbal communication



LS.MBC.2 explores own and other cultures.

Language functions and structures include:

• identifying food and drink vocabulary

• identifying traditional foods

• expressing likes and dislikes

• describing food and drink

• naming items that are eaten and drunk

• using culturally appropriate language

• ordering food and drink in a restaurant

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

A student:

Dance



English








Food Technology

LS.5.1 participates in making food items

LS.6.2 recognises the significant role of food in society.

A student:

Geography


History


Australian society



solutions

Music


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 4 unit ‘Eating and Drinking’ in the

selected language Stages 4 and 5: Advice on Programming and Assessment.


233

Focus: Coming together

Outcomes: LS.MBC.1, LS.MBC.2


assessment




Feedback

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

characteristics of the

school community

• recognise visual

representations of

culture(s)

• identify names of

countries in

[Language]

• identify features of

the culture(s)

• bring items from home that reflect features of their cultural

background to share with others, eg photographs, traditional

costumes, music, songs, stories


that reflect features of their

culture may involve

experiencing cultural

diversity and/or exploring

their own and other

cultures.




affirm students’:

• sharing of their cultural

items with others

• cultural

characteristics of the

school community

• the importance of

cultural celebrations

• the diversity of

cultural expression

• identify culture(s)

represented in the

school community


the culture(s)

• participate in cultural

activities

• explore the diversity

of cultural practices

• share cultural items with others, recognising features that

are the same and different across cultures. This may include:

– modelling costume items such as head wear

– displaying photographs of family cultural celebrations

– listening to music associated with a range of cultural

celebrations

– listening to/viewing stories, myths and legends

– learning a dance associated with a particular festival


musical instruments from a range of cultures

– listening to/viewing cultural presentations by members of

the community, eg painting, dancing

– sharing in cultural activities alongside community

members, eg participate in making a mural

Sharing cultural items and

recognising features that

are the same and different

across cultures may

involve experiencing

cultural diversity and/or

exploring their own and

other cultures.

• participation of cultural

diversity within the

school and wider

community.

continued


234

Focus: Coming together (cont)

Outcomes: LS.MBC.1, LS.MBC.2


assessment




Feedback

Students

• features of lifestyles

and belief systems in

diverse cultures


respect for the culture

and lifestyle of others


traditional lifestyle

• compare aspects of

their own lifestyle

and beliefs with

those of other

communities

• demonstrate respect

for diverse cultural

practices

• make a poster/model/multimedia presentation to illustrate a

particular cultural aspect, eg costumes worn for particular

occasions such as weddings, festivals.

Making a poster, model or

multimedia presentation to

illustrate a particular

cultural aspect may involve


other cultures.




affirm students’ creation of

a poster, model or


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


meaning in nonverbal

ways

• identify the meaning

conveyed by gestures

and facial

expressions

• respond to gestures

and facial

expressions

• respond appropriately to nonverbal greeting by others in the

school and community. This may include:

– whistling, bowing in return, waving in response, offering

hand in response

– demonstrating appropriate gestures when meeting

members of the school and/or community

Responding appropriately

to nonverbal greetings may

involve exploring ways in

which meaning is conveyed

by nonverbal

communication.




affirm students’ appropriate

responses to nonverbal

greetings.

continued


235

Focus: Meet and greet (cont)

Outcomes: LS.MLC.2, LS.UL1, LS.UL2


assessment




Feedback

Students

• words and phrases in a

variety of spoken

contexts

• the different purposes

of using known

language

• listen to words,

phrases and simple

sentences to identify

meaning

• identify known

words and phrases

• establish and

maintain social

contact

• meet/greet and farewell others using appropriate words in

[Language], eg hello, how are you, goodbye, thank you

Meeting, greeting and

farewelling others using

appropriate words in

[Language] may involve

recognising words and

phrases in [Language]

and/or using [Language] to

interact in everyday

activities.




affirm students’:

• recognition and

demonstration of the use

of greetings and

farewells in [Language]


variety of spoken

contexts


of using known

language

• the use of language in

the context of a

conversation

• identify known

words and phrases in

conversation

• establish and

maintain social

contact

• use language for

enjoyment

• share personal

information

• engage in

conversation

• initiate, maintain and

conclude a

conversation

• respond to and use vocabulary using [Language] within the

context of a conversation. This may include responding to

and answering the following, eg My name is... I live at…, I

am 12 years old. What is your name? Where do you live?

