Stage 6 Community and Family Studies
Life Skills Draft Syllabus
Consultation Report
August 2013
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August 2013
20130590
Contents
1
Executive summary.......................................................................................................... 4
2
Background information .................................................................................................. 5
3
Syllabus development and consultation process .............................................................. 5
4
Summary of respondents.................................................................................................. 7
5
Analysis............................................................................................................................ 8
6
Respondents ................................................................................................................... 29
Stage 6 Community and Family Studies Life Skills Draft Syllabus Consultation Report
1
Executive summary
The Stage 6 Community and Family Studies Life Skills Draft Syllabus Consultation Report
presents data and findings gathered through consultation. The profile of respondents reflects a
range of school contexts, locations and school systems.
Key matters
An analysis of the quantitative and qualitative data indicated strong support for the Stage 6
Community and Family Studies Life Skills Draft Syllabus. Respondents clearly appreciated
the addition of the course to the current suite of Stage 6 Life Skills courses available for
students with special education needs.
Respondents endorsed the draft syllabus and were satisfied that the syllabus will allow them
to design and implement teaching and learning programs that meet the needs and interests of
their students. Responses totalled more than 90% in ‘strongly agree’ and ‘agree’ for all
question categories. In addition, 73% of respondents indicated that the draft syllabus requires
little or no change.
Respondents felt that the content of the draft syllabus is relevant and appropriate for students
with special education needs, providing opportunities for practical engagement with the
content and the development of knowledge, understanding and skills required for post-school
environments. It was acknowledged that the modules are varied, well-sequenced and
accessible by the full range of students with special education needs. The breadth of content
was supported and respondents felt the flexibility of course content enables delivery across a
range of contexts.
Key matters to emerge from consultation were:
 clarification regarding the selection of modules and content
 better alignment between the draft syllabus and the draft amendments to the Stage 6
Community and Family Studies Syllabus to facilitate delivery in integrated settings
 further content in relation to the use and impact of technology
 review module six to improve the progression of learning and the cohesiveness of the
content.
Actions taken in response to the key matters were:
 advice in relation to the selection of modules and content has been clarified
 the draft syllabus has been reviewed to better align with the draft amendments to the
Stage 6 Community and Family Studies Syllabus
 content in relation to the use and impact of technology has been strengthened, particularly
in modules two, three and six
 outcomes and content in module six have been reviewed to enhance sequencing and
cohesion.
4
Stage 6 Community and Family Studies Life Skills Draft Syllabus Consultation Report
2
Background information
The Board of Studies NSW has developed Stage 6 Life Skills syllabuses to enable students
with special education needs to be accredited for the Higher School Certificate (HSC). The
first Stage 6 Life Skills syllabuses were published in 1999 in each broad area of learning.
Stage 6 Life Skills courses have Board Developed status and can be used along with other
Board Developed courses to meet the requirements for the award of the HSC.
Between 2009–2012, the Stage 6 Life Skills courses were revised to expand course options in
the key learning areas of Creative Arts, Technology and Human Society and its Environment.
The new Stage 6 Life Skills syllabuses reflect the breadth of options available to students not
undertaking Life Skills courses in these learning areas.
A review of enrolment figures in both the Preliminary and HSC years over the past five years
indicates enrolments in Stage 6 Community and Family Studies have steadily increased
during this period. In addition, of the most popular Stage 6 Board Developed courses, it is the
only course without a Stage 6 Life Skills option. The Board approved the development of a
Stage 6 Community and Family Studies Life Skills course in October 2012.
3
Syllabus development and consultation process
The Stage 6 Community and Family Studies Life Skills Draft Syllabus and survey instrument
were distributed to a wide consultation network, including all secondary schools in NSW
currently delivering Stage 6 Community and Family Studies, between 20 May and 21 June
2013. Both the draft syllabus and survey instrument were also available on the Board website.
A Stage 6 Community and Family Studies Reference Group was convened, consisting of
representatives from the following organisations:
 NSW Department of Education and Communities
 Association of Independent Schools of NSW
 Catholic Education Commission NSW
 NSW PDHPE Teachers’ Association
 Technology Educators Association NSW
 NSW Australian Council of Health, Physical Education and Recreation (ACHPER)
 Australian Association of Special Education.
