Who is eligible to undertake Years 7–10 Life Skills outcomes and content?
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.
If the adjustments do not provide a student with sufficient access to some or all of the Stage 4 and Stage 5 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.
How should Years 7–10 Life Skills outcomes and content be implemented?
Schools may develop integrated programs that address specific Life Skills outcomes from selected Years 7–10 syllabuses in order to meet the needs of individual students. Schools will assess the student’s achievement of the selected Life Skills outcomes for recording on the Profile of Student Achievement.
When it has been decided that a student should undertake a course based on Years 7–10 Life Skills outcomes and content, school planning to support the student in the learning process should:
- select the Life Skills outcomes for each course that will address the individual needs, strengths, goals and interests of the student
- identify the most appropriate settings (eg school, community or workplace) for the student to demonstrate achievement of the outcomes
- estimate the time needed to address the selected outcomes and content in each course
- identify adjustments that may be required to enable the student to access the Life Skills outcomes and content and demonstrate achievement of outcomes
- identify strategies for monitoring the student’s progress
- include ongoing collaborative planning to assist the student’s successful transition from school to adult life.
How will Life Skills outcomes and content be assessed and reported?
Each student undertaking Years 7–10 Life Skills will study selected outcomes and content, as identified through the collaborative curriculum planning process. The syllabus outcomes and content form the basis of learning opportunities for students.
Students can demonstrate achievement of Life Skills outcomes in a number of ways and across a range of environments (eg school, home, community). Evidence of achievement can be based on a range of assessment for learning experiences, such as observation during teaching and learning, work samples or planned assessment events.
Assessment should reflect the student's ability to generalise the knowledge and skills in a range of contexts.
Life Skills outcomes may be achieved either independently, including with the appropriate adjustments, or with support. The type of adjustments and support will vary according to the particular needs of the student and the requirements of the activity.
Teachers will need to consider, in consultation with their school and sector, the most appropriate method of reporting student achievement for those students undertaking Life Skills outcomes and content. There is no requirement for schools to use the Common Grade Scale (A–E) or equivalent to report achievement of students undertaking Life Skills outcomes and content.
Life Skills outcomes worksheets have been developed to assist schools in collecting information on the Life Skills outcomes that a student has achieved.