Engaging in a conversation

using [Language]

vocabulary may involve





activities.


[Language] in a

conversation.


236

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


assessment




Feedback

Teacher

• invites parents/members of the local community to share

and talk about a variety of food and drink associated with

their culture

• explicitly teaches [Language] vocabulary associated with

food and drink items of the particular culture

• assists students to organise a luncheon at the school as part

of a cultural celebration/multicultural day/community

festival with an emphasis on using [Language] in context.

Students



diverse cultures


their own lifestyles

and with those of

[Language]

communities

• participate in a talk/presentation by parents/members of the

local community on the food and drink associated with their

culture

Identifying the variety of

food and drink items

associated with a particular

culture may indicate


diversity.




affirm students’:

• identification of food

and drink associated

with particular cultures


variety of spoken

contexts


variety of written

contexts

• the relationship

between printed words

and symbols and their

sounds and meanings


phrases and simple


meaning

• identify known

words and phrases

• identify known


conversation

• read whole words,

phrases and simple

sentences

• recognise symbols,

letters and syllables

in print in

[Language]

• recognise and/or use [Language] vocabulary to identify food

and drink items associated with a particular culture. This

may involve:

– matching pictures, photographs, words and phrases with

food and drink associated with particular cultures

– recognising and/or using the images/symbols/words

associated with food and drink items

– naming food and drink items in [Language]

Recognising and/or using

[Language] vocabulary to

identify food and drink

items associated with a

particular culture may

involve recognising words

and phrases in

[Language].

• identification and/or

demonstration of use of

language associated with

food and drink.


237

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


assessment




Feedback

Students


the context of a

conversation

• engage in

conversation

• participate in conversations about food and drink using

[Language]

Participating in

conversation about food

and drink may involve

using [Language] to


activities.




affirm students’:


[Language] in a

conversation


cultural celebrations

• participate in cultural

activities

• participate in a step-by-step plan to organise a lunch at

school as part of a cultural celebration/multicultural

day/community festival. This may include:

– determining the nature and type of the celebration and

who will participate, eg other students, parents, members

of the community

– selecting traditional music and making decorations

Participating in planning a

cultural celebration may


cultural diversity.

• planning of a lunch

associated with a cultural

celebration

• written texts available

for accessing

information


variety of written

contexts

• ways to use written

text to communicate

information

• locate appropriate

written text to obtain

information

• select relevant

information from

written text

• read whole words,

phrases and simple

sentences

• communicate

information in a

variety of ways

• determine the menu for the cultural celebration using

[Language]. This may include:

– selecting pictures of food and drink items for the menu

– naming food and drink items in [Language] that will be

made at the school and those to be brought by other

members of the school/community

– identifying and purchasing the food and drink items,

eg identify food and drink from images/symbols and/or

[Language] from packaging labels during a visit to food

outlets

– designing and producing a printed menu using

[Language], eg use examples from the internet, menus

from restaurants/cafes, magazines

Using language associated

with food and drink in the

context of a cultural

celebration may involve





activities. Designing

printed menus may involve



and/or using written

[Language] to



[Language] to name food

items and the

development of a printed

menu using [Language].

continued


238

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


assessment




Feedback

Students



ways


variety of spoken

contexts


the context of a

conversation


and facial

expressions use

language for

enjoyment

• identify known

words and phrases

• identify known


conversation

• engage in a

conversation

• participate in a cultural celebration at school. This may

involve:

– preparing food and drink for the luncheon as required

– meeting and greeting others on arrival using gesture

and/or [Language]

– engaging in conversation using [Language] during the

lunch

– farewelling guests using gesture and/or [Language]

Communication with

others using greetings and

farewells may involve

exploring ways in which

meaning is conveyed using

nonverbal communication

and/or recognising words

and phrases in [Language]



activities.




affirm students’:

• participation in the

cultural celebration and

use of greetings and

farewells in [Language]


text to communicate

information

• communicate

information in a

variety of ways

• write thank you notes using pictures or written text in

[Language] to thank others for their participation.

Writing thank you notes

may indicate using written

[Language] to

communicate.


written words and

phrases in [Language] in

the context of designing

thank you notes.