The Reference Group met on 4 April and 15 August 2013 to provide advice on the
development and quality of the syllabus.
Additionally, consultation meetings with teachers in metropolitan and regional areas were
also conducted:
 Newcastle on 30 May 2013
 Campbelltown on 6 June 2013
 Hornsby on 11 June 2013.
The Board’s Special Education Committee was also involved in consultation.
5
Stage 6 Community and Family Studies Life Skills Draft Syllabus Consultation Report
Subject to Board approval, the syllabus will be available for Preliminary course
implementation in 2014.
6
Stage 6 Community and Family Studies Life Skills Draft Syllabus Consultation Report
4
Summary of respondents
Consultation meetings
Two Reference Group meetings and three teacher meetings were held. The number of
participants are as follows:
Reference Group
members
10
Teacher meetings
participants
15
Survey respondents
Individual teachers
8
Faculty
2
Other: Association of
Independent Schools NSW
7
Independent
Sector
Catholic
Government
Non-school-based
Parent body
4
University
Area of NSW
Metropolitan
5
Regional
5
7
Other: Association of
Independent Schools NSW
Stage 6 Community and Family Studies Life Skills Draft Syllabus Consultation Report
5
Analysis
5.1 Aim, objectives and course structure
Summary
Respondents indicated that the aim and objectives were clear and achievable and that the aim
provided an adequate statement of the overall purpose of the syllabus. Respondents
appreciated that the objectives provided an opportunity for students to engage in more
in-depth study of a particular area of interest. It was felt that the modules were clear and
comprehensive, providing flexibility for programming and opportunities for implementation
within integrated settings.
Quantitative analysis
The aim provides a statement of the overall purpose of the syllabus.
Nil response
1
9%
Strongly
agree
4
36%
Agree
Unsure
Disagree
Strongly
disagree
6
55%
The objectives define in broad terms the knowledge, understanding, skills, values and
attitudes to be developed through the study of the Community and Family Studies Life Skills
course.
Nil response
1
9%
Strongly
agree
5
45%
Agree
Unsure
4
36%
1
9%
Disagree
Strongly
disagree
The modules provide sufficient scope to meet the needs, interests and abilities of students
with special education needs.
Nil response
1
9%
Strongly
agree
5
45%
Agree
Unsure
4
36%
1
9%
8
Disagree
Strongly
disagree
Stage 6 Community and Family Studies Life Skills Draft Syllabus Consultation Report
Qualitative analysis
Key matters raised and writing team action
Key matters raised
Source/s
Action
Objectives may be too broad in that knowledge,
understanding and skills are covered in one
objective. Skills should be listed before knowledge
and understanding in the objectives. The objective
stems are repetitive.
CM, Survey
(AIS)
More specific language is required for the objectives
to assist with assessment, programming and
reporting.
DEC
Objectives define, in broad
terms, the knowledge,
understanding, skills and
values and attitudes to be
developed through study in
the subject.
Assessment, programming
and reporting are based on the
outcomes of the syllabus.
Objective 6 requires further clarification as the intent
is unclear and there is little correlation with the
module description. It is suggested that:
 using both ‘positive’ and ‘productive’ is
redundant
 concept of citizenship should be included.
CM
The objective has been
reviewed to clarify the
intended learning.
Objective 7 is too difficult for some students and is
not specifically reflected in the content of the course.
CM, DEC,
Survey
Content can be selected based
on the needs, abilities and
interests of students. Content
in relation to objective 7 has
been included in each module.
Objective 7 should be listed first.
Survey (AIS)
The order of the objectives
aligns with the order of the
modules.
The advice regarding the selection of modules and
content requires clarification and strengthening.
CM
The advice has been reviewed
to clarify the selection of
modules and content.
The module descriptions do not include content in
relation to the use and impact of technology.
Survey
The module descriptions have
been reviewed.
Include all factors affecting wellbeing in the
description for module 1.
CM,
CAFSRG
Include recognising the value of different family
structures in the description for module 2.
CM
9
Stage 6 Community and Family Studies Life Skills Draft Syllabus Consultation Report
5.2 Outcomes
Summary
Feedback from respondents indicated that the outcomes are clear and provide sufficient scope
for the range of students with special education needs for whom Life Skills is appropriate. It
was felt that the outcomes relate clearly to the objectives and modules and allow for specific
assessment of student achievement. Respondents indicated that the outcomes allowed for
flexible programming and integration with other Stage 6 Life Skills syllabuses.
