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Life SkillsYears 7–10

Advice on Planning, Programming and Assessment

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Published byBoard of Studies NSWGPO Box 5300Sydney NSW 2001Australia

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August 2004

ISBN 1 7414 7083 8

2004232

Contents

1 Introduction......................................................................................................................52 Curriculum options for students with special education needs........................................6

2.1 Inclusive curriculum...............................................................................................62.2 Collaborative curriculum planning.........................................................................72.3 Curriculum adjustments..........................................................................................72.4 Decision to access Life Skills outcomes and content.............................................92.5 School planning to implement Life Skills outcomes and content.........................112.6 Frequently asked questions on access to Life Skills outcomes and content.........11

3 Programming Life Skills outcomes and content............................................................133.1 Assessment of Life Skills outcomes.....................................................................133.2 Reporting achievement of Life Skills outcomes...................................................153.3 Model of programming from Life Skills outcomes and content...........................15

4 Introduction to the sample units of work........................................................................175 English............................................................................................................................20

5.1 Viewing and reviewing film.................................................................................215.2 Myself...................................................................................................................30

6 Mathematics...................................................................................................................356.1 Number.................................................................................................................366.2 Fractions................................................................................................................406.3 Money...................................................................................................................426.4 Time......................................................................................................................45

7 Science............................................................................................................................497.1 The needs of living things.....................................................................................507.2 Energy in everyday life.........................................................................................61

8 HSIE...............................................................................................................................688.1 History Years 7–10 Life Skills unit: Connections with History...........................698.2 Geography Years 7–10 Life Skills unit: Australian communities........................778.3 Aboriginal Studies Years 7–10 Life Skills unit: Connecting with

Aboriginal people and their cultures.....................................................................878.4 Commerce Years 7–10 Life Skills unit: Informed consumers..............................958.5 Work Education Years 7–10 Life Skills unit: The world of work......................107

9 Technological and Applied Studies..............................................................................1179.1 Technology (Mandatory) Years 7–8 Life Skills unit: What do you

make of it?...........................................................................................................1199.2 Agricultural Technology Years 7–10 Life Skills unit:

Vegetable production enterprise..........................................................................1279.3 Design and Technology Years 7–10 Life Skills unit: Storage matters...............136

9.4 Food Technology Years 7–10 Life Skills unit: Celebrations..............................1449.5 Graphics Technology Years 7–10 Life Skills unit: Stand-out logos..................1519.6 Industrial Technology Years 7–10 Life Skills unit: Timber utility box.............1599.7 Information and Software Technology Years 7–10 Life Skills unit:

School events in digital.......................................................................................1679.8 Textiles Technology Years 7–10 Life Skills unit: Creating with fabrics...........175

10 Creative Arts.................................................................................................................18110.1 Music Years 7–10 Life Skills unit: Australian music.........................................18210.2 Visual Arts Years 7–10 Life Skills unit: ‘I am’..................................................19010.3 Dance Years 7–10 Life Skills unit: Let’s dance!................................................19710.4 Drama Years 7–10 Life Skills unit: Roles, characters, action!...........................204

11 Personal Development, Health and Physical Education...............................................21211.1 Facing new challenges........................................................................................21311.2 Personal safety net..............................................................................................221

12 Languages.....................................................................................................................23112.1 Languages Years 7–10 Life Skills unit: Let’s celebrate together.......................23212.2 Aboriginal Languages Years 7–10 Life Skills unit: Families, friends

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

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

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 overviewCollaborative 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 learningSome 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 assessmentSome 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.

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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.

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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.

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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.


2.5 School planning to implement Life Skills outcomes and content

When it has been decided that a student should access Life Skills outcomes and content in one or more subjects, school planning to support the student in the learning process should address: the selection of appropriate personnel to be involved in the design and implementation of

the pattern of study for the student the selection of Life Skills outcomes and content that will form the basis of the student’s

program of study in a particular subject the most appropriate contexts for the student to demonstrate achievement of outcomes,

eg school, community or workplace the time needed for addressing outcomes and content the resources required to assist the school in meeting the needs of the student teaching strategies that are appropriate to the age and abilities of the student curriculum adjustments that may be required to enable the student to access the Life Skills

outcomes and content strategies for monitoring the student’s progress ongoing collaborative planning to assist the student’s successful transition through school

to adult life.

Schools do not need to ask permission from the Office of the Board of Studies for students to access Life Skills outcomes and content, nor is it necessary to submit planning documentation.

2.6 Frequently asked questions on access to Life Skills outcomes and content

Who can access Life Skills outcomes and content?The Board expects that the majority of students who will access Life Skills outcomes and content will have an intellectual disability. However, it is not necessary to submit documentation or confirmation of a disability to the Board for students to access Life Skills outcomes and content.

When can a decision to access Years 7–10 Life Skills outcomes and content be made?The decision to access Life Skills outcomes and content can be made at any time during the course of Years 7–10. The appropriate timing of the decision will be determined by the needs of the individual student. It is important to remember that students with special education needs build on their achievements from K–6 and collaborative curriculum planning enables consideration of curriculum options and adjustments over time.

Does the student have to undertake Life Skills outcomes and content in all subjects?No, some students may study Life Skills outcomes and content in every subject. Other students may study a combination of Life Skills outcomes and content in some subjects and regular outcomes and content in other subjects.

However, it is not possible for students to undertake a combination of regular and Life Skills outcomes within the same subject.

Refer to section 9 of the ACE Manual for further details of the pattern of study requirements for the School Certificate for students with special education needs.

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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.

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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.

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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, understanding and skills.

Feedback to studentsAppropriate 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 experiencesEach 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 of all 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/graphic communication.

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.


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 contentNote: 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.

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

Key Learning Area Syllabus Support documentsEnglish English Years 7–10 Syllabus English Years 7–10 Syllabus: Advice on

Programming and AssessmentMathematics Mathematics Years 7–10 Syllabus Mathematics Years 7–10 Syllabus: Advice on

Programming and AssessmentScience Science Years 7–10 Syllabus Science Years 7–10: Advice on Programming

and AssessmentHuman Society and Its Environment

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 Programming and Assessment

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

Work Education Years 7–10 Syllabus Work Education Years 7–10: Advice on Programming and Assessment

Technological and Applied Studies

Technology (Mandatory) Years 7–10 Syllabus

Technology (Mandatory) Years 7–10: Advice on Programming and Assessment

Agricultural Technology Years 7–10 Syllabus

Agricultural Technology Years 7–10: Advice on Programming and Assessment

Design and Technology Years 7–10 Syllabus

Design and Technology Years 7–10: Advice on Programming and Assessment

Food Technology Years 7–10 Syllabus Food Technology Years 7–10: Advice on Programming and Assessment

Graphics Technology Years 7–10 Syllabus

Graphics Technology Years 7–10: Advice on Programming and Assessment

Industrial Technology Years 7–10 Syllabus

Industrial Technology Years 7–10: Advice on Programming and Assessment

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

Programming and Assessment

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Key Learning Area Syllabus Support documentsCreative Arts Music Years 7–10 Syllabus Music Years 7–10: Advice on Programming and

AssessmentVisual Arts Years 7–10 Syllabus Visual Arts Years 7–10: Advice on Programming

and AssessmentDance Years 7–10 Syllabus Dance Years 7–10: Advice on Programming and

AssessmentDrama Years 7–10 Syllabus Drama Years 7–10: Advice on Programming and

Assessment*Photographic and Digital Media Years 7–10 Draft Syllabus*Visual Design Years 7–10 Draft Syllabus

Personal Development, Health and Physical Education

Personal Development, Health and Physical Education Years 7–10 Syllabus

Personal Development, Health and Physical Education Years 7–10: Advice on Programming and Assessment

*Physical Activity and Sports Studies Years 7–10 Syllabus (Content Endorsed Course)

Languages Aboriginal Languages K–10 Syllabus Aboriginal Languages: Advice on Programming and Assessment for Stages 4 and 5

#Arabic K–10 Syllabus Arabic: Advice on Programming and Assessment for Stages 4 and 5

#Chinese K–10 Syllabus Chinese: Advice on Programming and Assessment for Stages 4 and 5

#Classical Greek K–10 Syllabus Classical Greek: Advice on Programming and Assessment for Stages 4 and 5

#French K–10 Syllabus French: Advice on Programming and Assessment for Stages 4 and 5

#German K–10 Syllabus German: Advice on Programming and Assessment for Stages 4 and 5

#Hebrew K–10 Syllabus Hebrew: Advice on Programming and Assessment for Stages 4 and 5

#Indonesian K–10 Syllabus Indonesian: Advice on Programming and Assessment for Stages 4 and 5

#Italian K–10 Syllabus Italian: Advice on Programming and Assessment for Stages 4 and 5

#Japanese K–10 Syllabus Japanese: Advice on Programming and Assessment for Stages 4 and 5

#Korean K–10 Syllabus Korean: Advice on Programming and Assessment for Stages 4 and 5

#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 Assessment for Stages 4 and 5

#Russian K–10 Syllabus Russian: Advice on Programming and Assessment for Stages 4 and 5

#Spanish K–10 Syllabus Spanish: Advice on Programming and Assessment for Stages 4 and 5

#Turkish K–10 Syllabus Turkish: Advice on Programming and Assessment for Stages 4 and 5

#Vietnamese K–10 Syllabus Vietnamese: Advice on Programming and Assessment for Stages 4 and 5

* 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.

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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.

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

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.

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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, 5.5LS.6 uses visual texts in a range of contexts 6.1, 6.2, 6.5, 6.6, 6.7, 6.8, 6.9, 6.10LS.9 writes short texts for everyday purposes 9.8, 9.12LS.10 composes increasingly complex written texts 10.2, 10.7, 10.11LS.11 views and responds to a range of visual texts,

media and multimedia11.1, 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, 12.7LS.13 communicates in a range of contexts 13.1, 13.4, 13.5, 13.6, 13.7, 13.8LS.14 communicates with a range of audiences 14.1, 14.2, 14.4, 14.5, 14.6, 14.7, 14.8LS.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).

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Stage 5 sample unit of work: Viewing and reviewing film

Programming from regular outcomes and content

Focus: Initial responses to, and understanding of, filmIntegrated 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.

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(a)


Viewing and reviewing film

Programming from Life Skills outcomes and content

Focus: Initial responses to, and understanding of, film

Integrated learning experiences, instruction and 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

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(b)


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



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 using technology and aids to communicate, and/or using spoken language to interact with a range of audiences. It may indicate recognising and/or using visual texts in a range of contexts.

Oral, visual and/or tangible feedback and prompting by 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 communication systems

– relating how the events depicted in the images relate to events in the film

The description may indicate using spoken language to interact, and/or using technology and aids to communicate with a range of audiences. It may indicate recognising visual texts in a range of 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.

Oral, visual and/or tangible feedback and prompting by 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 listening for a variety of purposes in a range of contexts. It may indicate using spoken language to interact, and/or using technology and aids to communicate with a range of audiences. It may indicate communicating for a variety of purposes, in a range of contexts and with a range of audiences.

to encourage both responding to and interaction with peers.

Peer feedback in the form of interaction.

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(b)




Focus: Promotion of films, posters and reviews



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.

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(a)




Focus: Promotion of films, posters and reviews



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 may indicate recognising visual texts in a range of contexts. It may involve the student reading and responding to short written texts.

Oral, visual and/or tangible feedback and prompting by 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 using spoken language to interact with a range of audiences and/or may involve using technology and aids to communicate with a range of audiences. It may involve listening for a variety of purposes in a range of contexts. It may indicate viewing and responding to a range of visual texts, media and multimedia.

to guide the identification of relevant sources of information and use of appropriate communication skills in seeking information.

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(b)




Focus: Close study of film



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.

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(a)




Focus: Close study of film



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 language to interact, and/or using technology and aids to communicate with a range of audiences. It may indicate recognising visual texts in a range of contexts.

Oral, visual and/or tangible feedback and prompting by the teacher: to encourage and guide

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 indicate using spoken language to interact, and/or using technology and aids to communicate with a range of audiences. It may constitute viewing and responding to a range of visual texts, media and multimedia.

to encourage and guide 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.

continued28

(b)


Focus: Close study of film (cont)



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 communication systems

– 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 technology and aids to communicate with a range of audiences and/or using spoken language to interact with a range of 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 range of contexts and with a range of audiences. It may involve using individual and collaborative skills in the learning process.

Oral, visual and/or tangible feedback and prompting by 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

communication systems– 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 increasingly complex written texts.

Oral, visual and/or tangible feedback and prompting by 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.

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(b)


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, 1.6LS.2 listens for a variety of purposes in a range of

contexts2.1, 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, 5.5LS.6 uses visual texts in a range of contexts 6.1, 6.2, 6.4, 6.5, 6.7, 6.8, 6.9LS.7 reads and responds to short written texts 7.2, 7.6, 7.8, 7.10, 7.11, 7.12LS.8 responds to increasingly complex written texts 8.1, 8.2, 8.4, 8.7, 8.8LS.9 writes short texts for everyday purposes 9.6, 9.7, 9.8, 9.9, 9.10, 9.1, 9.12LS.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, 10.11LS.11 views and responds to a range of visual texts,

media and multimedia11.2, 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, 12.7LS.13 communicates in a range of contexts 13.1, 13.2, 13.4, 13.5, 13.7LS.14 communicates with a range of audiences. 14.1, 14.2, 14.3, 14.4, 14.5, 14.6, 14.7, 14.8Links A student:History LS.2 explores personal connections to historyLanguages MLC.2 explores ways in which meaning is conveyed

by nonverbal communicationMathematics 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.

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Focus: Myself – sharing and engaging with othersIntegrated learning experiences, instruction and 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 listening for a variety of purposes in a range of contexts. It may involve using technology and aids to communicate with a range of audiences and/or using spoken language to interact with a range of audiences and may involve recognising visual texts in a range of contexts.

Oral, visual and/or tangible feedback and prompting by the teacher: to encourage

participation in the 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 using technology and aids to communicate with a range of audiences and/or spoken language to interact with a range of audiences. It may involve recognising visual texts in a range of contexts. It may involve communicating for a variety of purposes and with a range of audiences.

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 participation may include:– 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 range of contexts. It may 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

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Focus: Myself – sharing and engaging with others (cont)Integrated learning experiences, instruction and 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 visual texts in a range of contexts.

Oral, visual and/or tangible feedback and prompting by 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

communication systems– 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 range of contexts. It may involve using technology and aids to communicate with, and/or using spoken language to interact with, a range of audiences. It may involve communicating for a variety of purposes, in 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.

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Focus: Myself – composing textsIntegrated learning experiences, instruction and 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 writing short texts for everyday purposes and/or communicating for a variety of purposes, in a range of contexts and with a range of audiences.

Oral, visual and/or tangible feedback and prompting by 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 participation may include:

– 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 increasingly complex written texts. It may involve communicating for a variety of purposes, in a range of contexts and with a range of audiences.

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 writing short texts for everyday purposes and/or communicating for a variety of purposes and in a range of contexts.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm identification and entry of events on the calendar.

33


Focus: Myself – composing texts (cont)Integrated learning experiences, instruction and 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. Activities may include:

– 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 increasingly complex written texts. It may indicate communicating for a variety of purposes and with a range of audiences.

Oral, visual and/or tangible feedback and prompting by the teacher to guide 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 responding to a range of visual texts, media and multimedia. It may involve communicating for a variety of purposes, in a range of contexts and with a range of audiences.

Oral, visual and/or tangible feedback and prompting by 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 increasingly complex written texts and/or communicating for a variety of purposes, in a range of contexts and with a range of audiences.

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.

34


6 Mathematics

The following sample units are provided as examples to clarify the process of programming for students undertaking Life Skills outcomes and content from the Mathematics key learning area.

The sample units should be read in conjunction with the Mathematics Years 7–10 Syllabus and the support document Mathematics Years 7–10 Syllabus: Advice on Programming and Assessment already distributed to schools and available on the Board of Studies website (www.boardofstudies.nsw.edu.au).

Content Strand: NUMBER


6.1 Number In this unit students participate in teaching and learning activities to develop their number skills. They learn to recognise language that is descriptive of number. They learn to count real objects and count, read, order and record numbers.

6.2 Fractions In this unit students learn to recognise and use fractions in everyday contexts using concrete materials.

This unit is based on a unit of the same name in the support document Mathematics Years 7–10 Syllabus: Advice on Programming and Assessment (pp 20–26).

6.3 Money In this unit students learn to recognise and match coins and notes. They learn to read and write amounts of money. Students develop their ability to use money to purchase goods and services in a variety of everyday situations and to estimate and calculate with money.

Content Strand: MEASUREMENT


6.4 Time In this unit students learn to match familiar activities with time frames, organise personal time and manage scheduled activities. Students learn to recognise and use the language of time and develop their ability to tell the time using both analog and digital clocks.