239

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


assessment




Feedback

Teacher

• extends students’ experiences of using [Language] in the

context of eating and drinking, by arranging a two-stage

visit to a [Language] café/restaurant

• assists students to record their experiences at a [Language]

restaurant in a multimedia presentation using [Language].

Students

• cultural features of the

local community


of using known

language

• diversity of cultural

values and practices


the context of a

conversation


text to communicate

information

• identify local places

of cultural

significance

• communicate basic

needs and wants in a

variety of ways

• recognise that there

are culturally

appropriate

expressions and

behaviour for

particular contexts

• engage in

conversation

• communicate

information in a

variety of ways

• extend their experiences of using [Language] by:

– visiting a [Language] café/restaurant to sample/taste a

variety of food and drink items and indicating their

preferences using [Language]

– obtaining a menu from a [Language] café/restaurant and

identifying and recording preferences from the menu

using [Language]

– participating in a follow-up visit to a [Language]

café/restaurant for lunch

– ordering (and eating) a meal from the menu using

[Language]

– engaging in conversation in [Language] during the meal,

eg ‘This is good’, ‘Can I have another drink please?’

‘Thanks, I enjoyed that’

– record their experiences at a [Language] café/restaurant

in a multimedia presentation using [Language].

Visiting and eating at a

[Language] café/restaurant



cultural diversity and/or

obtaining and giving

information in [Language]



activities. Recording their

experiences at a

[Language] café/restaurant

may involve obtaining and

giving information in

[Language] and/or using

written [Language] to

communicate.




affirm students’ use of

[Language] in the context

of a visit to cafe/restaurant.


240

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:

LS.UL.1 recognises words and phrases in Aboriginal languages

LS.UL.2 uses Aboriginal languages to interact in everyday activities

LS.UL.3 obtains and gives information in Aboriginal languages

LS.UL.4 uses written Aboriginal language to communicate

LS.MLC.3 explores ways in which meaning is conveyed by spoken language



LS.MBC.2 explores their own and other cultures.

• Introducing family, eg Gayrr ngay Harry. (My name is Harry.) Ngaya milan banay.

(I am eleven.) Gulibaa ngay dhagaan . (I have three brothers.) Ganungu gayrr …

(Their names are …) Gunii ngay nhalay. (This is my mother.) Gayrr nguungu …

(Her name is …) Ngiyani wilay-la-nha Walgett-ga. (We live at Walgett.)

• Describing present activities, eg Ngaya yinabildanha. (I am fishing.) Nguu

gubiyaanha. (She is swimming.)

• Exchanging information about family activities, eg Minyanda nginda? (What are

you doing?) Minyaaya dhaadhaa? (Where is grandfather?) Wii wiimaldanha nguu.

(He is making a fire.) Minyaaya baawaa ngay? (Where is my sister?) Dhaldanha

nguu. (She is eating.)

• Recounting past events, eg Ngaya yanaanhi. (I went.) Ngiyani guduu yilamay. (We

cooked fish.)

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


241

Links

A student:

Aboriginal Studies

LS.1 recognises factors that contribute to an Aboriginal person’s identity

LS.2 explores Aboriginal culture and cultural expression

LS.3 recognises the importance of families and communities to Aboriginal people

Dance



English






LS.11 views and responds to a range of visual texts, media and multimedia.

A student:

Geography


History


Australian society



solutions

Music


Visual Arts



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).


242

Focus: Coming together

Outcomes: LS.UL.1, LS.UL.2, LS.UL.3


assessment




Feedback

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

of the school

community

• recognise visual

representations of

culture

• identify names of

countries


the cultures

• bring items from home that reflect features of their cultural

background to share with others, eg photographs, items of

traditional apparel, music, songs, stories


that reflect features of their

culture may involve


diversity and/or exploring

their own and other

cultures.




affirm students’:

• sharing of their own

cultural items with

others

• the diversity of

cultural expression

• explore the diversity

of cultural practices

• explore Aboriginal cultural items. This may include:

– listening to traditional and contemporary Aboriginal

music associated with a range of celebrations

– listening to/viewing stories, eg Dreamtime stories

– observing and participating in a dance associated with a

particular occasion or ceremony


musical instruments

– listening to/viewing cultural presentations by members of

the Aboriginal community, eg painting, dancing

– sharing in cultural activities alongside community

members, eg participating in making a mural,

constructing/decorating items in the classroom/school to

represent a theme, eg A Day at the River

Exploring Aboriginal

cultural items may involve


other cultures.