Quantitative analysis
There is a clear relationship between the syllabus objectives and the outcomes.
Nil response
1
9%
Strongly
agree
4
36%
Agree
Unsure
Disagree
Strongly
disagree
6
55%
The outcomes provide a sound basis for guiding assessment and reporting of student
achievement.
Nil response
1
9%
Strongly
agree
4
36%
Agree
Unsure
5
45%
1
9%
Disagree
Strongly
disagree
The outcomes provide sufficient scope for developing programs for students with special
education needs.
Nil response
1
9%
Strongly
agree
4
36%
Agree
Unsure
5
45%
1
9%
10
Disagree
Strongly
disagree
Stage 6 Community and Family Studies Life Skills Draft Syllabus Consultation Report
Qualitative analysis
Key matters raised and writing team action
Key matters raised
Source/s
Action
More specific language is required for the outcomes
to assist with assessment, programming and
reporting. Terms such as ‘explore’, ‘develop’,
‘investigate’ and ‘demonstrate an awareness of’ are
not observable.
DEC
‘Appreciates’ is difficult to assess.
Survey (AIS)
The outcome verbs are
consistent with other Stage 6
Life Skills syllabuses.
Board syllabuses include
outcomes relating to values
and attitudes. There is no
requirement to formally
assess these outcomes.
The concept of ‘interrelationships’ in outcome 3.2
may be too challenging for some students.
CM
Outcome 7.1 is difficult for students to achieve,
particularly in relation to using a variety of strategies
to undertake research.
Survey x 2
The content presented in relation to outcome 7.1
requires further refinement in order to:
 adequately describe research skills
 provide an opportunity for students to report on
the research they have undertaken.
DEC, CM
The content has been
reviewed to include
knowledge, understanding
and skills related to research
There is little relationship between the Life Skills
outcomes and the draft amendments to the Stage 6
Community and Family Studies Syllabus.
CM
The outcomes have been
reviewed for better alignment
with the draft amendments of
the Stage 6 Community and
Family Studies Syllabus.
11
Outcomes have been
developed to cater for the full
range of students with special
education needs and may be
selected based on the needs,
abilities and interests of
students.
Stage 6 Community and Family Studies Life Skills Draft Syllabus Consultation Report
5.3 Module 1: Wellbeing of individuals
Summary
Respondents reported that the content of this module is clear and appropriate for students.
They indicated that the content provides variety and flexibility to develop relevant teaching
and learning programs. Respondents felt that the module would be particularly useful in
assisting students in post-school transitioning.
Consultation supported the following content in this module:
 personal hygiene and personal safety
 local community resources
 factors that affect wellbeing.
Quantitative analysis
The sequence of content for this module is logical and appropriate.
Nil response
2
18%
Strongly
agree
5
45%
Agree
Unsure
Disagree
Strongly
disagree
Disagree
Strongly
disagree
4
36%
The content adequately describes the scope of each outcome.
Nil response
2
18%
Strongly
agree
4
36%
Agree
Unsure
5
45%
The content provides sufficient scope for developing programs for students with special
education needs.
Nil response
2
18%
Strongly
agree
5
45%
Agree
Unsure
3
27%
1
9%
12
Disagree
Strongly
disagree
Stage 6 Community and Family Studies Life Skills Draft Syllabus Consultation Report
Qualitative analysis
Key matters raised and writing team action
Key matters raised
Source/s
Action
The content does not align well with the draft
amendments for the Stage 6 Community and Family
Studies Syllabus.
CM
Content is lengthy and some content redundant.
Refine outcomes 1.3 and 1.4.
CM, Survey
The content in relation to visiting a range of
resources in the local community is not practical.
Survey
Some content, such as the interrelationship between
factors that affect wellbeing, is too conceptual for
students with high support needs.
Survey
The content has been
reviewed to remove
redundancy and improve
alignment with the draft
amendments of the Stage 6
Community and Family
Studies Syllabus. Content
points have been developed to
cater for the full range of
students with special
education needs and can be
selected based on the needs
and abilities of students.