35


6.1 Number

NLS.2 A student counts objects.NLS.4 A student counts and reads, orders and records numbers.Working Mathematically OutcomesQuestioningAsks questions about mathematics

Applying StrategiesUses a range of strategies in solving problems

CommunicatingResponds to and uses mathematical language in everyday situations

ReasoningChecks solutions and reasons to reach conclusions

ReflectingLinks 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 MathematicallyStudents learn about Students learn toNLS.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)

TechnologyCalculator, computer software, digital displays, eg digital clocks, counters on CD and DVD players, odometersResources LanguageCounters, 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

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

36


Learning Experiences and Assessment Opportunities

In the following activities, teachers should first demonstrate the concepts and skills and then provide a range of opportunities and contexts for students to develop and practise the concepts and skills.NLS.2Students 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.4Students could: identify and locate numbers in a range of situations, eg seat numbers in a theatre, aisles in the supermarket,

numbers in a shopping centre lift, page numbers in a book, classroom numbers, numbers on a calendar, train station platform numbers, bus numbers, odd and even house numbers in a street, numbers on raffle tickets, telephone numbers, clock faces, timetables, grid references on street maps, money, football scores, speed signs

collect numbers that relate to themselves and record them in a booklet or diary, eg telephone numbers, addresses, birthdays, ages. Students could create their own spreadsheet or table on the computer to record their information

be given several pages from an old telephone book that have been shuffled, then put the pages in the correct order

respond to numbers embedded in a song, rhyme, film or story respond to questions concerning numbers, eg ‘How many brothers/sisters do you have?’ respond (as a class) to number questions that can be tallied and displayed, eg how many people in the class

enjoy going to the movies, enjoy eating out? The numbers can then be entered into a spreadsheet program, printed and displayed

research an area of interest that relates to numbers, eg football scores in weekend matches could be compiled and presented to the rest of the class

observe as the teacher places a handful of objects (eg counters, buttons) into a clear plastic container and respond to a request to estimate (guess) how many are in the container. The teacher and/or students record the estimates. A student (possibly with teacher assistance) counts out the items in the container

follow and repeat a teacher’s demonstration of counting rhythmically aloud to identify number patterns, eg stressing (saying louder) every second number 1 2 3 4 5 6

use a number line with a range of 0–10, and respond to a teacher’s request to indicate the number that is:– before 3– after 5– after 9– before 10– two more than 6– two less than 6

use a number line to count forwards or backwards from a given number in other ranges, eg 1– 20, 15–25 use a number line graduated from 0–30 to follow and repeat the teacher’s demonstration of:

– counting from 0 by twos– counting from 0 by fives– counting from 0 by threes.

continued

37


GamesCard 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 activitiesFurther 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.

CalculatorsStudents 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 = Ansss

=

38


Using a hundreds chartStudents 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 1011 12 13 14 15 16 17 18 19 2021 22 23 24 25 26 27 28 29 3031 32 33 34 35 36 37 38 39 4041 42 43 44 45 46 47 48 49 5051 52 53 54 55 56 57 58 59 6061 62 63 64 65 66 67 68 69 7071 72 73 74 75 76 77 78 79 8081 82 83 84 85 86 87 88 89 9091 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 chartThe construction of the hundreds chart from a number line is aimed at reinforcing that the number after 10, 20, 30, etc is at the beginning of the next row.

Students could: be given their own copy of a hundreds chart and then discuss with their teacher the patterns they can see

eg all the numbers ending in 2 are in the same column, all the numbers in the thirties are in the same row use a hundreds chart to follow and repeat the teacher’s demonstration of:

– counting by one– counting by twos– counting by fives– counting by tens

be given several hundred charts copied onto a worksheet. On one hundreds chart they are asked to colour in the squares for counting by twos (from 2), on another chart the squares for counting by fives (from 5) and on another the squares for counting by tens (from 10)

be provided with jigsaw puzzles that have been made by cutting along the lines on a hundreds chart to form pieces. Students are given the task of reassembling the pieces to produce the hundreds chart

play dice games using the hundreds chart, eg two students race to 100 by rolling the dice in turn and moving their counters along the chart the number of places shown on the dice. The first to reach 100 wins.

39


6.2 Fractions

NLS.5 A student recognises fractions in everyday contexts.NLS.6 A student uses fractions in everyday contexts.Working Mathematically OutcomesQuestioningAsks questions about mathematics





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.

Knowledge and Skills Working MathematicallyStudents learn about Students learn toNLS.5 NLS.5Half 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 (Applying Strategies, Reflecting)

follow an instruction involving fraction language in everyday situations (Applying Strategies)

recognise the use of fractions in everyday contexts (Reflecting)

NLS.6 NLS.6Half 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

€

12

⎛ ⎝ ⎜

⎞ ⎠ ⎟

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 quartersThirds 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)

TechnologyComputer software, calculatorsResources LanguageFood 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

LinksFraction 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 textsFood Technology LS.5.1 participates in making food items

LS.5.2 uses appropriate equipment and techniques in making a variety of food items.For students working towards Life Skills outcomes in regular classes, teachers may wish to link the activities in this unit with the Stage 4 unit ‘Fractions’ in Mathematics Years 7–10 Syllabus: Advice on Programming and Assessment (pp 20–26).

40



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.

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

€

12

⎛ ⎝ ⎜

⎞ ⎠ ⎟

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

€

24

⎛ ⎝ ⎜

⎞ ⎠ ⎟ and three quarters ⎟⎠

⎞⎜⎝⎛

43 . 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 ‘ 21 ’ or ‘not 2

1 ’

label diagrams as being ‘less than 21 ’ or ‘more than 2

1 ’

find examples of the 21 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 1 2

1 sandwiches on each plate’, ‘use 2 21 cups of flour in a recipe’, ‘cook a chicken for 1 2

1 hours’.

41


6.3 Money

NLS.11 A student recognises and matches coins and notes.NLS.12 A student reads and writes amounts of money.NLS.13 A student uses money to purchase goods and services.NLS.14 A student estimates and calculates with money.Working Mathematically OutcomesQuestioningAsks questions about mathematics





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.

Knowledge and Skills Working MathematicallyStudents learn about Students learn toNLS.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 Strategies, Reflecting)

write amounts of money involving cents, dollars, and combinations of dollars and cents (Applying Strategies)

complete a cheque using words and decimal notation (Applying Strategies, Reflecting, Communicating)

NLS.13 NLS.13 recognising that money has value 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

42


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 (Applying Strategies)

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)

TechnologyCalculators, ATMs, cash registers, vending machines, EFTPOSResources LanguageCoins, notes, cheque books, payslips, catalogues Coins, notes, value, worth, cents, dollars, price, cost,

cashLinks 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 communityLS.7 makes informed decisions about purchasing and servicesLS.8 purchases goods and servicesLS.9 uses financial services

English LS.8 responds to increasingly complex written textsLS.9 writes short texts for everyday purposesLS.12 communicates for a variety of purposesLS.13 communicates in a range of contextsLS.14 communicates with a range of audiences

Geography LS.1 experiences a range of environmentsLS.2 moves around in the environment.

43



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.11Students 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.12Students 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.13Students 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.14Students could: estimate the cost of a range of items and select the appropriate coin or note to pay for the item, eg selects a $2

coin to pay for a can of soft drink from a vending machine, selects a $20 note to pay for cinema tickets calculate the cost of two items at the school canteen and tender the appropriate amount estimate the amount of change due and check using a calculator, eg the change due for a purchase of $3.50 if a

$5 note is tendered estimate the cost of purchasing a number of items of clothing for a special event estimate the cost of purchasing grocery items in order to cook a meal calculate the difference in price between similar items in different stores, eg a particular CD may be cheaper in

a department store compared to a specialist music store.

44


6.4 Time

MLS.1 A student matches familiar activities with time frames.MLS.2 A student recognises and uses the language of time.MLS.3 A student reads and interprets time in a variety of situations.MLS.4 A student organises personal time and manages scheduled activities.Working Mathematically OutcomesQuestioningAsks questions about mathematics





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.

Knowledge and Skills Working MathematicallyStudents learn about Students learn toMLS.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 (Applying Strategies, Reflecting)

recognise activities that occur on the weekend (Applying Strategies, Reflecting)

identify activities that occur on specific days and at specific times (Applying Strategies, Reflecting)

MLS.2 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.3Clocks 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

45


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 Strategies, Reflecting)

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

(Applying Strategies)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 (Applying Strategies, Reflecting)

TechnologyDigital and analog clocksResources LanguagePhotographs, 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.

46



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.MLS.1Students 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.2Students 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.3Students 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

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.

47


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.4Students 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.

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7 Science

The following sample units are provided as examples to clarify the process of programming 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 (www.boardofstudies.nsw.edu.au).

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.

49


7.1 The needs of living things

Unit title: The needs of living thingsDescription: 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 ResourcesA student:LS.2 recognises that the process of science involves conducting investigationsLS.9 recognises characteristics of and changes in living thingsLS.15 explores the impact of human activity on the Earth’s resourcesLS.16 describes the impact of human activity on living systemsLS.17 participates in the development of a plan to carry out an investigation LS.18 participates in an investigationLS.19 communicates information about an investigationLS.20 suggests a way to solve a problemLS.21 undertakes a variety of team and individual tasks.

Animal Welfare Guidelines for Teachers: Animals in SchoolsExisting textbooks/reference materialAccess to information in the print and electronic mediaAccess to computer hardware and softwareAccess to site visits in the local environment such as wildlife parks, reservesAccess 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 growthLight bulb/tube for growing plants (eg Gro-Lux®) available from hardware or nursery

LinksA student:Agricultural TechnologyLS.2 investigates some environmental factors that affect plant and animal

productionEnglishLS.5 recognises visual texts in a range of contextsLS.12 communicates for a variety of purposesLS.13 communicates in a range of contextsLS.14 communicates with a range of audiencesLS.17 uses individual and collaborative skills in the learning processGeographyLS.5 explores the effects of people’s activities on the physical environmentLS.10 recognises the importance of active and informed citizenshipLS.11 uses a variety of strategies to locate and select informationLS.12 uses a variety of strategies to organise and communicate information.

A student:Information and Software TechnologyLS.5.3 uses a variety of techniques to present information and software technology

solutionsMathematicsDLS.2 gathers, organises and displays dataPDHPELS.26 uses problem-solving strategies in a variety of contextsVisual ArtsLS.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,

50


permission, permits and licences.

51


Focus: Animals and their needs as living thingsOutcome: LS.9Students learn about Students learn to Integrated learning experiences, instruction and

assessmentEvidence of learning(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.

Oral, visual and/or tangible 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 characteristics of and changes in living things.

recognition that animals as living things need air, food, shelter, care and protection.

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Focus: Investigating the needs of animals as they grow Outcomes: LS.2, LS.9, LS.17, LS.18, LS.19, LS.21Students learn about Students learn to Integrated learning experiences, instruction and


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.

Oral, visual and/or tangible feedback and prompting 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) Outcomes: LS.2, LS.9, LS.17, LS.18, LS.19, LS.21Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

LS.2, LS.18, LS.21 Students the scientific process

– observing– questioning– participating– communicating

participate as part of a 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 recognising that the process of science involves conducting investigations and/or participating in an investigation and/or undertaking a variety of team and individual tasks.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and 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 the scientific process

– observing– questioning– participating– communicating

LS2, LS.18, LS.19, LS.21


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 recognising that the process of science involves conducting investigations and/or participating in an investigation and/or undertaking a variety of team and individual tasks.

observation and recording of the changes in the animal over time in a appropriate format

the scientific process– observing– questioning– participating– communicating


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 investigation and/or communicating information about an investigation and/or undertaking a variety of team and individual tasks.

communication of the results of their investigation with others in an appropriate format.

54


55


Focus: Plants and their needs as living thingsOutcomes: LS.2, LS.9, LS.18, LS.19, LS.21Students learn about Students learn to Integrated learning experiences, instruction and


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 characteristics of and changes 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 characteristics of

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 recognising characteristics of and changes in living things.

recognition that plants as living things need air, light, water and nutrients.

continued

56


Focus: Plants and their needs as living things (cont)Outcomes: LS.2, LS.9, LS.18, LS.19, LS.21Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

LS.2, LS.9, LS.18, LS.19, LS.21 Students characteristics of

living things the scientific process

– observing – questioning– planning– participating– communicating

recognise the parts of plants

participate as part of a team in a scientific 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 recognising that the process of science involves conducting investigations and/or recognising characteristics of and changes in living things and/or participating in an investigation. It may also involve participating in an investigation and/or communicating information about an investigation and/or undertaking a variety of team and individual tasks.

Oral feedback and prompting by the teacher to guide and affirm students’ participation in an investigation.

57


Focus: Investigating the effect of light on plant growthOutcomes: LS.2, LS.9, LS.17, LS.18, LS.19, LS.21Students learn about Students learn to Integrated learning experiences, instruction and


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, LS.18, LS.21 Students the scientific process


the needs of living things

importance of light and water to plants

participate as part of a 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 recognising that the process of science involves conducting investigations and/or recognising characteristics of and changes in living thing. It may also involve participating in the development of a plan to carry out an investigation and/or participating in an investigation and/or undertaking a variety of team and individual tasks.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm the planning of a fair test/controlled experiment into the effect of light on plant growth.

continued

58


Focus: Investigating the effect of light on plant growth (cont)Outcomes: LS.2, LS.9, LS.17, LS.18, LS.19, LS.21Students learn about Students learn to Integrated learning experiences, instruction and


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

the scientific process– observing– questioning– planning– participating– communicating

participate as part of a team in an investigation to explore the effect of light on a plant over time

observe changes that occur in a plant over time


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 recognising that the process of science involves conducting investigations and/or recognising characteristics of and changes in living things and/or participating in an investigation and/or undertaking a variety of team and individual tasks.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: following the steps of

the investigation and support and affirm their participation in the 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 recognising that the process of science involves conducting investigations and/or recognising characteristics of and changes in living things.

recording of the results of the investigation in an appropriate format


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.

Communicating the results of their investigation into the effect of light on plant growth may involve communicating information about an investigation and/or undertaking a variety of team and individual tasks.

selection of appropriate format and their communication of the results of the investigation to others.

59


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.21Students learn about Students learn to Integrated learning experiences, instruction and assessment Evidence of learning

(words in italics refer to Life 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 the needs of living

things the scientific process


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.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and 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.

60


continued

61


Focus: Investigating how people change the environment (cont)Outcomes: LS.2, LS.9, LS.15, LS.16, LS.17, LS.18, LS.19, LS.20, LS.21Students learn about Students learn to Integrated learning experiences, instruction and


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


explore ways in which people can reduce the quantity of resources used


explore ways in which people can reduce the 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 development of a plan to carry out an investigation and/or participating in an investigation and/or communicating about an investigation and/or suggesting a way to solve a problem and/or undertaking a variety of team and individual tasks.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ participation in an investigation to reduce the impact of rubbish in the school environment.

continued

62


Focus: Investigating how people change the environment (cont)Outcomes: LS.2, LS.9, LS.15, LS.16, LS.17, LS.18, LS.19, LS.20, LS.21Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

LS.15, LS.16, LS.18, LS.19, LS.21

Students


identify waste products in the local area


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 communicating about an investigation and/or undertaking a variety of team and individual tasks.

Oral, visual and/or tangible feedback and 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 the effect of human

waste products on natural systems

the effect of noxious weeds on natural systems


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 involve participating in the development of a plan to carry 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.

63


7.2 Energy in everyday life

Unit title: Energy in everyday lifeDescription: 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.Life Skills Outcomes ResourcesA student:LS.2 recognises that the process of science involves conducting investigationsLS.6 recognises some forms and sources of energyLS.7 explores the ways that energy is used in our daily livesLS.15 explores the impact of human activity on the Earth’s resourcesLS.17 participates in the development of a plan to carry out an investigation LS.18 participates in an investigationLS.19 communicates information about an investigationLS.20 suggests a way to solve a problemLS.21 undertakes a variety of team and individual tasks.

Energy provider websites or local energy provider shop frontsElectrical appliances, a variety of switchesSelection of battery operated devicesSimple circuit boardsA variety of types and sizes of batteries

LinksA student:EnglishLS.5 recognises visual texts in a range of contextsLS.12 communicates for a variety of purposesLS.13 communicates in a range of contextsLS.14 communicates with a range of audiencesLS.17 uses individual and collaborative skills in the learning process.

A student:Food TechnologyLS2.1 recognises the relationship between food properties, preparation and processingMathematicsDLS.2 gathers, organises and displays data.

64


Focus: ‘Plug-ins’ – impact of energy on daily lifeOutcomes: LS.6, LS.7Students learn about Students learn to Integrated learning experiences, instruction and


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.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: exploration of the

effects of turning switches on and off

LS.6, LS.7 energy as an agent of

change





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 recognising some forms and sources of energy and/or exploring the ways that energy is used in our daily lives.

recognition of the need for energy to operate appliances

LS.7 the use of energy in

the wider community identify energy use in

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.

65


Focus: Types and sources of energyOutcomes: LS.2, LS.6, LS.7, LS.17, LS.18, LS.19, LS.21Students learn about Students learn to Integrated learning experiences, instruction and


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 recognising some forms and sources of energy and/or exploring the ways that energy is used in our daily lives.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: identification and

exploration of sources of energy

LS.6 energy as an agent of

change

types of energy

sources of energy


recognise forms of energy we use in our 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

66


Focus: Types and sources of energy (cont)Outcomes: LS.2, LS.6, LS.7, LS.17, LS.18, LS.19, LS.21Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

LS.2, LS.6, LS.17, LS.18, LS.19, LS.21 Students energy as an agent of

change

types of energy

the scientific process– observing– questioning– planning– participating– communicating




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 recognising that the process of science involves conducting investigations and/or recognising some forms and sources of energy. This may also involve participating in an investigation and/or communicating information about an investigation and/or undertaking a variety of team and individual tasks.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ participation in investigations and identification of changes brought about by application of heat energy to food.

