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NSW Syllabuses

English Life Skills key

The following codes and icons are used in the English Life Skills Stage 6 Syllabus.

Outcome Coding

Syllabus outcomes have been coded in a consistent way. The code identifies the subject, Year and outcome number. For example:

This image shows what each digit in the ACARA code represents.

Code

Interpretation

ENLS6-6

English Life Skills, Stage 6 – Outcome number 6

ES11-1

English Studies, Year 11 – Outcome number 1

ES12-1

English Studies, Year 12 – Outcome number 1

EN11-1

English Standard, Year 11 – Outcome number 1

EN12-2

English Standard, Year 12 – Outcome number 2

Learning Across the Curriculum Icons

Learning across the curriculum content, including cross-curriculum priorities, general capabilities and other areas identified as important learning for all students, is incorporated and identified by icons in the syllabus.

Cross-curriculum priorities

 Aboriginal and Torres Strait Islander histories and cultures

Aboriginal and Torres Strait Islander histories and cultures

 Asia and Australia's engagement with Asia

Asia and Australia's engagement with Asia

 Sustainability

Sustainability

General capabilities

 Critical and creative thinking

Critical and creative thinking

 Ethical understanding

Ethical understanding

 Information and communication technology capability

Information and communication technology capability

 Intercultural understanding

Intercultural understanding

 Literacy

Literacy

 Numeracy

Numeracy

 Personal and social capability

Personal and social capability

Other learning across the curriculum areas

 Civics and citizenship

Civics and citizenship

 Difference and diversity

Difference and diversity

 Work and enterprise

Work and enterprise

English Life Skills Stage 6

The English Life Skills Stage 6 Syllabus aligns with the rationale, aim and objectives of the Stage 6 English curriculum. The Life Skills outcomes and content have been developed from the English Studies and English Standard syllabuses to provide opportunities for integrated delivery.

Before deciding that a student should undertake a course based on Life Skills outcomes and content, consideration should be given to other ways of assisting the student to engage with the regular course outcomes. This assistance may include a range of adjustments to the teaching, learning and assessment activities of the English Stage 6 curriculum.

If the adjustments do not provide a student with sufficient access to some or all of the Stage 6 outcomes, a decision can be explored for the student to undertake Life Skills outcomes and content. This decision should be made through the collaborative curriculum planning process involving the student and parent/carer and other significant individuals. School principals are responsible for the management of the collaborative curriculum planning process.

The following points need to be taken into consideration:

  • students are not required to complete all Life Skills outcomes
  • specific Life Skills outcomes should be selected based on the needs, strengths, goals, interests and prior learning of each student
  • outcomes may be demonstrated independently or with support.

Further information in relation to planning, implementing and assessing Life Skills outcomes and content can be found in support materials for:

  • English
  • Special education needs
  • Life Skills.