Content in relation to managing resources is
required, such as budgeting and managing personal
schedules.
Survey
Expand wellbeing to include economic and cultural.
CM,
CAFSRG
Content could be included in relation to the
importance of independence for a person’s selfesteem.
CM
Outcome 1.1
The use of the term ‘health’ in the examples for key
aspects of wellbeing is redundant.
CM
The aspects of wellbeing listed should be factors
affecting wellbeing.
CAFSRG
Include personal safety in the examples of factors
that affect physical wellbeing.
Survey (AIS)
Outcome 1.2
Include content in relation to technology.
Survey
Include an example related to spiritual wellbeing in
the strategies to improve wellbeing.
CM
Revise terminology in relation to relationships to
maintain consistency with Years 7–10 PDHPE.
CAFSRG
The term ‘socioeconomic status’ is too complex.
Consider revising this term to ‘financial
circumstances’ or ‘social group’.
AASE
Revise examples of factors influencing the
availability of resources for consistency with the
draft Stage 6 Community and Family Studies
Syllabus.
CAFSRG
13
Content in relation to
managing resources is
included in module 5.
Additional content has been
included.
Additional content and
examples have been included.
Technology has been revised.
Stage 6 Community and Family Studies Life Skills Draft Syllabus Consultation Report
Key matters raised
Source/s
Action
Include a sense of belonging or wellbeing in the
examples of things people need to survive.
Survey (AIS)
Additional content and
examples have been included.
Technology has been revised.
Expand the examples of wants to include nonmaterialistic examples.
CM
Include the steps of decision making and content
relating to how needs and wants may not be
supported by the community.
CM
Outcome 1.3
Outcome 1.5
Replace ‘tolerance’ with ‘trust’ in the examples of
factors impacting on maintaining positive
relationships.
14
CAFSRG
Stage 6 Community and Family Studies Life Skills Draft Syllabus Consultation Report
5.4 Module 2: Families
Summary
Respondents indicated that the content in this module allows for progressive development of
knowledge and understanding. They felt that the content is relevant and inclusive of the full
range of students with special education needs. Respondents acknowledged the flexibility to
deliver this module within an integrated setting.
Consultation supported the following content in this module:
 parenting
 family structures and roles
 support services.
Quantitative analysis
The sequence of content for this module is logical and appropriate.
Nil response
2
18%
Strongly
agree
5
45%
Agree
Unsure
Disagree
Strongly
disagree
Disagree
Strongly
disagree
4
36%
The content adequately describes the scope of each outcome.
Nil response
2
18%
Strongly
agree
5
45%
Agree
Unsure
4
36%
The content provides sufficient scope for developing programs for students with special
education needs.
Nil response
2
18%
Strongly
agree
5
45%
Agree
Unsure
2
18%
2
18%
15
Disagree
Strongly
disagree
Stage 6 Community and Family Studies Life Skills Draft Syllabus Consultation Report
Qualitative analysis
Key matters raised and writing team action
Key matters raised
Source/s
Action
The content does not align well with the draft
amendments for the Stage 6 Community and Family
Studies Syllabus.
CM
Include the term ‘guardian’ in reference to
parents/carers.
SEC
The content and terminology
have been reviewed for better
alignment with the draft
amendments of the Stage 6
Community and Family
Studies Syllabus.
Content is lengthy and could be reduced.
CM
Outcome 2.1
Content should begin with identifying different
family structures first, then identifying their own
family structure.
CM
Content in relation to analysing council information
and census data is too difficult.
Survey x 2
Include content in relation to how families gain
financial support.
CM
Review the examples of different family structures
that people may have to include:
 nuclear families
 foster families
 ‘kinship’ families.
CM, SEC,
Survey (AIS)
Outcome 2.2
Include content in relation to technology.
Survey
Review the examples provided in relation to the role
expectations of families to include: ‘the need for
household rules’ and ‘the need to follow household
rules’.
Survey
Include some examples of role expectations for
different cultural groups.
CM
Include ‘caring for parents’ in the examples of
specific tasks family members perform and role
expectations.
SEC,
CAFSRG
Include content in relation to challenges and issues
faced by siblings, such as caring for a sibling with a
disability.
SEC
Outcome 2.3
Include reference to parents/carers in the Aboriginal
community within types of parents/carers.
