Diversity in learning
- Aboriginal education
- Special education
- Gifted and talented students
- English as an additional language
Assessment and reporting
Each student following a Years 7–12 Life Skills course will study outcomes and content selected through the collaborative curriculum planning process. The syllabus outcomes and content form the basis of learning opportunities for students.
Assessment should provide opportunities for students to demonstrate achievement in relation to the selected outcomes. Assessment can occur in a range of situations or environments such as the school and wider community. Evidence of achievement can be based on:
- assessment as learning (where students monitor and reflect on their own learning)
- assessment for learning (such as observation during teaching and learning or work samples)
- assessment of learning (assessment activities specifically designed to assess achievement at particular points).
There is no requirement for formal assessment of Life Skills outcomes. Stage 6 Life Skills courses do not have external examinations.
The guide Developing Integrated Teaching, Learning and Assessment Activities illustrates an approach to programming. This incorporates ongoing assessment.
Students may achieve Life Skills outcomes either independently or with support.
Students can demonstrate independent achievement of outcomes either:
- without adjustments
- with adjustments. These adjustments should enable the student to demonstrate achievement during assessment opportunities on the same basis as their peers. The collaborative curriculum planning process will have determined these adjustments. The type of adjustments will vary according to the needs of the student and the requirements of the activity.
Examples of adjustments include:
- the positioning of a student in a classroom
- more time to communicate
- use of assistive technology
- provision of alternative formats, eg large print or Braille
- provision of a reader or writer.
Some students will only be able to demonstrate achievement if they are given additional support. Support is provided when a student needs help to demonstrate the achievement of an outcome.
Examples of additional support include:
- verbal prompts
- visual prompts
- physical assistance
- provision of partial responses.
Teachers may record the support necessary for the student to demonstrate achievement of the outcomes.
Students need to achieve at least one outcome for a Life Skills course to be credentialed for the RoSA or HSC. They can achieve this outcome independently or with support.
Schools are not required to use the Common Grade Scale (A–E) or equivalent to report achievement in Life Skills courses. Teachers should decide the most appropriate way to report student achievement. They should consult with their school and sector.
Schools should collect information on the Life Skills outcomes that a student has achieved. Life Skills outcomes worksheets have been developed for this purpose. The worksheets can be found with each syllabus on the NSW Education Standards Authority website. Download personalised worksheets from Schools Online (Administration) for students entered into Life Skills courses in Stage 5 or Stage 6.
Part 4 of the video Life Skills: Advice on Planning, Programming and Assessment provides more advice about making the decision for a student to access one or more Life Skills courses. You can also view Part 1: Decision-making, Part 2: Case study, Part 3: Planning and Programming, or watch the complete video on YouTube here.
Part 4: Assessing
For further information, see the ACE website.