• response to Aboriginal

cultural items.

continued


243

Focus: Coming together (cont)



assessment




Feedback

Students



diverse cultures


respect for the culture

and lifestyle of others


traditional lifestyle


their own lifestyle

and beliefs with

those of other

communities

• explore a particular aspect of Aboriginal culture through the

creation of a poster/multimedia presentation. An example in

relation to items of traditional apparel may involve:

– selecting pictures/photographs of items of traditional

apparel

– annotating pictures of traditional apparel

– researching through print and electronic media

– selecting and organising information under the following

headings in relation to traditional apparel (Who wears it?

What do they wear? When do they wear it? Where do

they wear it? Why do they wear it?)

– making a poster/models/multimedia presentation to

illustrate a particular aspect of Aboriginal culture.

Making a poster, model or

multimedia presentation to

illustrate a particular aspect

of Aboriginal culture may

involve exploring their

own and other cultures.




affirm students’ creation of

a poster, model or


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


variety of spoken

contexts

• identify known

words and phrases

• listen to and participate in the song ‘We are one family’ Listening/participating in

singing may involve


phrases in Aboriginal

languages.




affirm students’ listening,

participation and responses.

continued


244

Focus: Family and friends (cont)



assessment




Feedback

Students


of using known

language

• share personal

information

• display family photographs in a personal album Displaying family

photographs may involve

using Aboriginal

languages to interact in

everyday activities




affirm students’:

• display of items in an

album


texts to communicate

information

• communicate

information in a

variety of ways

• label family photographs in Yuwaalaraay Labelling photographs may

involve obtaining and


Aboriginal languages


Yuwaalaraay to label

photographs.


of using known

language

• share personal

information

• identify family members in photographs in a personal album

by speaking Yuwaalaraay, eg ‘John is my brother’, ‘Cathy

is my cousin’, ‘Nola is our sister’

Identifying photographs in

an album may involve

obtaining and giving

information in Aboriginal

languages.

• demonstration and use of

Yuwaalaraay to identify

family members


the context of

conversation

• engage in

conversation

• use their personal album to introduce peers to their family

by using family terms in Yuwaalaraay.

Using an album to

introduce others to their

family may involve using

Aboriginal languages to


activities.

• demonstration and use of

their personal album to

introduce others to their

family.


245

Focus: Meet and greet

Outcomes: LS.UL.1, LS.UL.2, LS.UL3, LS.MLC.2


assessment




Feedback

Teacher

• provides opportunities to practise skills in the context of

meeting others in the school and members of the community

• explicitly teaches appropriate ways to respond to gestures

and facial expressions associated with greetings

• explicitly teaches the words for greetings and farewells in

Yuwaalaraay

• explicitly teaches vocabulary in Yuwaalaraay to assist

students to engage in a simple conversation.

Students



ways

• identify the meaning

conveyed by gestures

and facial

expressions


and facial

expressions

• respond appropriately to nonverbal greetings by others in

the school and community. This may include:

– whistling, bowing in return, waving in response, offering

hand in response

– demonstrating appropriate gestures when meeting

members of the school and/or community

Responding to nonverbal

greetings in the school and


exploring ways in which

meaning is conveyed by

nonverbal communication.




affirm students’ response to

nonverbal greetings.

continued


246

Focus: Meet and greet (cont)

Outcomes: LS.UL.1, LS.UL.2, LS.UL3, LS.MLC.2


assessment




Feedback

Students


the context of a

conversation

• engage in

conversation

• use appropriate words in Yuwaalaraay to meet/greet and

farewell others in the school and members of the

community, eg hello, how are you, goodbye, thank you

Using appropriate words in

Yuwaalaraay in the

context of greeting

members of the


using Aboriginal


everyday activities.




affirm students’:

• use of appropriate words

in Yuwaalaraay to meet,

greet and farewell others

in the school and

community


the context of a

conversation


conclude a

conversation

• respond to and use vocabulary in Yuwaalaraay within the

context of a conversation. This may include responding to

and answering the following, eg My name is..., I live at…,

I am 12 years old. What is your name? Where do you live?