67


Focus: Energy usage in a typical dayOutcomes: LS.6, LS.7, LS.18, LS.19, LS.21Students learn about Students learn to Integrated learning experiences, instruction and


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, LS.19, LS.21 Students types of energy

sources pf energy

the use of energy within the home




participate individually or as part of a team in an investigation into how a specific form of energy is used in the home


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 investigation and/or communicating about an investigation and/or undertaking a variety of team and individual tasks.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ recording of the ways in which energy is used in a typical day.

68


Focus: Conserving energyOutcomes: LS.15, LS.17, LS.18, LS.19, LS.20, LS.21Students learn about Students learn to Integrated learning experiences, instruction and


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 ways to conserve or



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 exploring the impact of human activity on the Earth’s resources.

Oral, visual and/or tangible feedback and prompting by the teacher to affirm students’ identification of ways in which energy can be conserved.

continued

69


Focus: Conserving energy (cont)Outcomes: LS.15, LS.17, LS.18, LS.19, LS.20, LS.21Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

StudentsLS.15, LS.17, LS.18, LS.19, LS.20, LS.21 ways to conserve or



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 exploring the impact of human activity on the Earth’s resources and/or participating in the development of a plan to carry out an investigation and/or participating in an investigation and/or communicating information about an investigation and/or suggesting a way to solve a problem and/or undertaking a variety of team and individual tasks.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and 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

communication of the results of their investigation to others.

70


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

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.

71


8.1 History Years 7–10 Life Skills unit: Connections with History

Unit title: Connections with HistoryDescription: 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.Life Skills Outcomes ResourcesA student:LS.1 explores the concepts of time and chronologyLS.2 explores personal connections to historyLS.3 participates in site studies to explore people, events and issues in Australian historyLS.8 investigates the importance of significant people, events and issues in Australian

historyLS.11 uses a variety of strategies to locate and select informationLS.12 uses a variety of strategies to organise and communicate information.

People in the community such as grandparents, former students and staff of the school, members of local historical societiesMuseums, libraries, galleriesAccess to computers and the internetExisting textbooks Digital camera, audio and/or video recorder/player

LinksA student:DramaLS.1.3 participates in drama experiences in which role-taking is used to enhance their

understanding of ideas and feelingsEnglishLS.2 listens for a variety of purposes in a range of contextsLS.3 uses technology and aids to communicate with a range of audiencesLS.9 writes short texts for everyday purposesLS.10 composes increasingly complex written textsLS.12 communicates for a variety of purposesLS.13 communicates in a range of contextsInformation and Software TechnologyLS.1.3 uses a range of software programsLS.5.3 uses a variety of techniques to present information and software technology

solutions.

A student:LanguagesLS.MBC.1 experiences cultural diversityLS.MBC.2 explores own and other culturesLS.MBC.3 recognises the contribution of different cultures to Australian societyMathematicsMLS.1 matches familiar activities with time framesMLS.2 recognises and uses the language of timeMLS.3 reads and interprets time in a variety of situationsPDHPELS.5 uses appropriate behaviours in social situationsLS.21 uses appropriate communication strategies in a variety of contextsVisual ArtsLS.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.

72


Focus: Personal connections with history Outcomes: LS.1, LS.2, LS.3, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and


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.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: responses to the guest

speaker

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

73


Focus: Personal connections with history (cont)Outcomes: LS.1, LS.2, LS.3, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and

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

Feedback


and chronology how we discover what

happened in the past



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.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and 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


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 connections to history.

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 connections to history.

organisation of items and events according to chronology.

their personal connection to history

participate in the recording of their personal history

use a variety of 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.

Oral, visual and/or tangible feedback and prompting by 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.

continued74


Focus: Personal connections with history (cont) Outcomes: LS.1, LS.2, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and


Feedback


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.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ sharing their personal history with others using the language of time.

75


Focus: Connecting with people from the pastOutcomes: LS.3, LS.8, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and


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

explore the contribution of one or more significant people or groups in the areas of the arts, sport or community welfare


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.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: selection of appropriate

information from a variety of sources

the contribution of significant people and/or groups

explore the contribution 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 involve investigating the importance of significant people, events and issues in Australian history.

presentation of their knowledge from the investigation of a significant Australian in a range of formats.

continued76


Focus: Connecting with people from the past (cont)Outcomes: LS.3, LS.8, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and


Feedback


significant people and/or groups


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.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: selection and recording

of information

the contribution of significant people and/or groups


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 importance of significant people, events and issues in Australian history and/or using a variety of strategies to organise and communicate information.

communication of the results of their investigation to others in an appropriate format.

Responses from others provide feedback.

77


Focus: Connecting with places of historical significanceOutcomes: LS.2, LS.3, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and


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 how we discover what

happened in the past experience a range of

historical evidence participate in an

investigation of the history of the school

participate in an investigation of an historically or culturally significant location


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.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: location and selection of

appropriate information

how we discover what happened in the past


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 involve using a variety of strategies to organise and communicate information.

selection of an appropriate way to record their information.

continued

78


Focus: Connecting with places of historical significance (cont)Outcomes: LS.2, LS.3, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

Students how we discover what

happened in the past use a variety of

strategies to organise and communicate information


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 using a variety of strategies to organise and communicate information.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: participation in

re-creating a particular event in the history of a significant place



record information of their investigation in oral, visual and/or written formats

Recording information may involve using a variety of strategies to organise and communicate information.

recording of information in an appropriate format



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 using a variety of strategies to organise and communicate information.

incorporation of their information into a time capsule



share or publicise their investigation to others, eg through the local media, historical society, school newsletter.

Sharing or publicising their investigation may involve using a variety of strategies to organise and communicate information.

sharing of the results of their investigation with others.

79


8.2 Geography Years 7–10 Life Skills unit: Australian communities

Unit title: Australian communitiesDescription: 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 OutcomesA student:LS.1 experiences a range of environmentsLS.2 moves around in the environmentLS.3 recognises the features of a range of environmentsLS.4 explores the effects of the physical environment on peoples’ activitiesLS.7 explores the diversity of Australian communitiesLS.10 recognises the importance of active and informed citizenshipLS.11 uses a variety of strategies to locate and select informationLS.12 uses a variety of strategies to organise and communicate information.

ResourcesExisting textbooksSBS World Guide http://www.theworldnews.com.au/Worldguide/index.php3Other internet sourcesArchival magazines and brochuresPhotographs of the local communityComputer hardware and software appropriate to multimedia presentations, including a digital camera

LinksA student:EnglishLS.4 uses spoken language to interact with a range of audiences LS.6 uses visual texts in a range of contextsLS.8 responds to increasingly complex written textsLS.10 composes increasingly complex written textsLS.11 views and responds to a range of visual texts, media and multimediaLS.12 communicates for a variety of purposesLS.13 communicates in a range of contextsLS.14 communicates with a range of audiencesHistoryLS.9 recognises the contribution of Aboriginal peoples and other cultures to

Australian historyLS.11 uses a variety of strategies to locate and select informationLS.12 uses a variety of strategies to organise and communicate informationInformation and Software TechnologyLS.5.3 uses a variety of techniques to present information and software technology

solutions.

A student:LanguagesLS.MBC.1 experiences cultural diversityLS.MBC.2 explores own and other culturesLS.MBC.3 recognises the contribution of different cultures to Australian societyMathematicsDLS.1 reads and interprets tables and data displaysPDHPELS.5 uses appropriate behaviours in social situationsLS.21 uses appropriate communication strategies in a variety of contextsVisual ArtsLS.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 ‘Changing Australian Communities’ in Geography Years 7–10: Advice on Programming and Assessment (pp 27–35).

80


Focus: Our communityOutcomes: LS.1, LS.2, LS.3, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and


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.

Oral, visual and/or tangible feedback and prompts by the teacher to guide and 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 using a variety of strategies to organise and communicate 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

81


Focus: Our community (cont)Outcomes: LS.1, LS.2, LS.3, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and


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 range of environments and/or using a variety of strategies to locate and select information.

Oral, visual and/or tangible feedback and prompts by the teacher to guide and 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 recognising the features of a range of environments.

response to questions involving geographical language.

continued

82


Focus: Our community (cont)Outcomes: LS.1, LS.2, LS.3, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

Students moving around the

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.

Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: request for assistance

and safe movement in the environment

moving around the environment using safe practice

use modes of travel to meet individual needs in the immediate environment

demonstrate safe practice as a pedestrian

demonstrate safe 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.

83


Focus: Belonging to communitiesOutcomes: LS.3, LS.7, LS.10, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and


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 variety of strategies to locate and select information and/or using a variety of strategies to organise and communicate information.

Oral, visual and/or tangible feedback and prompts by the teacher to affirm students’ identification of groups to which they belong and the variety of groups within the community.

84


Focus: Faces in the communityOutcomes: LS.2, LS.3, LS.10, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and


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 tangible feedback and prompts by the teacher to guide and affirm students’: sharing their cultural

background with others Australia’s cultural

identity explore the features of

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 using a variety of strategies to locate and select information and/or using a variety of strategies to organise and communicate information and/or exploring the diversity of Australian communities.

recording of the cultural background of themselves and others in the class

Australia’s cultural 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

85


Focus: Faces in the community (cont)Outcomes: LS.1, LS.2, LS.3, LS.10, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and


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 recognising the features of a 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 variety of strategies to locate and select information.


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

explore the features of 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 and/or using a variety of strategies to organise and communicate information.

creation of a collage or multimedia presentation of the features of the local community and what makes it unique.

86


Focus: Distinctive features of AustraliaOutcomes: LS.1, LS.2, LS.3, LS.4, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and


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.


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 indicate recognising the features of a range of environments.

identification of the 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 using a variety of strategies to locate and select information.

research into the effect of the physical environment on the activities of people.

continued87


Focus: Distinctive features of Australia (cont)Outcomes: LS.1, LS.2, LS.3, LS.4, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and


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 recognising the features of a range of environments and/or experiencing a range of environments. It may also involve using a variety of strategies to organise and communicate information.

Oral, visual and/or tangible feedback and prompts by the teacher to guide and 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

Determining the most appropriate native trees and flowers to plant in the school/community may indicate recognising the features of a range of environments and/or using a variety of strategies to locate and select information.

identification of the most appropriate plants to grow in the local area.

continued

88


Focus: Distinctive features of Australia (cont)Outcomes: LS.1, LS.2, LS.3, LS.4, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

Students distinctive features of

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 recognising the features of a range of environments. The fieldwork may also involve using a variety of strategies to locate and select information and/or using a variety of strategies to organise and communicate information.

Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: recording of the distinct

features of Australian native animals

distinctive features of Australian fauna


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– presenting an oral report.

Communicating the results of their fieldwork with others may indicate using a variety of strategies to organise and communicate information.

communication of the results of their fieldwork.

89


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 culturesDescription: This unit involves students exploring important features of Aboriginal cultures and the ways that Aboriginal people contribute to Australian society. Students develop appropriate ways to interact with members of the Aboriginal community and explore the importance of land to Aboriginal people. Learning activities address selected ‘learn about’ and ‘learn to’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students. The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests.Life Skills OutcomesA student:LS.1 recognises factors that contribute to an Aboriginal person’s identityLS.4 recognises the importance of self-determination and autonomy for Aboriginal PeoplesLS.5 recognises the significant contribution of Aboriginal people to Australian societyLS.6 explores the ways in which the wider Australian community interacts with Aboriginal Peoples and culturesLS.8 uses appropriate protocols for working with Aboriginal Peoples and communitiesLS.9 uses a variety of strategies to locate and select informationLS.10 uses a variety of strategies to organise and communicate information.

ResourcesBooksBarlow, 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.PostersATSIC, CanberraDepartment of Aboriginal Affairs, SydneyNaamarroo Employment Services, Redfern

VideosThe Dreaming Series, Aboriginal Nations Pty Ltd, 97 Rose St Chippendale, 2008Message Stick. ABC Series.WebsitesBangarra Dance Theatre http://www.bangarra.com.auAboriginal and Torres Strait Islander Commission http://www.atsic.gov.auAustralian Museum http://www.amonline.net.auYothu Yindi http://www.yothuyindi.comChristine Anu http://www.christineanu.comDeadly Vibe Magazine http://www.vibe.com.au

90


LinksA student:Aboriginal LanguagesLS.MBC.1 experiences cultural diversityLS.MBC.2 explores their own and other culturesEnglishLS.2 listens for a variety of purposes in a range of contextsLS.3 uses technology and aids to communicate with a range of audiencesLS.11 views and responds to a range of visual texts, media and multimediaLS.16 explores social and cultural issues through textsGeographyLS.2 moves around in the environmentLS.4 explores the effects of the physical environment on people’s activitiesHistoryLS.3 participates in site studies to explore people, events and issues in Australian

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

Australian society.


solutionsMusicLS.7 experiences music from a variety of social, cultural and historical contextsLS.9 appreciates a variety of musicPDHPELS.5 uses appropriate behaviours in social situationsLS.23 supports and cooperates with others in a range of contextsVisual ArtsLS.1 experiences a variety of artmaking activitiesLS.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.

91


Focus: Exploring traditional and contemporary Aboriginal cultureOutcomes: LS.1, LS.6, LS.8Students learn about Students learn to Integrated learning experiences, instruction and


Feedback


themselves and others assists students to explore aspects of cultural diversity invites members of the Aboriginal community to share

features of their culture.Students

factors that contribute 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

Bringing items from home representing students’ cultural backgrounds is important in recognising factors that contribute to an Aboriginal person’s identity.

Oral, visual and/or tangible feedback and prompts by the teacher to guide and 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 recognising factors that contribute to an Aboriginal person’s identity.

response to and identification of the cultural background of themselves and others in the class.

continued

92


Focus: Exploring traditional and contemporary Aboriginal culture (cont)Outcomes: LS.1, LS.6, LS.8Students learn about Students learn to Integrated learning experiences, instruction and


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.

Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: participation in

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 community interacts with Aboriginal Peoples and 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

93


Focus: Exploring traditional and contemporary Aboriginal culture (cont)Outcomes: LS.1, LS.6, LS.8Students learn about Students learn to Integrated learning experiences, instruction and


Feedback



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 community interacts with Aboriginal Peoples and cultures.

Oral, visual and/or tangible feedback and prompts by the teacher to guide and 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 identityOutcomes: LS.1, LS.4, LS.9, LS.10

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 may indicate recognising factors that contribute to an Aboriginal person’s identity.

Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm responses to films, stories, visiting artists and the Aboriginal flag and the identification of the link between the land and Aboriginal identity.

continued

94


Focus: Land and its significance for Aboriginal identity (cont)Outcomes: LS.1, LS.4, LS.9, LS.10Students learn about Students learn to Integrated learning experiences, instruction and


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 recognising factors that contribute to an Aboriginal person’s identity and/or recognising the importance of self-determination and autonomy for Aboriginal Peoples. It may also involve using a variety of strategies to locate and select information.

Oral, visual and/or tangible feedback and prompts by the teacher to guide and 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 organise and communicate information.

recording of results and presentation to others.

Responses by others provide feedback.

95


Focus: Connecting with prominent Aboriginal peopleOutcomes: LS.5, LS.6, LS.8, LS.9, LS.10Students learn about Students learn to Integrated learning experiences, instruction and


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.



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 community interacts with Aboriginal Peoples and cultures.

Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: identification of well

known Aboriginal people and their roles in the community

the contribution of Aboriginal people to Australian society

participate in the 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

96


Focus: Connecting with prominent Aboriginal people (cont)Outcomes: LS.5, LS.6, LS.8, LS.9, LS.10Students learn about Students learn to Integrated learning experiences, instruction and


Feedback


Aboriginal people to Australian society

the appropriate protocols for communicating and showing respect for Aboriginal Peoples and cultures


participate in the 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


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 Aboriginal people to Australian society. It may also indicate using appropriate protocols for working with Aboriginal Peoples and communities and/or using a variety of strategies to locate and select information.

Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: identification, location

and selection of appropriate resources that will provide information on the life and contribution of the person



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, multimedia presentation

Determining the most appropriate way to record the information gathered may indicate using a variety of strategies to organise and communicate information.

recording of their information in an appropriate format



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– presenting an oral report.

Sharing their case study with others may indicate using a variety of strategies to organise and communicate information.

communication of the results of their case study in an appropriate format.

Responses by others can provide feedback.

97


8.4 Commerce Years 7–10 Life Skills unit: Informed consumers

Unit title: Informed consumersDescription: 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.Life Skills Outcomes ResourcesA student:LS.1 explores the differences between needs and wantsLS.2 recognises ways in which people obtain goods and services in the local

communityLS.3 explores consumer, financial, legal and employment issues which affect daily lifeLS.4 explores rights and responsibilities as a consumerLS.7 makes informed decisions about purchasing goods and servicesLS.8 purchases goods and servicesLS.10 identifies appropriate community support personnel and agencies who can assist

with commercial and legal problems and issuesLS.11 uses a variety of strategies to locate and select informationLS.12 uses a variety of strategies to organise and communicate informationLS.13 uses individual and collective skills in the learning processNote: 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.

