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 Health and Movement Science Life Skills 11–12 Syllabus aligns with the Health and Movement Science 11–12 Syllabus to provide opportunities for integrated delivery.
Organisation of Health and Movement Science Life Skills 11–12
The Health and Movement Science Life Skills Years 11–12 course provides students with the opportunity to develop knowledge, understanding and skills of health and movement concepts.
The following diagram provides an illustrative representation of elements of the course and their relationship.
Image long description: The Health and Movement Science Life Skills 11–12 Syllabus is shaped by the 5 propositions. It is organised into 5 focus areas: Health for individuals and communities; The body and mind in motion; Health in an Australian and global context; Training for improved performance; and Collaborative Investigation. Depth studies may also be undertaken to explore one or more of the concepts within the syllabus. The syllabus content provides opportunities for students to develop the skills of collaboration, analysis, communication, creative thinking, problem-solving and research. These skills encircle the syllabus structure along with the propositions, ‘Focus on educative purpose, take a strengths-based approach, value movement, develop health literacy and include a critical inquiry approach’.
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.