Overview
Syllabus overview
Some students with intellectual disability may find Years 11–12 Life Skills outcomes and content the most appropriate option to follow in Stage 6. Before deciding that a student should undertake a course based on Life Skills outcomes and content, consideration should be given to other ways of assisting the student to engage with the outcomes of the equivalent Stage 6 course. Students with disability can access syllabus outcomes and content in a range of ways, including through a range of adjustments to teaching, learning and assessment activities. Decisions regarding curriculum options should be made in the context of collaborative curriculum planning.
Life Skills outcomes cannot be taught in combination with other outcomes from the equivalent Stage 6 course. Teachers select specific Life Skills outcomes to teach based on the needs, strengths, goals, interests and prior learning of each student. Students are required to demonstrate achievement of one or more Life Skills outcomes. Students may access or demonstrate learning in a range of ways, including using aspects of their home languages and dialects, or using their preferred communication form(s).
The Mathematics Life Skills 11–12 Syllabus is developed from the Mathematics Standard 11–12 Syllabus and the Numeracy Stage 6 Syllabus to provide opportunities for integrated delivery.
Organisation of Mathematics Life Skills 11–12
The organisation of outcomes and content for Mathematics Life Skills 11–12 highlights the important role Working mathematically plays across all areas of mathematics and reflects the strengthened connections between concepts. Working mathematically has been embedded in the outcomes, content and examples of the syllabus.
Figure 1 shows the organisation of Mathematics Life Skills 11–12.
Image long description: Six rows represent the focus areas for Mathematics Life Skills 11–12. Years 11 and 12 focus areas are Number; Financial mathematics; Measurement; Plans, maps and networks; Data, statistics and probability; and Mathematics project. The syllabus content groups are listed next to their related focus area. All content is surrounded by a box labelled with the phrase, ‘Working mathematically through communicating reasoning, understanding and fluency, and problem solving’.
Protocols for collaborating with Aboriginal and Torres Strait Islander Communities and engaging with Cultural works
NESA is committed to working in partnership with Aboriginal Communities and supporting teachers, schools and schooling sectors to improve educational outcomes for young people.
It is important to respect appropriate ways of interacting with Aboriginal Communities and Cultural material when teachers plan, program and implement learning experiences that focus on Aboriginal and Torres Strait Islander Priorities.
Indigenous Cultural and Intellectual Property (ICIP) protocols need to be followed. Aboriginal and Torres Strait Islander Peoples’ ICIP protocols include Cultural Knowledges, Cultural Expression and Cultural Property and documentation of Aboriginal and Torres Strait Islander Peoples’ Identities and lived experiences. It is important to recognise the diversity and complexity of different Cultural groups in NSW, as protocols may differ between local Aboriginal Communities.
Teachers should work in partnership with Elders, parents, Community members, Cultural Knowledge Holders or a local, regional or state Aboriginal Education Consultative Group. It is important to respect Elders and the roles of men and women. Local Aboriginal Peoples should be invited to share their Cultural Knowledges with students and staff when engaging with Aboriginal histories and Cultural Practices.