WebsitesAustralian Competition and Consumer Commission http://www.accc.gov.auAustralian Consumers’ Association http://www.choice.com.auConsumers Online http://www.consumersonline.gov.auNSW Office of Fair Trading

http://www.dft.nsw.gov.auhttp://www.dft.nsw.gov.au/shoppinghttp://www.dft.nsw.gov.au/shopping/shoppingtips/lay-byshttp://www.moneystuff.fairtrading.nsw.gov.au

National Children’s and Youth Law Centre http://www.lawstuff.org.auScamwatch http://www.scamwatch.gov.auAustralian Securities and Investment Commission

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

LinksA student:EnglishLS.6 uses visual texts in a range of contextsLS.7 reads and responds to short written textsLS.8 responds to increasingly complex written textsLS.12 communicates for a variety of purposesLS.13 communicates in a range of contextsLS.14 communicates with a range of audiencesInformation and Software TechnologyLS.2.1 uses information and software technology in solving a range of problemsLS.5.3 uses a variety of techniques to present information and software technology

solutions.

A student:MathematicsNLS.13 uses money to purchase goods and servicesNLS.15 plans personal financesPDHPELS.21 uses appropriate communication strategies in a variety of contextsLS.26 uses problem-solving strategies in a variety of contextsVisual ArtsLS.1 experiences a variety of artmaking activitiesLS.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 ‘Consumer Choice’ in Commerce

98


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

99


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.1Students learn about Students learn to Integrated learning experiences, instruction and

assessmentEvidence of learning Feedback

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 tangible feedback and prompting by the teacher 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.

100


Focus: Where do you get it?Outcome: LS.2Students learn about Students learn to Integrated learning experiences, instruction and

assessmentEvidence of learning Feedback

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 tangible feedback and prompting by the teacher 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.

101


Focus: Rights and responsibilities as a consumer Outcomes: LS.4, LS.10, LS.11, LS.12, LS.13Students learn about Students learn to Integrated learning experiences, instruction and


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 tangible feedback and prompting by the teacher to guide and affirm students’ participation in consumer scenarios and identification of some of their rights and responsibilities as consumers.

continued

102


Focus: Rights and responsibilities as a consumer (cont)Outcomes: LS.4, LS.10, LS.11, LS.12, LS.13Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

Students responsible consumer

behaviour



researching and presenting individually and in groups

return hired goods in same condition and on time

recognise the importance of making payments on time



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 tangible feedback and prompting by the teacher 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.

participation in drawing up a sample contract.

continued

103


Focus: Rights and responsibilities as a consumer (cont)Outcomes: LS.4, LS.10, LS.11, LS.12, LS.13Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

Students the need for consumer

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 tangible feedback and prompting by the teacher to guide and affirm students’ identification of the importance and binding nature of contracts and the need for care before entering into contracts.

104


Focus: Consumer protection Outcomes: LS.4, LS.10, LS.11, LS.12, LS.13Students learn about Students learn to Integrated learning experiences, instruction and


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.


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 tangible feedback and prompting by the teacher to guide and affirm students’: identification of

situations in which they may need protection as consumers

the need for consumer 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

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Focus: Consumer protection (cont)Outcomes: LS.4, LS.10, LS.11, LS.12, LS.13Students learn about Students learn to Integrated learning experiences, instruction and


Feedback


protection

support personnel and agencies in the community who can assist with commercial and legal issues




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




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 tangible feedback and prompting by the teacher to guide and affirm students’ identification of situations in which they may need protection as consumers and the people and/or agencies who can assist them.

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Focus: Look, think, try before you buy Outcomes: LS.7, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and


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 tangible feedback and prompting by the teacher to guide and affirm students’ identification of ways that consumers are persuaded to buy products and so help them make informed decisions about purchasing goods and services.

continued

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Focus: Look, think, try before you buy (cont)Outcomes: LS.7, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and


Feedback


selection of goods and services



identify factors that influence consumer choices


select information from identified sources


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 indicate using a variety of strategies to locate and select information and/or using a variety of strategies to organise and communicate information.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: request for help when

purchasing goods and services and comparison of prices of products and services so that they can make informed decisions about purchases.

factors that influence selection of goods and services


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 purchasing goods and services.

identification of items that should be tried before purchase so that informed decisions may be made about purchasing the goods.

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Focus: Making an informed purchaseOutcomes: LS.3, LS.4, LS.7, LS.8, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and


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

factors that influence consumers

responsible consumer behaviour

factors that influence selection of goods and services

purchasing goods and services



recognise the factors that influence consumer decisions

identify ways in which individuals promote responsible consumer behaviour


identify items for purchase




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 tangible feedback and prompting by the teacher to guide and affirm students’ identification of the steps to follow when purchasing items so that they can make informed decisions about purchasing goods and services.

continued

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Focus: Making an informed purchase (cont)Outcomes: LS.3, LS.4, LS.7, LS.8, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and


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 purchasing goods and services.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ purchase of goods and/or services.

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8.5 Work Education Years 7–10 Life Skills unit: The world of work

Unit title: The world of workDescription: 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.Life Skills Outcomes ResourcesA student:LS.1 explores the nature of work and the workplaceLS.3 identifies the roles and responsibilities of a variety of organisations in the

communityLS.4 identifies appropriate support personnel and agencies in the communityLS.5 recognises the roles of education, employment and training systemsLS.6 explores strategies that facilitate effective planning for and management of

transition to further education, training and employmentLS.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 workplaceLS.10 evaluates personal skills and strengths to facilitate participation in pathways

planningLS.11 uses a variety of strategies to locate and select informationLS.12 uses a variety of strategies to organise and communicate information.

Contact details for education, training and employment service providersImages and video excerpts related to work safetyComputer hardware, multimedia and word-processing software and access to the internetWebsitesAustralian National Training Authority: http://www.anta.gov.auAustralian Government Department of Education, Science and Training (Enterprise and Career Education Foundation): http://www.ecef.com.auWADU Resource (vocational education resources for Indigenous students and communities):

http://www.ecef.com.au/WaduResource/WADU_PC.htm myfuture website: http://www.myfuture.edu.auAustralian Council for Trade Unions (worksite for schools):

http://www.worksite.actu.asn.auAustralian Government Department of Employment and Workplace Relations:

http://www.workplace.gov.auResources produced by the NSW Department of Education and TrainingThe Student Guide to Workplace LearningThe Employment Related Skills Logbook and Support SupplementSchool to Work Planning Teacher ResourceWRAPS Careers: What Do You Want to Be? (video)

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understanding of ideas and feelingsEnglishLS.4 uses spoken language to communicate with a range of audiencesLS.10 composes increasingly complex written textsLS.12 communicates for a range of purposesLS.13 communicates in a range of contextsLS.14 communicates with a range of audiencesLS.17 uses individual and collaborative skills in the learning processGeographyLS.1 experiences a range of environmentsLS.2 moves around in the environment.


solutionsPDHPELS.5 uses appropriate behaviours in social situationsLS.7 uses appropriate strategies to initiate and manage relationshipsLS.10 recognises and responds to safe and unsafe situationsLS.11 demonstrates safe practices that promote personal wellbeingLS.22 uses appropriate strategies in response to at-risk situationsLS.26 uses problem-solving strategies in a variety of contextsVisual ArtsLS.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 ‘The World of Work’ in Work Education Years 7–10: Advice on Programming and Assessment (pp 16–33).

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Focus: Planning aheadOutcomes: LS.5, LS.6, LS.7, LS.10, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and


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





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 variety of strategies to organise and communicate information.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: demonstration of a

range of strategies to plan ahead

education and training systems


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.

identification of the goal of transition planning.

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continued

114


Focus: Planning ahead (cont)Outcomes: LS.5, LS.6, LS.7, LS.10, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and


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 personal preferences and choices within the context of planning for transition to further education, training and employment.

Oral, visual and/or tangible feedback and prompting by the teacher 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 preferences and choices within the context of planning for transition to further education, training and employment.

participation in simulated transition planning meetings and communication of personal preferences and choices.

continued

115


Focus: Planning ahead (cont)Outcomes: LS.5, LS.6, LS.7, LS.10, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

Students linking personal skills

to pathways planning 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 indicate communicating personal preferences and choices within the context of planning for transition to further education, training and employment and/or evaluating personal skills and strengths to facilitate participation in pathways planning.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ active participation in the transition planning meeting.

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Focus: Services in the communityOutcomes: LS.3, LS.4, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and


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



identify the roles of government departments and agencies

identify the roles of businesses in the community

identify the roles of services in the community

identify individual support needs

identify appropriate departments, businesses, services or personnel that can assist with individual support needs



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 tangible feedback and prompting by the teacher to guide and affirm the identification of, and contact with, agencies and organisations that can assist in meeting individual needs.

117


Focus: What’s work all aboutOutcomes: LS.1, LS.11, LS.12Students learn about Students learn to Integrated learning experiences, instruction and


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

the types and variety of work places




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





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 tangible feedback and prompting by the teacher to guide and affirm students’ identification of different types of work and skills necessary for participation in the workforce.

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Focus: Experiencing training and workplace environmentsOutcomes: LS.1, LS.6, LS.8, LS.9, LS.10, LS.12Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

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

workplace environments assists students to participate in workplace experiences.Students


the types and variety of workplaces

visit a range of education, training and 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 education, training and employment and/or investigating the nature of work and the workplace.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: participation in site

studies to observe and experience a variety of training and/or work environments


strategies for communicating 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 indicate using a variety of strategies to organise and communicate information.

recording their observations and experiences of work and training site studies in an appropriate format.

continued

119


Focus: Experiencing training and workplace environments (cont)Outcomes: LS.1, LS.6, LS.8, LS.9, LS.10, LS.12Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

Students employee

responsibilities


demonstrate skills that lead to effective participation in the workplace

set goals, establish preferences and choices 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 tangible feedback and prompting by the teacher to guide and affirm students’: communication of

preferences for participation in training and/or workplace experiences

employee responsibilities

recognise factors that lead to effective participation in the 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 training and/or workplace experiences may involve recognising skills for effective participation in the workplace.

identification of workplace skills

identifying personal skills and strengths

linking personal skills to pathways planning

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

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Focus: Experiencing training and workplace environments (cont)Outcomes: LS.1, LS.6, LS.8, LS.9, LS.10, LS.12Students learn about Students learn to Integrated learning experiences, instruction and


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 training and/or workplace experiences within the school may involve investigating the nature of work and the workplace.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: demonstration of

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 involve investigating the nature of work and the workplace.

participation in a range of training and/or workplace experiences.

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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

122


decorations.

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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.

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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 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 OutcomesA student:LS 1.1 recognises that a process is used to produce design projectsLS 1.2 recognises factors that influence designLS 2.1 gathers and uses information in the context of producing design projectsLS 2.2 uses a variety of techniques to communicate ideas in the context of producing

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

projectsLS 3.3 demonstrates safe practices in the use of materials, tools and equipment in the

context of producing a design projectLS 3.4 cares for materials, tools and equipmentLS 5.1 participates in producing design projectsLS 6.1 evaluates the success of completed design projectsLS 6.2 evaluates the design of everyday products in terms of intended use.

ResourcesAccess to computer hardware such as digital cameras, scanners and software such as word-processingExamples and images of bags, bracelets, planter boxes and T-shirtsA variety of embellishments such as tassels, studs, sequins, stencils, transfers, stickersA variety of materials that could include beads, shells, vinyl, leather, timber, jewellery thread, plastic, calico, denim, hessian, canvas, closing devices, handlesA variety of finishes that could include paint, wood stain, lacquerA variety of tools and equipment for the making of the product

LinksA student:EnglishLS.11 views and responds to a range of visual texts, media and multimediaLS.12 communicates for a variety of purposesInformation and Software TechnologyLS.5. uses a variety of techniques to present information and software technology

solutions.

A student:MathematicsDLS.2 gathers, organises and displays dataMLS.5 responds to the language of measurement in everyday contextsMLS.6 uses the language of measurement in everyday contextsMLS.8 estimates and measures length and distanceSGLS.4 responds to the language of positionSGLS.5 uses the language of position in a variety of situationsVisual ArtsLS.1 experiences a variety of artmaking activitiesLS.2 explores a variety of materials, techniques and processes.

For students working towards Life Skills outcomes in regular classes, teachers may wish to link the activities in this unit with the Stage 4 unit ‘Toy Maker’ in Technology (Mandatory) Years 7–8: Advice on Programming and Assessment (pp 24–38).

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Focus: Function of a variety of productsOutcomes: LS.1.2, LS.2.1, LS.2.2, LS.6.2Students learn about Students learn to Integrated learning experiences, instruction and


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 tangible feedback and prompts by the teacher to guide and affirm students’ identification of the use and function of a variety of products.

continued

126


Focus: Function of a variety of products (cont)Outcomes: LS.1.2, LS.2.1, LS.2.2, LS.6.2Students learn about Students learn to Integrated learning experiences, instruction and


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 tangible feedback and prompts by the teacher to guide and affirm students’: identification of

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.

recording of their participation in the design process in an appropriate format.

127


Focus: Selecting a product designOutcomes: LS 1.2, LS 2.1, LS 2.2Students learn about Students learn to Integrated learning experiences, instruction and


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.


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 tangible feedback and prompts by the teacher to guide and affirm students’ selection of an appropriate project.

128


Focus: Planning steps for producing a productOutcomes: LS.1.1Students learn about Students learn to Integrated learning experiences, instruction and


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 tangible feedback and prompts by the teacher to guide and affirm students’ identification of the steps needed to produce a design project.

129


Focus: Safe use of tools, equipment and materials in producing a productOutcomes: LS.3.1, LS.3.2, LS.3.3, LS.3.4Students learn about Students learn to Integrated learning experiences, instruction and


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 tangible feedback and prompts by the teacher to guide and affirm students’: identification of

appropriate materials, tools equipment

factors that influence safety – in the classroom– in specialist rooms– in external areas

the application of Occupational Health and Safety practices

recognise factors that 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.

demonstration of safe use of materials, tools equipment.

continued

130


Focus: Safe use of tools, equipment and materials in producing a product (cont)Outcomes: LS.3.1, LS.3.2, LS.3.3, LS.3.4Students learn about Students learn to Integrated learning experiences, instruction and


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 tangible feedback and prompts by the teacher to guide and affirm students’ demonstration of the care and storage of tools and equipment.

Focus: Producing the productOutcome: 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

applying the design process in the context 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 tangible feedback and prompts by the teacher to guide and affirm students’ demonstration of following the plan and use of materials, tools and equipment in the production process.

131


Focus: Evaluating the completed productOutcomes: LS.2.2, LS.6.1Students learn about Students learn to Integrated learning experiences, instruction and


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


evaluate a completed design project

evaluate a design project in terms of– presentation– packaging– price/cost– safety– impact on

individuals, society and environment


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 tangible feedback and prompts by the teacher to guide and affirm students’: evaluation of the

product in terms of function and aesthetics



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 involve using a variety of techniques to communicate ideas in the context of producing design projects.

sharing their information with others in an appropriate format.

132


9.2 Agricultural Technology Years 7–10 Life Skills unit: Vegetable production enterprise

Unit title: Vegetable production enterpriseDescription: 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.Life Skills Outcomes ResourcesA student: BooksLS.1 experiences a range of plant and animal production enterprisesLS.2 investigates some environmental factors that affect plant and animal

productionLS.4 explores how agricultural production contributes to our daily livesLS.5 participates in the production process of an agricultural enterpriseLS.6 participates in marketing an agricultural productLS.10 uses information and communication technologies to collect, organise

and present information related to an agricultural enterpriseLS.12 selects appropriate equipment, materials and tools to meet the

requirements of an agricultural enterpriseLS.13 demonstrates safe practice in the use of equipment, materials and toolsLS.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 toolsMaterials/Equipment such as pots, garden bed, soil, potting mix, seeds, seedlings, water, fertiliser, gloves, face masks, pest control products

LinksA student:CommerceLS.2 recognises ways in which people obtain goods and services in the local

communityLS.8 purchases goods and services EnglishLS.2 listens for a variety of purposes in a range of contextsLS.5 recognises visual texts in a range of contextsLS.6 uses visual texts in a range of contextsLS.7 reads and responds to short written textsLS.9 writes short texts for everyday purposesLS.11 views and responds to a range of visual texts, media and multimedia.

A student:Information and Software TechnologyLS.5.3 uses a variety of techniques to present information and software technology solutionsMathematicsMLS.5 responds to the language of measurement in everyday contextsMLS.6 uses the language of measurement in everyday contextsScienceLS.9 recognises characteristics of and changes in living thingsLS.14 recognises that living things depend upon each other and on their environmentsVisual ArtsLS.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).

133


Focus: Vegetable products Outcomes: LS.4, LS.10Students learn about Students learn to Integrated learning experiences, instruction and


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

assists students in recording their involvement at each 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 tangible feedback and prompting by the teacher to guide and affirm students’: identification of the

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: – photographs and/or other images of their participation

at various steps in the production process– descriptions of their activities at each step– personal observations– 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.

recording of their involvement in the production process in an appropriate format.

