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 Computing Technology Life Skills 11–12 Syllabus aligns with the Loading... to provide opportunities for integrated delivery.
Course structure and requirements
Course numbers:
- Computing Technology Life Skills (Year 11, 2 units): 16623
- Computing Technology Life Skills (Year 12, 2 units): 16623
Exclusions:
- Enterprise Computing (Year 11, 2 units): 11175
- Enterprise Computing (Year 12, 2 units): 15175
- Software Engineering (Year 11, 2 units): 11345
- Software Engineering (Year 12, 2 units): 15365
- Technology Life Skills (Year 11, 2 units): 16686*
- Technology Life Skills (Year 12, 2 units): 16686*
*Where Computing Technology is undertaken within the course.
The Computing Technology Life Skills 11–12 course provides students with the opportunity to develop knowledge and understanding of computing systems through the manipulation of tools and resources. Students will have the opportunity to apply their knowledge, understanding and skills to the development of a computing technology project.
The following focus areas can be studied throughout Year 11 (120 hours) and Year 12 (120 hours).
- Everyday computing technology
- Interactive media and the user experience
- Networking systems and social computing
- Digital citizenship and cyber safety
- Data science
- Intelligent systems
- Computing technology project.
Image long description: This is a diagram outlining the organisation of outcomes and content for the Computing Technology Life Skills 11–12 Syllabus. Content is listed in boxes, with Everyday computing, Interactive media and the user experience and Networking systems and social computing on the left, and Digital citizenship, Data science, Intelligent systems and Computing Technology project on the right. In the middle is Learning through project work, with lines coming from this box and encircling the content. Surrounding all content of the diagram is a line which is joined at the bottom by a box labelled, Skills. This demonstrates that Skills is being both developed and used in all focus areas.
For Computing Technology Life Skills:
- Students are required to demonstrate achievement of one or more Computing Technology Life Skills outcomes.
- Outcomes and content should be selected to meet the particular needs of individual students.
- The focus areas provide possible frameworks for addressing the Computing Technology Life Skills outcomes and content and are suggestions only. Teachers have the flexibility to develop focus areas that will meet the needs, strengths, goals, interests and prior learning of their students.
- Content from focus areas can be integrated to provide meaningful learning opportunities for students. In particular, knowledge, understanding and skills from the Digital citizenship and cyber safety focus area should be included across other focus areas to meet student needs.
- Examples provided in the content are suggestions only. Teachers may use the examples provided or use other examples to meet the particular needs of individual students.
- Project work can be used to develop knowledge, understanding and skills, and demonstrate achievement of outcomes. Projects can be individual or collaborative and may be undertaken in any focus area.
- Some students with disability may require adjustments and/or additional support to undertake a project.