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 Graphics and Multimedia Technology Life Skills 11–12 Syllabus aligns with the Graphics and Multimedia Technology 11–12 Syllabus to provide opportunities for integrated delivery.
Organisation of Graphics and Multimedia Technology Life Skills 11–12
The organisation of Graphics and Multimedia Technology Life Skills 11–12 reflects the interconnected nature of essential knowledge and its use in practical applications. Students develop knowledge, understanding and skills through the study of communication, project design, planning and management and production processes. Students have the opportunity to apply their knowledge, understanding and skills to complete a technical graphics or multimedia project.
The Graphics and Multimedia Technology Life Skills 11–12 course is undertaken through a specialisation in technical graphics or multimedia.
Figure 1 shows the organisation of Graphics and Multimedia Technology Life Skills 11–12.
Image long description: The focus areas of the syllabus are grouped into 3 columns. The left-hand group is titled Technical graphics, and it contains Foundations of technical graphics production, Technical graphics production for industry, and Project. The right-hand group is titled Multimedia, and it contains Foundations of multimedia production, Multimedia production for industry, and Project. The centre group overlaps the Technical graphics and Multimedia groups. It contains the focus areas Communication principles, Communication practices, and Project design, management and communication. Surrounding the focus areas is a line labelled ‘Practical applications’.
Protocols for collaborating with Aboriginal and Torres Strait Islander Communities
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’ Indigenous Cultural and Intellectual Property (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.