134


Focus: Planning and preparation Outcomes: LS.1, LS.2, LS.5, LS.6, LS.12Students learn about Students learn to Integrated learning experiences, instruction and


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.


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

– available resources– 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

135


Focus: Planning and preparation (cont)Outcomes: LS.1, LS.2, LS.5, LS.6, LS.12Students learn about Students learn to Integrated learning experiences, instruction and


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 and/or participating in the production process of an agricultural enterprise.

Oral, visual and/or tangible feedback and prompting by the teacher 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 participating in marketing an agricultural product.

identification of steps involved in growing, harvesting and marketing vegetable products.

136


Focus: Safe use of equipment, materials and toolsOutcomes: LS.13, LS. 14Students learn about Students learn to Integrated learning experiences, instruction and


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 the application of

Occupational Health and Safety practices

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 tangible feedback and prompting by the teacher 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

storage space after use– 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, materials and tools.

demonstration of routines for the care and maintenance of equipment, materials and tools.

137


Focus: Planting and caring for vegetable plantsOutcomes: LS.5, LS.10, LS.13Students learn about Students learn to Integrated learning experiences, instruction and


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

the application of Occupational Health and Safety practices

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 agricultural enterprise and/or demonstrating safe practices in the use of equipment, materials and tools.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: demonstration of safe

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


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 communication technologies to collect, organise and present information related to an agricultural enterprise.

recording of the growth of the vegetable seedlings in an appropriate format.

138


Focus: Harvest, process and store vegetable produceOutcome: LS.5Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

Teacher demonstrates, assists and supervises the harvesting,

storage and processing of vegetable produce.Students

harvesting methods for particular plant species

harvest crop using appropriate techniques

harvest vegetables appropriately Use of harvesting techniques may indicate participating in the production process of an agricultural enterprise.


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 participating in the production process of an agricultural enterprise.

demonstration of appropriate techniques for processing and storing vegetables.

139


Focus: Marketing vegetable productsOutcomes: LS.6Students learn about Students learn to Integrated learning experiences, instruction and


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 participating in marketing an agricultural product.

Oral, visual and/or tangible feedback and prompting by the teacher 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 indicate participating in marketing an agricultural product.

demonstration of skills in distributing vegetable products to customers.

140


Focus: Evaluating the vegetable production processOutcomes: LS.5, LS.10Students learn about Students learn to Integrated learning experiences, instruction and


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 participating in the production process of an agricultural enterprise and/or using information and communication technologies to collect, organise and present information related to an agricultural enterprise.

Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: evaluation of the

success of the enterprise

organising and presenting data collected


share their experiences of the production process with others. This may involve:– displaying the folio/workbook in a prominent place in

the school– developing a multimedia presentation.

Sharing their experiences of the production process with others may involve using information and communication technologies to collect, organise and present information related to an agricultural enterprise.

communication of their participation in the production process with others in an appropriate format.

141


9.3 Design and Technology Years 7–10 Life Skills unit: Storage matters

Unit title: Storage mattersDescription: 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.Life Skills Outcomes ResourcesA student: 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 researchMaterials, tools and equipment appropriate to the selected projectOff-cuts and samples of materials for practice purposesExamples and images of completed projects and modifications/embellishmentsPrefabricated templates from which to construct the project, eg cake boxes and gift bags

LS.1.1 recognises that a process is used to develop design solutionsLS.1.2 considers factors that influence designLS.3.1 evaluates the work of designers in terms of the benefits to the individual,

society and environmentsLS.5.1 gathers and uses information to generate design solutionsLS.5.2 uses a variety of technologies to present design solutionsLS.6.1 selects and uses appropriate processes and techniques in the context of

producing design projectsLS.6.2 participates in producing design projectsLS.6.3 demonstrates safe practices in the use of equipment and the implementation of

techniquesLS.6.4 cares for materials, tools and equipment.LinksA student:EnglishLS.12 communicates for a variety of purposesIndustrial TechnologyLS.1.2 demonstrates safe practices in the use of materials, tools and equipmentLS.2.1 recognises that a process is used to design and make projectsLS.2.2 selects appropriate tools to undertake projectsLS.3.1 selects and uses appropriate materials to undertake projectsLS.6.1 evaluates the success of projectsInformation and Software TechnologyLS.5.3 uses a variety of techniques to present information and software technology

solutions.

A student:MathematicsMLS.5 responds to the language of measurement in everyday contextsMLS.6 uses the language of measurement in everyday contextsSGLS.4 responds to the language of positionSGLS.5 uses the language of position in a variety of situationsVisual ArtsLS.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 ‘Safe and Sound’ in Design and Technology Years 7–10: Advice on Programming and Assessment (pp 21–29).

142


Focus: Function of storage devicesOutcomes: LS.1.1, LS.1.2, LS.5.2 Students learn about Students learn to Integrated learning experiences, instruction and


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

factors that influence 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.


range and purpose of storage devices in the home



identify storage devices that are commonly used in the school and the items that are stored in them, eg lockers, bags, cupboards, storerooms

Identification of a range of storage devices in the school and their uses may indicate considering factors that influence design.

identification of the range and purpose of storage devices in the school



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.

identification of appropriate storage solutions for a range of items.

continued

143


Focus: Function of storage devices (cont)Outcomes: LS.1.1, LS.1.2, LS.5.2 Students learn about Students learn to Integrated learning experiences, instruction and


Feedback


design consider the factors that

influence design in the 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.


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


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 in the process– descriptions of their activities at each step of the

project– personal observations– data and information relevant to the project– personalised step-by-step plan for producing the

project– evaluation of 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.


144


Focus: Exploring features of storage devicesOutcomes: LS.1.2, LS.3.1Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

Teacher provides examples, images and diagrams of a range of

storage devices.Students

evaluating designs


evaluate a variety of products in terms of cost and benefits


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. Activities may include:– 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 considering factors that influence design.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of a range of design features in modern storage devices.

145


Focus: Selecting a storage design projectOutcomes: LS.5.1, LS.6.1Students learn about Students learn to Integrated learning experiences, instruction and


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 obtaining information

form a variety of sources

participate in producing a design project

access sources of 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 context of producing design projects.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ selection of an appropriate project.

Focus: Planning steps for producing the storage design projectOutcome: 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

recognise the steps in a design process


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 tangible feedback and prompting by the teacher to guide and affirm students’ identification of the steps to produce their storage design project.

146


Focus: Safe use of tools, equipment and materials in producing the storage design projectOutcomes: LS.6.3, LS.6.4Students learn about Students learn to Integrated learning experiences, instruction and


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.


Occupational Health and Safety practices in relation to– handling and using

a variety of materials

– handling and using hand tools, power tools and appliances

– handling and using 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– using materials, tools and equipment safely and

appropriately under supervision

Use of safe practices may involve demonstrating safe practices in the use of equipment and the implementation of techniques and/or caring for materials, tools and equipment.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: demonstration of safe

practices when using materials, tools and equipment

routines for care of materials, tools and 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:– returning materials, tools and equipment to their

storage space after use– tidying the work area.

Following routines to care for and store materials, tools and equipment may indicate caring for materials, tools and equipment.

demonstration of the skills to care for materials, tools and equipment.

147


Focus: Producing a storage design project Outcomes: LS.6.1, LS.6.2Students learn about Students learn to Integrated learning experiences, instruction and


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

producing a design project

techniques used to develop projects across a range of technologies

follow the steps to 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 producing design projects.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ production of the storage design project by following the personalised step-by-step plan.

148


Focus: Evaluating the storage design project Outcomes: LS 5.2, LS.6.1, LS.6.2Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

Teacher assists students to evaluate their project’s suitability for

intended use.Students

producing a design project

follow the steps to complete a design project– evaluate design

project

evaluate their storage design project in terms of dimensions, aesthetics, portability and durability. Activities may include:– 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 producing design projects and/or participating in producing design projects.

Oral, visual and/or tangible feedback and prompting by the teacher 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


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– developing a multimedia presentation.

Sharing the information in the folio with others may involve using a variety of techniques to communicate ideas in the context of producing design projects.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ sharing their experiences of the production process with others in an appropriate format.

Feedback from others on the folio.

149


9.4 Food Technology Years 7–10 Life Skills unit: Celebrations

Unit title: CelebrationsDescription: 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.Life Skills Outcomes ResourcesA student: Examples of foods served at special occasions and celebrationsLS.1.1 demonstrates hygienic and safe practices in the selection, handling and

storage of foodLS.4.1 gathers and uses information from a variety of sourcesLS.4.2 uses a variety of communication techniquesLS.5.1 participates in making food itemsLS.5.2 uses appropriate equipment and techniques in making a variety of food itemsLS.5.3 demonstrates safe practices in the making of food itemsLS.5.4 cares for equipmentLS.6.2 recognises the significant role of food in society.

Ingredients, material, equipment and appliances necessary for the preparation and serving of celebration foodsRecipes and images of celebration foodsAccess to electronic and print media for researchAccess to computers and appropriate software to present information

LinksA student:English LS.2 listens for a variety of purposes in a range of contextsLS.8 responds to increasingly complex written textsIndustrial TechnologyLS1.2 demonstrates safe practices in the use of materials, tools and equipmentLanguagesMBC.1 experiences cultural diversityMBC.2 explores their own and other culturesMBC.3 recognises the contribution of different cultures to Australian society.

A student:MathematicsNLS.1 recognises language that is descriptive of numberNLS.5 recognises fractions in everyday contextsNLS.6 uses fractions in everyday contextsMLS.5 responds to the language of measurement in everyday contextsMLS.6 uses the language of measurement in everyday contextsMLS.9 estimates and measures capacityMLS.10 estimates and measures massPersonal Development, Health and Physical EducationLS.12 makes healthy nutritional choicesLS.13 demonstrates appropriate behaviours associated with eating and drinkingVisual ArtsLS.2 explores a variety of materials, techniques and processesLS.6 makes a variety of artworks that reflect experiences, responses or a point

of view.For students working towards Life Skills outcomes in regular classes, teachers may wish to link the activities in this unit with the Stage 5 unit ‘Celebrations’ in Food Technology Years 7–10: Advice on Programming and Assessment (pp 23–35).

150


Focus: The significance of food in celebrationsOutcomes: LS.4.1, LS.4.2, LS.6.2Students learn about Students learn to Integrated learning experiences, instruction and


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 tangible feedback and prompting by the teacher 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 indicate recognising the significant role of food in 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 indicate recognising the significant role of food in society.

identification of special foods that may be eaten at celebrations and special occasions.

continued

151


Focus: The significance of food in celebrations (cont)Outcomes: LS.4.1, LS.4.2, LS.6.2Students learn about Students learn to Integrated learning experiences, instruction and


Feedback



establish and maintain a folio recording their involvement throughout the unit 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 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 tangible feedback and prompting by the teacher to guide and affirm students’: recording of their

participation in the design process in an appropriate format



access sources of information in the context of a food project


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



recognise the social aspects of food

explore cultural influences on food


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.

communication of their information on the role of food in society to others in an appropriate format.

152


Focus: Hygienic and safe practicesOutcomes: LS.1.1Students learn about Students learn to Integrated learning experiences, instruction and


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 tangible feedback and prompting by the teacher to guide and affirm students’: identification of safe

and unsafe foods

hygiene and safe practices in the selection, handling and storage of food

use hygienic and safe 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.

demonstration of safe practice in the handling and preparing food

possible health risks

use hygienic and safe 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 indicate demonstrating hygienic and safe practices in the selection, handling and storage of food.

demonstration of the correct procedures for storage of food.

153


Focus: Special occasion cateringOutcomes: LS.1.1, LS.4.1, LS.4.2, LS.5.1, LS.5.2, LS.5.3, LS.5.4, LS.6.2Students learn about Students learn to Integrated learning experiences, instruction and


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


access sources of 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

Identification of a range of food options may involve gathering and using information from a variety of sources.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of a range of appropriate food options for special occasions.

continued

154


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.6.2Students learn about Students learn to Integrated learning experiences, instruction and


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

use hygienic and safe 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 hygienic and safe practices in the selection, handling and storage of food and participating in making food items.


hygienic and safe practices in the preparation of food items

the application of OHS practices in relation to safe handling of a variety of materials/ingredients, utensils and appliances

recognise properties of 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 demonstrating safe practices in making a variety of food items.

demonstration of safe work practices when using electrical appliances.

continued

155


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.6.2Students learn about Students learn to Integrated learning experiences, instruction and


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.


skills in maintaining a clean workplace



enjoy a variety of food recognise the social

aspects of food use techniques to

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 significant role of food in society.

participation in the social aspects of eating

participates in making food items


follow the steps in a process to make a variety of food items

enjoy a variety of food recognise the social

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 significant role of food in society.

evaluation of the prepared food items and identification of ways in which the items could be improved.

Responses by others to the food items can provide feedback.

156


9.5 Graphics Technology Years 7–10 Life Skills unit: Stand-out logos

Unit title: Stand-out logosDescription: 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.Life Skills Outcomes ResourcesA student:LS.1.1 participates in the development of graphics projectsLS.1.2 undertakes graphical presentations to communicate ideasLS.2.1 recognises appropriate techniques for a variety of projectsLS.2.2 evaluates the effectiveness of graphical presentationsLS.4.1 uses computer based presentation techniquesLS.5.1 demonstrates safe practices in the use of tools, materials and techniques in

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

Drawing equipment such as drawing boards, coloured pencils and markersCAD program 3D capabilityContemporary Technical Graphics (DET publication, 1984)Kemnitzer, R.B. Rendering with MarkersExamples of graphic representations and logos

LinksA student: A student:Design and TechnologyLS.1.1 recognises that a process is used to develop design solutionsLS.1.2 considers factors that influence designLS.5.1 gathers and uses information to generate design solutionsLS.5.2 uses a variety of techniques to present design solutionsLS.6.1 selects and uses appropriate processes and techniques in the context of

producing design projectsLS.6.2 participates in producing design projectsLS.6.4 cares for materials, tools and equipmentEnglishLS.3 uses technology and aids to communicate with a range of audiencesLS.6 uses visual texts in a range of contextsIndustrial TechnologyLS.2.1 recognises that a process is used to design and make projectsLS.4.1 uses a variety of communication techniques in the context of undertaking

projects.

Information and Software TechnologyLS.1.2 uses a range of hardwareLS.1.3 uses a range of software programsLS.2.1 uses information and software technology in solving a range of problemsLanguagesLS.MLC.1 recognises internationally shared signs, symbols and wordsMathematicsSGLS.3 identifies the features of three-dimensional objects and two-dimensional shapesVisual ArtsLS.1 experiences a variety of artmaking activitiesLS.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 ‘Children’s Toys’ in Graphics Technology Years 7–10: Advice on Programming and Assessment (pp 24–31).

157


Focus: Exploring the purpose of graphic representationsOutcomes: LS.1.1, LS.1.2, LS.2.2, LS.6.1Students learn about Students learn to Integrated learning experiences, instruction and


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 tangible feedback and prompting by the teacher to guide and affirm students’: identification of

logos, their purposes and the meanings they convey

the role of graphics in society

features of graphical presentation

recognise the use of 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 graphics technology in a variety of contexts and/or evaluating the effectiveness of graphical presentations.

identification of the design features in a variety of graphic representations and/or logos.

continued

158


Focus: Exploring the purpose of graphic representations (cont)Outcomes: LS.1.1, LS.1.2, LS.2.2, LS.6.1Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

Students the role of graphics in

society recognise the use of

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 graphics technology in a variety of contexts and/or evaluating the effectiveness of graphical presentations.


advantages of having a group or personal logo

a design process for graphics projects

using a design process in the context of a project

use a variety of 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: – 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 to produce the project– evaluation of 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.


159


Focus: Developing a logo designOutcomes: LS.1.1, LS.1.2Students learn about Students learn to Integrated learning experiences, instruction and


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 a design process for

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 tangible feedback and prompting by the teacher to guide and affirm students’: selection of an

appropriate logo design


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.

160


Focus: Planning steps to produce the logoOutcome: LS.1.1Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

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

the logo.Students




folio– following through each step of the plan recognising


Identification of steps in the production process may indicate participating in the development of graphics projects.

Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ identification of the steps involved in producing their project.

161


Focus: Producing the graphics project using appropriate equipment and techniquesOutcomes: LS.1.1, LS.2.1, LS.4.1, LS.5.1 Students learn about Students learn to Integrated learning experiences, instruction and


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 logoApplying skills and techniques safely in the context of producing a logo may indicate demonstrating safe practices in the use of 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 practices in the use of tools, materials and techniques in undertaking a project.

Students’ demonstration of the safe use and storage of tools and materials.

continued

162


Focus: Producing the graphics project using equipment and techniques (cont)Outcomes: LS.1.1, LS.2.1, LS.4.1, LS.5.1Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

Students different drawing

media


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.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: demonstration of the use

of appropriate drawing media in the context of making drawings for producing a logo design

different drawing techniques


computer-aided drawing programs

recognise appropriate 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.

demonstration of the use of appropriate drawing techniques in the context of making drawings for producing a logo design



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

163


Focus: Producing the graphics project using equipment and techniques (cont)Outcomes: LS.1.1, LS.2.1, LS.4.1, LS.5.1Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

Students using a design

process in the context of a 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 indicate participating in the development of graphics projects

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ production and application of the logo design to personal or group items.