Responding to and using

vocabulary in

Yuwaalaraay in the

context of engaging in

conversation may involve

using Aboriginal




in Yuwaalaraay in the

context of a

conversation.


247

Focus: A day at the river

Outcomes: LS.UL.1, LS.UL.2, LS.UL.3, LS.UL.4


assessment




Feedback

Teacher

• tells, reads or displays (using picture sequences) the cartoon

story of ‘A Day at the River’ in English and Yuwaalaraay,

and teaches the vocabulary in Yuwaalaraay related to the

story

• uses a variety of media to lead a discussion about activities

that may occur during an organised outing to a

river/waterway

• explicitly teaches vocabulary in Yuwaalaraay relating to the

planned visit to a river/waterway

• assists students to use Yuwaalaraay to describe their

experiences during and after the visit.

Students


variety of spoken

contexts


phrases and simple


meaning

• listen to the teacher tell or read the cartoon story of ‘A Day

at the River’ in Yuwaalaraay and sequence pictures to retell

the story

Listening to and retelling a

story may involve


phrases in Aboriginal

languages.




affirm students’:

• listening to and retelling

a story


variety of spoken

contexts

• identify known

words and phrases

• use vocabulary in Yuwaalaraay to describe activities that

are shown in the cartoon, eg ‘He is fishing’, ‘That is a good

fire’, ‘The fish is good’. This may involve:

– sequencing pictures to make sentences to describe

activities

– selecting and matching words and phrases

– reading simple sentences

Using vocabulary to

describe a story may

involve recognising words

and phrases in Aboriginal

languages.


in Yuwaalaraay to

describe activities in the

story.


the context of

conversation

• engage in

conversation

• respond to pictures/films/videos shown by the teacher and

participate in a discussion, using Yuwaalaraay, to suggest

and talk about activities which they could undertake during

a day at a river/waterway

Participating in a

discussion may involve

using Aboriginal




in Yuwaalaraay to

participate in a

discussion.

continued


248

Focus: A day at the river (cont)

Outcomes: LS.UL.1, LS.UL.2, LS.UL.3, LS.UL.4


assessment




Feedback

Students


the context of

conversation

• engage in

conversation


conclude a

conversation

• make a list of items using Yuwaalaraay which may be

needed for their visit to a river/waterway and make other

appropriate preparations

• during a visit to a river/waterway students may:

– engage in conversation using Yuwaalaraay to describe

their activities, eg ‘I am going fishing, what are you

going to do?’ ‘I am cooking lunch’, ‘I am looking for

animals’

– take photographs/videos of their activities and of the

river/waterway environment

– make a recording of the sounds associated with the

river/waterway

identifying items for a visit

to a river/waterway may

involve using Aboriginal







appropriate vocabulary in

Yuwaalaraay to plan and

participate in a visit to a

river/waterway.

• ways to use spoken

text to communicate

information


text to communicate

information

• communicate

information in a

variety of ways

• communicate

information in a

variety of ways

• following the visit to a river/waterway students may:

– sequence photographs to tell a story of their visit to a

river/waterway

– label photographs to describe their activities at the river

using words and phrases in Yuwaalaraay

– make a poster or paint a mural to describe their activities

at the river, using words and phrases in Yuwaalaraay in

the form of thought, speech and feeling bubbles

– edit videos taken during their activities at the river and

add voice-overs using words and phrases in Yuwaalaraay

– develop a summary of their activities at the river using

photographs and/or pictures with appropriate descriptions

in Yuwaalaraay for inclusion in the school/community

newsletter

– document and share their experiences with other

members of the school community through a multimedia

presentation with appropriate commentary in

Yuwaalaraay.

Labelling photographs,

making a poster, editing

videos or developing

summaries to share their

experiences with others

may involve obtaining and


Aboriginal languages

and/or using written

Aboriginal language to

communicate.





appropriate vocabulary in

Yuwaalaraay to record their

experiences following a

visit to a river/waterway.

Documents

Life Skills Years 7–10 Advice on Planning, Programming and ... · Life Skills Years 7–10: Advice on Planning, Programming and Assessment 6 2 Curriculum options for students with