Focus: Evaluating the logo designOutcomes: LS.1.1, LS.1.2, LS.4.1

Teacher assists students to evaluate their logo design assists students to share their logo design with others.Students



evaluate process and product


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 may indicate participating in the development of graphics projects.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: evaluation of their logo

design a design process for

graphics projects


use a variety of communication techniques to present ideas


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 indicate participating in 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.

164


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.Life Skills Outcomes ResourcesA student:LS.1.1 recognises safe and unsafe conditions in the context of undertaking a projectLS.1.2 demonstrates safe practices in the use of materials, tools and equipmentLS.2.1 recognises that a process is used to design and make projectsLS.4.1 uses a variety of communication techniques in the context of undertaking

projectsLS.5.1 uses skills and processes in a variety of contexts and projectsLS.6 evaluates the success of projects.

Examples of timber boxes, materials, and decorative finishesHand and power toolsPre-cut pieces and/or kits for constructionImages and designs of projects and completed projectsDigital cameraResearch materials including access to the internet and libraryImages of items that would be stored in various timber boxes

LinksA student:Design and TechnologyLS.1.1 recognises that a process is used to develop design solutionsLS.1.2 considers factors that influence designLS.4.1 develops innovative design solutionsLS.6.1 selects and uses appropriate processes and techniques in the context of

producing design projectsLS.6.2 participates in producing design projectsLS.6.3 demonstrates safe practices in the use of equipment and the implementation

of techniquesInformation and Software TechnologyLS.5.3 uses a variety of techniques to present information and software technology

solutions.

A student:MathematicsMLS.5 responds to the language of measurement in everyday contextsMLS.6 uses the language of measurement in everyday contextsVisual ArtsLS.2 explores a variety of materials, techniques and processesLS.6 makes a variety of artworks that reflect experiences, responses or a point

of view Work EducationLS.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).

165


Focus: Exploring the function of a variety of timber boxesOutcome: LS.2.1Students learn about Students learn to Integrated learning experiences, instruction and


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

recognise the steps in a 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.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of the design features and functions of a range of timber boxes.

166


Focus: Choosing a timber box projectOutcomes: LS.2.1, LS.4.1 Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

Teacher provides examples of completed timber box projects that

could be produced. Students





recognise steps in the design process– choose preferred idea


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.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ selection of an appropriate style of timber box for their needs and abilities.

Focus: Planning steps for producing a timber boxOutcome: LS.2.1

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

plan for the production process.Students




recognise the steps in a 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: – following through each step of the plan recognising


Recognising the planning steps to complete the project may indicate recognising that a process is used to design and make projects.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of the steps needed to produce the timber design project.

167


Focus: Safe use of materials, tools and equipmentOutcomes: LS.1.1, LS.1.2, LS.1.3Students learn about Students learn to Integrated learning experiences, instruction and


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

factors that influence safety – in specialist rooms

handling and using a variety of equipment including machine tools and computer equipment

recognise factors that 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 may indicate recognising safe and unsafe conditions in the context of undertaking a project and/or demonstrating safe practices in the use of materials, tools and equipment.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ demonstration of safe practice in specialist rooms.

continued

168


Focus: Safe use of materials, tools and equipment (cont)Outcomes: LS.1.1, LS.1.2, LS.1.3Students learn about Students learn to Integrated learning experiences, instruction and


Feedback


OHS practices in relation to:– handling and using


– handling and using a variety of hand tools and power tools

handling and using a variety of equipment including machine tools and computer equipment

recognise properties of materials, equipment and tools that make them dangerous, eg– flammability– toxicity– sharpness– weight– temperature– moving parts– electrical operation

carry and transfer materials, tools and 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

– using materials, tools and equipment safely and 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 practices in the use of materials, tools and equipment.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: demonstration of safe and

appropriate use of materials, tools and equipment

caring for hand tools, power tools and machines

factors that influence safety

undertake regular checks of hand tools, power tools and machines

recognise factors that 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:– returning materials, tools and equipment to their

storage space after use– tidying the work area– reporting unsafe equipment and or dangerous

situations.

Caring for and storing materials, tools and equipment during the production process may indicate caring for hand tools, power tools and machines.

demonstration of the safe storage of materials, tools and equipment.

169


Focus: Producing a timber boxOutcomes: LS.1.2, LS.5.1Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

Teacher reviews the personalised step-by-step plan for the

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

170


Focus: Producing a timber box (cont)Outcomes: LS.1.2, LS.5.1Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

Students using skills to make a

project in a variety of technologies

applying the design process

the application of OHS practices in relation to:– handling and using


– handling and using a variety of hand tools and power tools

participate in making a project in a variety of technologies

follow steps to complete a project

recognise properties of materials, equipment and tools that make them 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 practices in the use of materials tools and equipment and/or using skills and processes in a variety of contexts and projects.

Teacher demonstration of skills and techniques.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and 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.

171


Focus: Evaluating the timber design projectOutcomes: LS.4.1, LS.6.1Students learn about Students learn to Integrated learning experiences, instruction and


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– available resources– 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 techniques in the context of undertaking project.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: evaluation of their timber

box in terms of aesthetics and function

using a variety of communication techniques which may include– oral presentations– discussions

use techniques to 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 indicate using a variety of communication techniques in the context of undertaking project.

sharing of their completed project with others in an appropriate format.

172


9.7 Information and Software Technology Years 7–10 Life Skills unit: School events in digital

Unit title: School events in digitalDescription: 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.Life Skills Outcomes ResourcesA student:LS.1.1 uses information and software technology to participate in and manage their

environmentLS.1.2 uses a range of hardwareLS.1.3 uses a range of software programsLS.2.1 uses information and software technology in solving a range of problemsLS.2.2 evaluates information and software technology solutionsLS.4.1 explores the impact of past, current and emerging information technologiesLS.5.1 demonstrates communication skills in the development of information and

software technology solutionsLS.5.2 uses collaborative skills in the development of information and software

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

solutions.

Software: word-processing, graphics, internet accessHardware: personal computer, digital camera, voice output device, scanner, printer, data projector, adaptive technology

173


LinksA student:Design and TechnologyLS.5.2 uses a variety of techniques to present design solutionsLS.6.1 selects and uses appropriate processes and techniques in the context of

producing design projectsLS.6.2 participates in producing design projectsEnglishLS.3 uses technology and aids to communicate with a range of audiencesLS.5 recognises visual texts in a range of contextsLS.6 uses visual texts in a range of contextsLS.10 composes increasingly complex written textsLS.12 communicates for a variety of purposesLS.14 communicates with a range of audiencesFood TechnologyLS.4.1 gathers and uses information from a variety of sourcesLS.4.2 uses a variety of communication techniques.

A student:Graphics TechnologyLS.1.2 undertakes graphical presentations to communicate ideasLS.2.1 recognises appropriate techniques for a variety of projectsLS.4.1 uses computer-based presentation techniquesLS.6.1 recognises the use of graphics technology in a variety of contextsIndustrial TechnologyLS.4.1 uses a variety of communication techniques in the context of undertaking

projectsLS.5.1 uses skills and processes in a variety of contexts and projectsLS.6.1 evaluates the success of projectsLanguagesLS.MLC.3 explores ways in which meaning is conveyed by spoken languageLS.MLC.4 explores ways in which meaning is conveyed by written languageMathematicsSGLS.4 responds to the language of positionSGLS.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).

174


Focus: Exploring current and emerging technologiesOutcomes: LS.1.1, LS.4.1, LS.5.1, LS.5.3Students learn about Students learn to Integrated learning experiences, instruction and


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.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and 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

175


Focus: Exploring current and emerging technologies (cont)Outcomes: LS.1.1, LS.4.1, LS.5.1, LS.5.3Students learn about Students learn to Integrated learning experiences, instruction and


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.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and 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

establish and maintain a record of their involvement throughout the design project in a folio. Items in the folio may include: – photographs and/or other images of their

participation at various steps– descriptions of their activities at each step– personal observations– data and information relevant to the project– personalised step-by-step plan to produce the project– evaluation of the project.

Establishing and maintaining a folio may indicate demonstrating communication skills in the development of information and software technology solutions and/or using a variety of techniques to present information and software technology solutions.


176


Focus: Selecting a design projectOutcome: LS.2.1Students learn about Students learn to Integrated learning experiences, instruction and


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 information and software technology options to communicate about school events may indicate using information and software technology in solving a range of problems.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and 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.

177


Focus: Following the plan to produce the projectOutcomes: LS.1.2, LS.1.3, LS.2.2, LS.5.3Students learn about Students learn to Integrated learning experiences, instruction and


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 variety of purposes in 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.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and 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 purposes in a range 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.

demonstration of the use a range of hardware and software to develop a multimedia presentation that could include a digital camera, multimedia software and word-processing.

continued

178


Focus: Following the plan to produce the project (cont)Outcomes: LS.1.2, LS.1.3, LS.2.2, LS.5.3Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

Students how a variety of

hardware and software can be used for a range of purposes in a variety of school and community contexts


compile the final multimedia presentation. This may include:– selecting preferred images– sequencing– editing– adding text

Compiling the final multimedia presentation may involve using a range of hardware and/or use of a range of software

Oral, visual and/or tangible feedback and prompting by the teacher to guide and 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 techniques to present information and software technology solutions.

demonstration of appropriate skills in the presentation of the slideshow

Audience reaction provides feedback.

how a variety of hardware and software can be used for a range of purposes in a variety 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.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of appropriate technologies for making a permanent record of a significant school event.

continued

179


Focus: Following the plan to produce the project (cont)Outcomes: LS.1.2, LS.1.3, LS.2.2, LS.5.3 Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

Students evaluating a project in

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 information and software technology solutions.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ evaluation of their project in terms of its effectiveness.

180


9.8 Textiles Technology Years 7–10 Life Skills unit: Creating with fabrics

Unit title: Creating with fabricsDescription: 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.Life Skills OutcomesA student:LS.1.1 selects fabrics, yarns and fibres appropriate to intended useLS.2.1 evaluates the design of clothing and household items in terms of function and

aestheticsLS.4.1 gathers and uses information for design purposesLS.4.2 uses a variety of techniques to present design ideas and solutionsLS.5.1 demonstrates skills and techniques in the context of a textiles projectLS.5.2 demonstrates safe practices in the use of equipment and the implementation of

techniquesLS.5.3 undertakes textiles projectsLS.6.1 applies appropriate evaluation techniques to a textiles project.

ResourcesStimulus materials such as fabrics, embellishments, completed projectsEquipment and materials for decoration, eg dyes, fabric paints, glue, lace, stencilsDigital camera, computer and appropriate softwareWall chart or handout illustrating a flow chart or step-by-step instructions for producing the project

LinksA student:EnglishLS.12 communicates for a variety of purposesLS.14 communicates with a range of audiencesGraphics TechnologyLS.5.1 demonstrates safe practices in the use of tools, materials and techniques in

undertaking a projectIndustrial TechnologyLS.1.2 demonstrates safe practices in the use of materials, tools and equipmentLS.3.1 selects and uses appropriate materials to undertake projectsLS.6.1 evaluates the success of projects.


solutions MathematicsMLS.6 uses the language of measurement in everyday contextsSGLS.4 responds to the language of positionSGLS.5 uses the language of position in a variety of situationsVisual ArtsLS.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 ‘The World is a Stage’ in Textiles Technology Years 7–10: Advice on Programming and Assessment (pp 35–47).

181


Focus: Exploring fabric design projectsOutcomes: LS.1.1, LS. 2.1, LS.4.1, LS.4.2Students learn about Students learn to Integrated learning experiences, instruction and


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.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: identification of a range

of fabrics, fabric products, techniques and embellishments in the context of a fabric design project



establish and maintain a record of their involvement 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– descriptions of their activities at each step– personal observations– data and information relevant to the project– personalised step-by-step plan to produce the project– evaluation of the project.

The recording and reflection on activities throughout the design process may indicate using a variety of techniques to present design ideas and solutions.


182


Focus: Selecting a fabric design projectOutcomes: LS.4.2, LS.5.1, LS.5.3Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

Teacher assists students to select a fabric design item.Students

undertaking a textiles design project


undertake a specific textile project


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 techniques to present design ideas and solutions.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: selection of an

appropriate fabric design item

skills and techniques that are necessary to undertake a specific textiles project

demonstrate skills and techniques in the context 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 techniques in the context of a textiles project.

selection and demonstration of appropriate techniques to make their fabric item

skills and techniques that are necessary to undertake a specific 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 techniques in the context of a textiles project.

selection and demonstration of appropriate designs and techniques for decorating their fabric item.

183


Focus: Safe use of tools and equipmentOutcome: LS.5.2Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

Teacher explicitly teaches and models techniques and safe use of

equipment in the context of making and/or decorating fabric items.

Students handling and using a

variety of equipment safely

using safe techniques in the context of a textiles design project

identify characteristics of textile equipment that could make them dangerous

carry and transfer 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 practices in the use of equipment and the implementation of techniques.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ demonstration of safe use of materials, tools and equipment.

184


Focus: Producing a fabrics design projectOutcomes: LS.5.1, LS.5.3Students learn about Students learn to Integrated learning experiences, instruction and


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

reviews the personalised step-by-step plan for the production of the fabric item, modelling each step as required.

Students skills and techniques

that are necessary to undertake a specific 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.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: demonstration of the

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 of a textiles project

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.

185


Focus: Evaluating the fabrics design projectOutcomes: LS. 4.2, LS.6.1Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

Teacher assists students to evaluate their fabric design item and

folio provides an opportunity for students to share their folio

with others.Students

evaluating a project in 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.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: evaluation of their textile

project in terms of intended use



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 involve using a variety of techniques to present design ideas and solutions.

sharing of their information and fabric item with others in an appropriate format.

186


10 Creative Arts

Sample units of work have been prepared to assist teachers in programming Life Skills 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 support documents already distributed to schools and available on the Board of Studies website (www.boardofstudies.nsw.edu.au).

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.

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10.1 Music Years 7–10 Life Skills unit: Australian music

Unit title: Australian musicDescription: 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.Life Skills Outcomes ResourcesA student:LS.1 uses movement, vocalisation or instruments to respond to a range of musicLS.2 vocalises, sings or plays an instrumentLS.3 vocalises, sings or plays an instrument as part of a groupLS.4 experiments in making musical soundsLS.5 experiments in organising musical soundsLS.6 experiments in representing and recording musical soundsLS.7 experiences music from a variety of social, cultural and historical contextsLS.8 communicates responses to a variety of musicLS.9 appreciates a variety of musicLS.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

LinksA student:DanceLS.1.1 demonstrates a range of movement skillsLS.2.2 explores, selects and sequences movement to express feelings and ideas EnglishLS.1 responds to auditory cues in a range of contextsLS.10 composes increasingly complex written textsGeographyLS.7 explores the diversity of Australian communities.

A student:HistoryLS.9 recognises the contribution of Aboriginal peoples and other cultures to

Australian society LanguagesLS.MBC.1 experiences cultural diversityLS.MBC.2 explores own and other culturesMathematicsNLS.1 recognises language that is descriptive of numberNLS.3 recognises and responds to ordinal termsPALS.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).

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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

ComposingLS.4 experiment with voice to produce musical sounds making a variety of musical soundsLS.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

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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

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Integrated learning experiences, instruction and assessment P C L Evidence of learning(words in italics refer to Life Skills outcomes)

Feedback

LS.1LS.7LS.8LS.9LS.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

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 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

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

Listening to and describing the role of instruments may involve experiencing music from a variety of social, cultural and historical 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.

Students simulate the sounds of the above instruments using available classroom instruments

P – Performing C – Composing L – Listening

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Integrated learning experiences, instruction and assessment P C L Evidence of learning(words in italics refer to Life Skills outcomes)

Feedback

LS.1LS. 6LS.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

Experimenting with vocal sounds, body percussion and instruments to portray a story may involve using movement, vocalisation or instruments to respond to a range of music and/or engaging in performing, composing and listening experiences for enjoyment. Notating their composition may involve experimenting in representing and recording musical sounds.

Oral, visual and tangible feedback prompting by the teacher to guide and affirm students’: experimentation with

vocal sounds, body percussion and classroom instruments to portray a story

notation of their composition in an appropriate format.

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

LS.1LS.10

Teacher plays examples of contemporary indigenous music, eg Yothu Yindi, Christine Anu

Listening to and responding to contemporary Aboriginal music may involve 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 effective listening and responses to music.

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


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Outcomes Integrated learning experiences, instruction and assessment P C L Evidence of learning(words in italics refer to Life Skills outcomes)

Feedback

LS.2LS.8LS.10

Teacher plays examples of traditional Australian folk music, eg ‘Waltzing Matilda’, ‘Click go the Shears’, ‘Botany Bay’

Listening to traditional Australian folk/country music and indicating preferences may involve vocalising, singing or playing an instrument and/or engaging in performing, composing and listening 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.

Oral, visual and tangible feedback prompting by the teacher to guide and affirm 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

writing of new lyrics.

LS.2LS.3LS.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 performing, composing and listening experiences for enjoyment.

Oral, visual and tangible feedback prompting by the teacher to encourage and affirm students’ active participation.


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Feedback

LS.7LS.9LS.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

Listening to and giving preferences for Australian folk/country/bush music may involve experiencing music from a variety of social, cultural and historical contexts and/or appreciating a variety of music. It may also indicate engaging in performing, composing and listening experiences for enjoyment.

Oral, visual and tangible feedback prompting by the teacher to guide and affirm students’: indication of preferences

and responses to words, melody and instruments used in contemporary Australian music.

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

LS.1LS.3LS.6LS.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

Listening to, indicating preferences for, and responding to examples of music by Australian jazz artists may involve using movement, vocalisation or instruments to respond to a range of music and/or vocalising, singing or playing an instrument as part of a group.

Oral, visual and tangible feedback prompting by the teacher to guide and affirm 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

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.


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Feedback

LS.2LS.10

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

Listening to music featuring the sounds of Australia may involve vocalising, singing or playing an instrument and/or engaging in performing, composing and listening experiences for enjoyment.

Oral, visual and tangible feedback prompting by the teacher to affirm or encourage students’ active listening and responses to sounds of Australia.

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

LS.6LS.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 performing, composing and listening experiences for enjoyment.

Oral, visual and tangible feedback prompting by the teacher to guide and affirm students’ active listening and identification of sounds.

LS.4LS.5LS.6LS.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.

Oral, visual and tangible feedback prompting by the teacher to guide and affirm students’ experimentation with methods of reproducing sounds and demonstration of the use of these sounds in a soundscape performance.


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10.2 Visual Arts Years 7–10 Life Skills unit: ‘I am’

Unit title: ‘I am’Description: In this unit students learn about portraits and self-portraits. Students investigate 2D and 3D forms such as painting and collage techniques and stencil-making. Using the concept of ‘I am’, students develop self-portraits that may include photographs, prints, casts and/or masks, stencils, colours and textures to represent themselves, their personality and interests to an audience. They explore the work of artists and participate in the development of their own artworks over time. Learning activities address selected ‘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 ResourcesA student:LS.1 experiences a variety of artmaking activitiesLS.2 explores a variety of materials, techniques and processesLS.3 explores the function of a variety of artists and audiencesLS.4 explores the ways in which experiences of the world can be communicated in

artworksLS.5 recognises that various interpretations of artworks are possibleLS.6 makes a variety of artworks that reflect experiences, responses or points of

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

artmakingLS.8 explores ways to develop ideas in artworksLS.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

LinksA student:EnglishLS.5 recognises visual texts in a range of contextsLS.6 uses visual texts in a range of contextsHistoryLS.1 explores the concepts of time and chronologyLS.4 investigates how people lived in various societies over time.

A student:LanguagesLS.MBC.1 experiences cultural diversityLS.MBC.2 explores own and other culturesMathematicsNLS.1 recognises language that is descriptive of numberMLS.5 responds to the language of measurement in everyday contextsSGLS.4 responds to the language of positionSGLS.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 Years 7–10: Advice on Programming and Assessment (pp 25–31).

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Life Skills content

Students learn about: Students learn to:

LS.1LS.2LS.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.3LS.4LS.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.5LS.6LS.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

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Teaching, learning and assessment activitiesArtmaking Critical and Historical Studies

Students Students1. 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.Feedback1 and 2 Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of aspects of photographs, portraits and self-portraits.

Numbers in the teaching, learning and assessment activities indicate the suggested sequence of activities in artmaking and critical and historical studies.

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Students Students4. 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

Evidence of learning (words in italics refer to Life Skills outcomes)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.Feedback3 Oral, visual and/or tangible feedback and prompting by the teacher to focus students’ attention on aspects of photographs, portraits and self-portraits4 Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ entries in an ‘I am’ focus in a personalised Visual Arts diary to reflect what is

important to the students.


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Students5. 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

Evidence of learning (words in italics refer to Life Skills outcomes)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.Feedback5 Demonstration of different ways of making marks and creating surface effects by the teacher. Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ personal prints and upper torso outlines and experimentation with making surface effects.


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Students Students7. 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

Evidence of learning (words in italics refer to Life Skills outcomes)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.Feedback6 and 7 Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of features of masks from different cultures and creation of an identikit sculpture/mask.


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Students Students9. 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. Activities may include:– indicating images that may be incorporated– printing and/or measuring the words ‘I am’ or their name on a large sheet of paper

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

the letters– painting background space using preferred colours and surface effects– creating an arrangement of images of themselves within the letters including

images, colours, and drawings/paintings related to their interest outside of the 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.Evidence of learning (words in italics refer to Life Skills outcomes)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.

Feedback8, 9 and 10 Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ identification of features of Gordon Bennett’s I am, their creation of stencils, prints and own ‘I am’ portrait.


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10.3 Dance Years 7–10 Life Skills unit: Let’s dance!

Unit title: Let’s dance!Description: In this unit students appreciate and respond to dance performances, experiment with body movements and create and perform movement/dance sequences. Students use safe dance practices to engage in activities individually, in pairs and as part of a group. Learning activities address selected ‘learn to’ and ‘learn about’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students. The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests.Life Skills Outcomes ResourcesA student:LS.1.1 demonstrates a range of movement skillsLS.1.2 uses dance technique to communicateLS.1.3 demonstrates an awareness of safe dance practicesLS.2.1 explores the elements of dance to create movement and communicate ideasLS.2.2 explores, selects and sequences movement to express feelings and ideasLS.3.1 experiences a variety of dance performancesLS.3.2 responds to the elements of dance in performanceLS.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

LinksA student:EnglishLS.1 responds to auditory cues in a range of contextsLS.2 listens for a variety of purposes in a range of contextsLS.11 views and responds to a range of visual texts, media and multimediaLS.12 communicates for a variety of purposesLS.14 communicates with a range of audiencesLS.15 draws on background and experiences to respond to texts in ways that are

imaginative, interpretive or criticalGeographyLS.7 explores the diversity of Australian communitiesLanguagesLS.MLC.2 explores ways in which meaning is conveyed in nonverbal communication.

A student:MathematicsNLS.1 recognises language that is descriptive of numberNLS.3 recognises and responds to ordinal termsPALS.1 recognises repeating patternsSCLS.4 responds to the language of positionSGLS.5 uses the language of position in a variety of situationsMusicLS.1 uses movement, vocalisation or instruments to respond to a range of musicPDHPELS.8 demonstrates a range of movement skills across environmentsLS.9 participates in a range of physical activitiesVisual ArtsLS.6 makes a variety of artworks that reflect experiences, responses or a point

of view.For students working towards Life Skills outcomes in regular classes, teachers may wish to link the activities in this unit with the Stage 5 unit ‘Shapes in Space’ in Dance Years 7–10: Advice on Programming and Assessment (pp 16–31).

203



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.2.1Composition 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 ideasstructure 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.3.1Appreciation 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.4.1Study of dance as an artform participate in dance activities cooperate with others in dance activities

valuing and appreciating dance

204


Focus: Let’s look at danceOutcomes Integrated learning experiences and instruction P C A Evidence of learning


Feedback

LS.3.1LS.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.

Oral, visual and tangible feedback prompting by the teacher to guide and affirm 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 elements of dance in performance.

demonstration of 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 elements of dance in 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 elements of dance in performance.

recording of their responses to the elements of dance in performance in an appropriate format.

P – Performance C – Composition A – Appreciation

205


Focus: How can my body move? Outcomes Integrated learning experiences and instruction P C A Evidence of learning


Feedback

LS.3.1LS.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 techniques may involve experiencing a variety of dance performances and/or responding to the elements of dance in performance.

Oral, visual and tangible feedback prompting by the teacher to guide and affirm students’ identification of movement skills in dance performances.

LS.1.1LS.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 demonstrating a range of movement skills and/or demonstrating an awareness of safe dance practices.

Oral, visual and tangible feedback prompting by the teacher to guide and affirm students’: demonstration of a range of

movement skills

LS.2.1LS.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 demonstrating a range of 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

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Focus: How can my body move? (cont)Outcomes Integrated learning experiences and instruction P C A Evidence of learning


Feedback

LS.2.1LS.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.

Oral, visual and tangible feedback prompting by the teacher to guide and affirm students’: attention on qualities of

music and matching these to appropriate body movements

LS.2.1LS.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 exploring the elements of dance to create movement and communicate ideas and/or exploring, selecting and sequencing movement to express feelings and ideas.

listening and response through movement to changes in selected music.

Focus: Let’s move togetherLS.2.1LS.2.2LS.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 exploring the elements of dance to create movement and communicate ideas and/or exploring, selecting and sequencing movement to express feelings and ideas and/or demonstrating an awareness of safe dance practices.

Oral, visual and tangible feedback prompting by the teacher to guide and affirm students working in pairs to combine movements and demonstration of safe dance practices.

207



208


Focus: Performing dance togetherOutcomes Integrated learning experiences and instruction P C A Evidence of learning


Feedback

LS.2.1LS.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 exploring the elements of dance to create movement and communicate ideas and/or exploring, selecting and sequencing movements to express feelings and ideas.

Oral, visual and tangible feedback prompting by the teacher to guide and affirm students’: retelling of a narrative/story

using safe dance practices

LS.1.3LS.2.1LS.2.2LS.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 exploring, selecting and sequencing movements to express feelings and ideas.

exploration, selection and sequence of movements

LS.1.2LS.1.3LS.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

209


Focus: Performing dance together (cont)Outcomes Integrated learning experiences and instruction P C A Evidence of learning


Feedback

LS.3.1LS.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 elements of dance in performance.

Oral, visual and tangible feedback prompting by the teacher to guide and affirm 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 elements of dance in performance.

Oral, visual and tangible feedback prompting by the teacher to guide and affirm students’ journal entries.


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10.4 Drama Years 7–10 Life Skills unit: Roles, characters, action!

Unit title: Roles, characters, action!Description: In this unit students explore characters, roles, situations and actions through a range of activities. Students participate in scenarios where role-taking is used to expand and enhance students’ participation in real-life experiences. They develop their individual skills and participate as part of a group to develop and perform a narrative and explore dramatic forms and theatre conventions. Learning activities address selected ‘learn about’ and ‘learn to’ statements within the Life Skills content of the syllabus and may be prioritised and selected to suit the needs of students. The unit provides a range of ways in which students may engage in learning activities and students should participate at a level appropriate to their abilities and interests.Life Skills Outcomes ResourcesA student:LS.1.1 explores characters, roles, situations and actions through drama activitiesLS.1.2 explores a variety of playbuilding activitiesLS.1.3 participates in drama experiences in which role-taking is used to enhance their

understanding of ideas and feelingsLS.2.1 explores dramatic forms and theatrical conventionsLS.2.2 participates in the preparation of drama works and theatrical productionsLS.3.1 experiences a variety of drama or theatre performancesLS.3.2 identifies and responds to the elements of drama or theatre in performancesLS.3.3 recognises that drama and theatre performances can communicate meaning

and ideas.

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

LinksA student:EnglishLS.1 responds to auditory cues in a range of contextsLS.2 listens for a variety of purposes in a range of contextsLS.11 views and responds to a range of visual texts, media and multimediaLS.12 communicates for a variety of purposesLS.13 communicates in a range of contextsLS.14 communicates with a range of audiencesLS.15 draws on background and experiences to respond to texts in ways that are

imaginative, interpretive or criticalLS.16 explores social and cultural issues through texts.

A student:LanguagesLS.MLC.2 explores ways in which meaning is conveyed in nonverbal communicationMathematicsNLS.1 recognises language that is descriptive of numberNLS.3 recognises and responds to ordinal termsPALS.1 recognises repeating patternsSCLS.4 responds to the language of positionSGLS.5 uses the language of position in a variety of situationsPDHPELS.9 participates in a range of physical activitiesLS.11 demonstrates safe practices that promote personal wellbeing.

For students working towards Life Skills outcomes in regular classes, teachers may wish to link the activities in this unit with the sample unit ‘Playbuilding’ in Drama Years 7–10: Advice on Programming and Assessment (pp 21–38).

211



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

212


Focus: Characters in real lifeOutcomes: LS.1.1, LS.1.3, LS.3.1, LS.3.2Outcomes Integrated learning experiences and assessment Evidence of Learning


Feedback

LS.3.1LS3.2

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.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm 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 identifying and responding to the elements of drama or theatre in 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

213


Focus: Characters in real life (cont)Outcomes: LS.1.1, LS.1.3, LS.3.1, LS.3.2Outcomes Integrated learning experiences and assessment Evidence of Learning


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 exploring characters, roles, situations and activities through drama activities and/or identifying and responding to the elements of drama or theatre in 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 exploring characters, roles, 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

214


Focus: Characters in real life (cont)Outcomes: LS.1.1, LS.1.3, LS.3.1, LS.3.2Outcomes Integrated learning experiences and assessment Evidence of Learning


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 experiences in which role-taking is used to enhance understanding of ideas and 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?Outcomes: LS.1.1, LS.1.3LS.1.1LS.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 experiences in which role-taking is used to enhance understanding of ideas and feelings.

Oral, visual and/or tangible feedback and prompting to encourage, guide and affirm students’ participation in role taking experiences.

215


Focus: Exploring, developing and performing a narrativeOutcomes: LS.1.2, LS.2.1, LS.2.2, LS.3.2, LS.3.3Outcomes Integrated learning experiences and assessment Evidence of Learning


Feedback

LS.1.1LS.2.1LS.2.2LS.3.2LS.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

216


Focus: Exploring, developing and performing a narrative (cont)Outcomes: LS.1.2, LS.2.1, LS.2.2, LS.3.2, LS.3.3Outcomes Integrated learning experiences and assessment Evidence of Learning


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 techniques may involve participating in the preparation of drama works and theatrical productions.

Oral, visual and/or tangible 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 involve participating in the preparation of drama works and theatrical productions.

Oral, visual and/or tangible 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 preparation of drama works and theatrical productions.

Teacher gives support, encouragement and oral, visual and/or tangible feedback throughout the rehearsal process.

continued

217


Focus: Exploring, developing and performing a narrative (cont)Outcomes: LS.1.2, LS.2.1, LS.2.2, LS.3.2, LS.3.3Outcomes Integrated learning experiences and assessment Evidence of Learning


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 involve participating in the preparation of drama works and theatrical productions.

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 identifying and responding to the elements of drama or theatre in performance.

Teacher coordinates discussion to affirm student evaluation.

218


11 Personal Development, Health and Physical Education

The following sample units are provided as examples to clarify the process of programming 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 (www.boardofstudies.nsw.edu.au).

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.

219


11.1 Facing new challenges

Unit title: Facing new challengesDescription: 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 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 OutcomesA student:LS.1 recognises the personal characteristics and needs that make them similar to

others yet uniqueLS.3 recognises the feelings and emotions associated with adolescenceLS.4 uses strategies to manage feelings and emotionsLS.5 uses appropriate behaviours in social situationsLS.8 demonstrates a range of movement skills across environmentsLS.9 participates in a range of physical activitiesLS.11 demonstrates safe practices that promote personal wellbeingLS.14 recognises and assists with routine health care proceduresLS.17 identifies the appropriate and inappropriate use of substances.

ResourcesPhotographs of students and school staff membersCharts to record student characteristics such as size, weightEquipment and materials to develop a support network card such as computer and appropriate softwareSUPPORT 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.

LinksA student:DanceLS.2.1 explores the elements of dance to create movement and communicate ideasDramaLS.1.3 participates in drama experiences in which role-taking is used to enhance their

understanding of ideas and feelingsEnglishLS.3 uses technology and aids to communicate with a range of audiencesLS.4 uses spoken language to interact with a range of audiencesLS.13 communicates in a range of contextsLS.17 uses individual and collaborative skills in the learning process.

A student:LanguagesLS.MBC.1 experiences cultural diversityMathematicsSGLS.5 uses the language of position in a variety of situationsSGLS.6 uses simple maps and plansVisual ArtsLS.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 ‘Meeting new people – facing new challenges’ in PDHPE Years 7–10: Advice on Programming and Assessment (pp 30–32).

220


Focus: Getting to know youOutcomes: LS.1, LS.3, LS.4, LS.9Students learn about Students learn to Integrated learning experiences, instruction and


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 may indicate participating in a range of physical activities.

Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm 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 indicate recognising the 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.

221


Focus: Support networksOutcomes: LS.3, LS.4, LS.5, LS.8, LS.11, LS.14, LS.17Students learn about Students learn to Integrated learning experiences, instruction and


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.

Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ recognition of situations in which they may need assistance from others.

continued

222


Focus: Support networks (cont)Outcomes: LS.3, LS.4, LS.5, LS.8, LS.11, LS.14, LS.17Students learn about Students learn to Integrated learning experiences, instruction and


Feedback



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.

Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: identification of trusted

adults and/or other students who may be approached in various situations

strategies to communicate dissatisfaction and distress in relation to unwanted touching, bribes, threats, bullying or harassment

recognise known people within a network of trusted adults with whom it is appropriate to communicate dissatisfaction and distress in relation to 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

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Feedback






develop and use individualised strategies to communicate with trusted adults


demonstrate refusal skills when offered illegal drugs or substances for inappropriate purposes

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

Participation in structured 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 feelings and emotions and/or demonstrating safe practices that promote personal wellbeing.

Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: demonstration of skills

using their support network card in meaningful situations around the school

the management of feelings and emotions during adolescence


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 in the community may indicate managing feelings and emotions and/or using strategies to manage feelings and emotions.

identification of appropriate/trusted adults in the community who can provide help in various situations.

continued

224




Feedback

Students moving around in the

environment


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

Participation in structured role-plays where students practise using their support network card in the community may indicate managing feelings and emotions and/or using strategies to manage feelings and emotions.

Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: demonstration of skills

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 demonstrating a range of movement skills across environments.

demonstration of moving efficiently around the school and community environment.

225


Focus: Getting activeOutcomes: LS.8, LS.9Students learn about Students learn to Integrated learning experiences, instruction and


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.


physical activities demonstrate safe

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 may indicate recognising and responding to safe and unsafe situations.

Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: recognition of safe ways

of participating in sport

participating in physical activities, team games and sports

use movement skills to participate in physical activities, 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.

demonstration of the specific skills necessary to participate in a range of physical activities.

continued

226


Focus: Getting active (cont)Outcomes: LS.8, LS.9Students learn about Students learn to Integrated learning experiences, instruction and


Feedback


physical activities participating in

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 demonstrate behaviour which is appropriate for participation in a preferred physical activity 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.

Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ participation in a range of activities.

227


11.2 Personal safety net

Unit title: Personal safety netDescription: 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.Life Skills OutcomesA student:LS.5 uses appropriate behaviour in social situationsLS.10 recognises and responds to safe and unsafe situationsLS.11 demonstrates safe practices that promote personal wellbeingLS.17 identifies the appropriate and inappropriate use of substances.

ResourcesSocial skills program resourcesNo-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 materialNSW Department of Education and Training, 2002, Child Protection Education: Support materials to assist teachers of students with high support needsVideos, photographs, access to computer hardware such as digital cameras, scanners and software such as word-processing


understanding of ideas and feelingsEnglishLS.3 uses technology and aids to communicate with a range of audiencesLS.4 uses spoken language to interact with a range of audiencesLS.13 communicates in a range of contextsLS.17 uses individual and collaborative skills in the learning process.

A student:MathematicsSGLS.4 responds to the language of positionVisual ArtsLS.6 makes a variety of artworks that reflect experiences, responses or a point

of viewWork EducationLS.4 identifies appropriate support personnel and agencies in the communityLS.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 7–10: Advice on Programming and Assessment (pp 43–48).

228


Focus: Safety in the environmentOutcomes: LS.5, LS.10, LS.11Students learn about: Students learn to: Integrated learning experiences, instruction and


Feedback

Teacher uses videos, pictures and/or stories to focus students’

attention on specific aspects of safety in the environment

organises community members to provide information about aspects of safety

assists students to develop an appropriate set of guidelines for safety in a range of school/community situations.

Students behaviour that is

appropriate in a range of situations

safe and unsafe 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.

Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ recognition of safe and unsafe situations.

continued

229


Focus: Safety in the environment (cont)Outcomes: LS.5, LS.10, LS.11Students learn about: Students learn to: Integrated learning experiences, instruction and


Feedback

Students safe and unsafe

situations recognise factors that

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 environment may indicate recognising and responding to safe and unsafe situations.

Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: recognition of 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 environment may indicate recognising and responding to safe and unsafe situations.

appropriate response to potentially dangerous situations.

continued

230


Focus: Safety in the environment (cont)Outcomes: LS.5, LS.10, LS.11Students learn about: Students learn to: Integrated learning experiences, instruction and


Feedback


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 environment may indicate recognising and responding to safe and unsafe situations.

Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: development of

guidelines for general safety in the environment


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 responding to safe and unsafe situations in the environment.

demonstration of safe and appropriate behaviour in a range of situations.

231


Focus: Personal safety and wellbeing Outcomes: LS.5, LS.11, LS.17Students learn about: Students learn to: Integrated learning experiences, instruction and


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.


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 responding to safe and unsafe situations.

Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ recognition 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 responding to safe and unsafe situations.

continued

232


Focus: Personal safety and wellbeing (cont)Outcomes: LS.5, LS.11, LS.17Students learn about: Students learn to: Integrated learning experiences, instruction and


Feedback

their right to privacy, safety and to be treated with dignity and sensitivity

participating in physical activities

recognise appropriate touching and handling involved in carrying out personal procedures

recognise and demonstrate behaviour which is appropriate for participation in a preferred physical activity 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 responding to safe and unsafe situations and/or demonstrating safe practices that promote personal wellbeing.

Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ recognition of safe practice in a range of situations.

continued

233




Feedback


personal situations


recognise specific aspects of safe and unsafe personal situations



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 responding to safe and unsafe situations and/or demonstrating safe practices that promote personal wellbeing.

Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: appropriate responses to

potentially dangerous situations


recognise known people within a network of trusted adults with whom it is appropriate to communicate dissatisfaction and distress in relation to 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 practices that promote personal wellbeing.

development of a list of trusted adults who can provide support in relation to personal safety and wellbeing issues.

continued

234




Feedback


appropriate to a range of situations

recognise private and social situations

demonstrate behaviours which are appropriate to private situations

recognise the need for other’s privacy


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

themselves and others– 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 responding to safe and unsafe situations.

Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’: development of safety

rules to address potential hazards in relationships


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 may indicate recognising and responding to safe and unsafe situations.

demonstration of strategies for maintaining personal safety and wellbeing in unsafe or threatening situations.

continued

235




Feedback




demonstrate behaviours which are appropriate to private situations


develop and use individualised communication strategies and devices to carry out ‘No-Go-Tell’ routine in a range of situations



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 indicate demonstrating safe practices that promote personal wellbeing and/or recognising and responding to safe and unsafe situations.

Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ identification of potential hazards in the environment and demonstration of protective behaviours to avoid danger.

continued

236




Feedback




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 practices that promote personal wellbeing and/or recognising and responding to safe and unsafe situations.

Oral, visual and/or tangible feedback and prompts by the teacher to guide and affirm students’ demonstration of appropriate strategies that promote their personal safety and wellbeing.

237


12 Languages

Sample units of work have been prepared to assist teachers in programming Life Skills 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 support documents already distributed to schools and available on the Board of Studies website (www.boardofstudies.nsw.edu.au).

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.

238


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 StructuresA student:LS.UL.1 recognises words and phrases in [Language]LS.UL.2 uses [Language] to interact in everyday activitiesLS.UL.3 obtains and gives information in [Language]LS.UL.4 uses written [Language] to communicateLS.MLC.2 explores ways in which meaning is conveyed by nonverbal communicationLS.MLC.4 explores ways in which meaning is conveyed by written languageLS.MBC.1 experiences cultural diversityLS.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 restaurantResourcesSamples 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.

LinksA student:DanceLS.1.2 uses dance technique to communicate LS.3.1 experiences a variety of dance performancesEnglishLS.2 listens for a variety of purposes in a range of contextsLS.4 uses spoken language to interact with a range of audiencesLS.5 recognises visual texts in a range of contextsLS.7 reads and responds to short written textsLS.9 writes short texts for everyday purposesLS.10 composes increasingly complex written textsLS.12 communicates for a variety of purposesFood TechnologyLS.5.1 participates in making food itemsLS.6.2 recognises the significant role of food in society.

A student:GeographyLS.7 explores the diversity of Australian communitiesHistoryLS.9 recognises the contribution of Aboriginal peoples and other cultures to

Australian societyInformation and Software TechnologyLS.5.3 uses a variety of techniques to present information and software technology

solutionsMusicLS.7 experiences music from a variety of social, cultural and historical contextsVisual ArtsLS.1 experiences a variety of artmaking activitiesLS.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.

239


Focus: Coming togetherOutcomes: LS.MBC.1, LS.MBC.2 Students learn about Students learn to Integrated learning experiences, instruction and


Feedback


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

Bringing items from home that reflect features of their culture may involve experiencing cultural diversity and/or exploring their own and other cultures.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and 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

identify features of 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 – exploring the movement, feel and sound produced by

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

240


Focus: Coming together (cont)Outcomes: LS.MBC.1, LS.MBC.2Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

Students features of lifestyles

and belief systems in diverse cultures

the importance of respect for the culture and lifestyle of others

identify features of 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 exploring their own and other cultures.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ creation of a poster, model or multimedia presentation.

Focus: Meet and greetOutcomes: LS.MLC.2, LS.UL1, LS.UL2

Teacher explicitly teaches appropriate ways to respond to gestures

and facial expressions associated with greetings provides opportunities for students to use appropriate

gestures in the context of meeting members of local cultural communities

explicitly teaches the words for greetings and farewells in [Language]

explicitly teaches [Language] vocabulary to assist students to engage in a simple conversation.

Students communication of

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.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ appropriate responses to nonverbal greetings.

continued

241


Focus: Meet and greet (cont)Outcomes: LS.MLC.2, LS.UL1, LS.UL2Students learn about Students learn to Integrated learning experiences, instruction and


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.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: recognition and

demonstration of the use of greetings and farewells in [Language]

words and phrases in a variety of spoken contexts


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 recognising words and phrases in [Language] and/or using [Language] to interact in everyday activities.

demonstration of use of [Language] in a conversation.

242


Focus: Let’s do lunch – at schoolOutcomes: LS.UL.1, LS.UL.2, LS.UL.3, LS.UL.4, LS.MBC.1, LS.MBC.2Students learn about Students learn to Integrated learning experiences, instruction and


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.



compare aspects of 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 experiencing cultural diversity.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: identification of food

and drink associated with particular cultures


words and phrases in a variety of written contexts

the relationship between printed words and symbols and their sounds and meanings




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.

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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.2Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

Students the use of language in

the context of a conversation


participate in conversations about food and drink using [Language]

Participating in conversation about food and drink may involve using [Language] to interact in everyday activities.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: demonstration of use of

[Language] in a conversation

the importance of 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 involve experiencing cultural diversity.

planning of a lunch associated with a cultural celebration

written texts available for accessing information

words and phrases in a 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 recognising words and phrases in [Language] and/or using [Language] to interact in everyday activities. Designing printed menus may involve recognising words and phrases in [Language] and/or using written [Language] to communicate information.

demonstration of use of [Language] to name food items and the development of a printed menu using [Language].

continued

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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.2Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

Students communication of

meaning in nonverbal ways



respond to gestures and facial expressions use language for enjoyment



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] and/or using [Language] to interact in everyday activities.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: participation in the

cultural celebration and use of greetings and farewells in [Language]



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.

demonstration of use of written words and phrases in [Language] in the context of designing thank you notes.

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Focus: ‘Let’s go out for lunch’Outcomes: LS.UL.1, LS.UL.2, LS.UL.3, LS.UL4, LS.MBC.1, LS.MBC.2Students learn about Students learn to Integrated learning experiences, instruction and


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 the different purposes

of using known language

diversity of cultural values and practices

the use of language in



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



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 in the community may involve experiencing cultural diversity and/or obtaining and giving information in [Language] and/or using [Language] to interact in everyday activities. Recording their experiences at a [Language] café/restaurant may involve obtaining and giving information in [Language] and/or using written [Language] to communicate.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ use of [Language] in the context of a visit to cafe/restaurant.

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

Unit title: Families, friends and countryDescription: 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 ‘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 Language Functions and StructuresA student: 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.)

LS.UL.1 recognises words and phrases in Aboriginal languagesLS.UL.2 uses Aboriginal languages to interact in everyday activitiesLS.UL.3 obtains and gives information in Aboriginal languagesLS.UL.4 uses written Aboriginal language to communicateLS.MLC.3 explores ways in which meaning is conveyed by spoken languageLS.MLC.4 explores ways in which meaning is conveyed by written languageLS.MBC.1 experiences cultural diversityLS.MBC.2 explores their own and other cultures.

ResourcesPublished ResourcesYuwaalayaay Dictionary – Ash, A, Giacon J and Lissarrague (ed) 2003. IAD Press, Alice SpringsWe 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.orgTeacher-made Resources photographs, picture flashcards of family members, activities, animals model written text for reading activity – recount of an event at the river

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LinksA student:Aboriginal StudiesLS.1 recognises factors that contribute to an Aboriginal person’s identityLS.2 explores Aboriginal culture and cultural expressionLS.3 recognises the importance of families and communities to Aboriginal peopleDanceLS.1.2 uses dance technique to communicate LS.3.1 experiences a variety of dance performancesEnglishLS.2 listens for a variety of purposes in a range of contextsLS.3 uses technology and aids to communicate with a range of audiencesLS.4 uses spoken language to interact with a range of audiencesLS.7 reads and responds to short written textsLS.9 writes short texts for everyday purposesLS.11 views and responds to a range of visual texts, media and multimedia.

A student:GeographyLS.7 explores the diversity of Australian communities HistoryLS.9 recognises the contribution of Aboriginal peoples and other cultures to

Australian societyInformation and Software TechnologyLS.5.3 uses a variety of techniques to present information and software technology

solutionsMusicLS.7 experiences music from a variety of social, cultural and historical contextsVisual ArtsLS.1 experiences a variety of artmaking activitiesLS.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 ‘Families and Country’ in Aboriginal Languages Years K–10: Advice on Programming and Assessment (pp 25–36).

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Focus: Coming together Outcomes: LS.UL.1, LS.UL.2, LS.UL.3Students learn about Students learn to Integrated learning experiences, instruction and


Feedback


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

identify features of 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

Bringing items from home that reflect features of their culture may involve experiencing cultural diversity and/or exploring their own and other cultures.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and 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– exploring the movement, feel and sound produced by

musical instruments – listening to/viewing cultural presentations by members of

the Aboriginal community, eg painting, dancing – sharing in cultural activities alongside community

members, eg participating in making a mural, constructing/decorating items in the classroom/school to represent a theme, eg A Day at the River

Exploring Aboriginal cultural items may involve exploring their own and other cultures.

response to Aboriginal cultural items.

continued

249


Focus: Coming together (cont)Outcomes: LS.UL.1, LS.UL.2, LS.UL.3Students learn about Students learn to Integrated learning experiences, instruction and


Feedback



the importance of respect for the culture and lifestyle of others

identify features of traditional lifestyle

compare aspects of 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.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ creation of a poster, model or multimedia presentation.

Focus: Family and friendsOutcomes: LS.UL.1, LS.UL.2, LS.UL.4

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.




listen to and participate in the song ‘We are one family’ Listening/participating in singing may involve recognising words and phrases in Aboriginal languages.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ listening, participation and responses.

continued

250


Focus: Family and friends (cont)Outcomes: LS.UL.1, LS.UL.2, LS.UL.4Students learn about Students learn to Integrated learning experiences, instruction and


Feedback

Students the different purposes

of using known language


display family photographs in a personal album Displaying family photographs may involve using Aboriginal languages to interact in everyday activities

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: display of items in an

album ways to use written

texts to communicate information


label family photographs in Yuwaalaraay Labelling photographs may involve obtaining and giving information in Aboriginal languages

demonstration of use of Yuwaalaraay to label photographs.



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 use of language in the context of 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 interact in everyday activities.

demonstration and use of their personal album to introduce others to their family.

251


Focus: Meet and greetOutcomes: LS.UL.1, LS.UL.2, LS.UL3, LS.MLC.2Students learn about Students learn to Integrated learning experiences, instruction and


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

communication of meaning in nonverbal ways

identify the meaning conveyed by gestures and facial expressions

respond to gestures 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 community may involve exploring ways in which meaning is conveyed by nonverbal communication.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ response to nonverbal greetings.

continued

252


Focus: Meet and greet (cont)Outcomes: LS.UL.1, LS.UL.2, LS.UL3, LS.MLC.2Students learn about Students learn to Integrated learning experiences, instruction and


Feedback




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 inYuwaalaraay in the context of greeting members of the community may involve using Aboriginal languages to interact in everyday activities.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: use of appropriate words

in Yuwaalaraay to meet, greet and farewell others in the school and community



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 languages to interact in everyday activities.

use of appropriate words in Yuwaalaraay in the context of a conversation.

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Focus: A day at the river Outcomes: LS.UL.1, LS.UL.2, LS.UL.3, LS.UL.4Students learn about Students learn to Integrated learning experiences, instruction and


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.




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 recognising words and phrases in Aboriginal languages.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’: listening to and retelling

a story words and phrases in a



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.

use of appropriate words in Yuwaalaraay to describe activities in the story.

the use of language in the context of 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 languages to interact in everyday activities.

use of appropriate words in Yuwaalaraay to participate in a discussion.

continued

254


Focus: A day at the river (cont)Outcomes: LS.UL.1, LS.UL.2, LS.UL.3, LS.UL.4Students learn about Students learn to Integrated learning experiences, instruction and


Feedback


the context of 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 languages to interact in everyday activities.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ use of appropriate vocabulary in Yuwaalaraay to plan and participate in a visit to a river/waterway.

ways to use spoken text to communicate information




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 giving information in Aboriginal languages and/or using written Aboriginal language to communicate.

Oral, visual and/or tangible feedback and prompting by the teacher to guide and affirm students’ use of appropriate vocabulary in Yuwaalaraay to record their experiences following a visit to a river/waterway.

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