16
SEC
Content points can be selected
and sequenced based on the
needs and abilities of
students.
Content in relation to
analysing council data and
family role expectations for
different cultural groups has
been removed.
Additional content and
examples have been included,
and some examples removed
as suggested.
The term ‘socioeconomic
status’ has been revised.
Students can demonstrate
understanding in a variety of
ways, including listing and
describing.
Stage 6 Community and Family Studies Life Skills Draft Syllabus Consultation Report
Key matters raised
Source/s
Revise examples of types of parents/carers and
factors influencing how parents/carers provide for
children for consistency with the draft amendments
of the Stage 6 Community and Family Studies
Syllabus.
CAFSRG
Modify content point in relation to planning for
parenthood to ‘recognise that conception can be
planned or unplanned’.
CM
Remove examples in relation to using reproductive
technology.
CAFSRG
Include an example relating to medical decisions in
the decisions parents/carers make for families.
CM
The term ‘socioeconomic status’ is too complex.
Consider revising this term to ‘financial
circumstances’ or ‘social group’.
AASE
Include ‘health’ in the examples of factors that
influence how parents/carers provide for the needs of
their children.
SEC
Change stem from ‘demonstrate an understanding’ to
‘list and describe’.
CM
Comparing roles of carers will be difficult for
students with special education needs.
Survey
Outcome 2.4
Include examples of how to access support services.
17
CM
Action
Stage 6 Community and Family Studies Life Skills Draft Syllabus Consultation Report
5.5 Module 3: Participating in groups
Summary
Respondents reported that the content of this module is varied and relevant for students. They
indicated that the examples provided are practical and support the content well. Respondents
felt that the content presents achievable skills to enable students to actively participate in
groups and is inclusive of the full range of students with special education needs.
Respondents appreciated that the nature of the content allows for delivery in an integrated
setting.
Consultation supported the following content in this module:
 communication
 teamwork
 how groups help the community.
Quantitative analysis
The sequence of content for this module is logical and appropriate.
Nil response
1
9%
Strongly
agree
6
55%
Agree
Unsure
Disagree
Strongly
disagree
Disagree
Strongly
disagree
4
36%
The content adequately describes the scope of each outcome.
Nil response
1
9%
Strongly
agree
7
64%
Agree
Unsure
3
27%
The content provides sufficient scope for developing programs for students with special
education needs.
Nil response
1
9%
Strongly
agree
6
55%
Agree
Unsure
3
27%
1
9%
18
Disagree
Strongly
disagree
Stage 6 Community and Family Studies Life Skills Draft Syllabus Consultation Report
Qualitative analysis
Key matters raised and writing team action
Key matters raised
Source/s
Outcome 3.1
Include content in relation to special interest groups.
CM, SEC
Include further examples of reasons why we become
part of a group, such as to share resources.
CM, SEC
Clarify content in relation to the ways groups
CM
provide for an individual’s wellbeing by rewording
stem to: ‘Identify the ways in which a group provides
for an individual’s wellbeing …’.
Add ‘cultural’ to the list of functions that a group
provides for individuals.
CM
Outcome 3.2
Review the content around roles that may exist in a
group to better align with current Stage 6 Community
and Family Studies Syllabus.
CM
Replace the term ‘successful groups’ with ‘effective
groups’.
CM
Outcome 3.3
This outcome may be challenging for some students.
CM
Include ‘active listening’ and ‘respecting other
people’s personal boundaries’ in relation to
demonstrating respect for the opinions of others.
CM
Include content in relation to managing and resolving CAFSRG
conflict in groups.
Outcome 3.4
Add ‘resolve conflict’ as an example of purposes for
communication in a group in outcome 3.4.
CM
Include content in relation to understanding social
cues, demonstrating empathy, not using violent
words/responses and no inappropriate touching in
relation to effective communication.
CM
Include further content in relation to safe language,
cyber bullying and appropriate use in the workplace
in relation to social media.
CM
Include further content in relation to the use and
impact of technology.
CM
Include content in relation to appropriate
communication in the workplace.
CM
19
Action
Additional content and
examples have been included.
The wording of specific
content points has been
revised.
The examples of group roles
included are considered more
appropriate for students with
special education needs.
Outcomes are selected based
on the needs, abilities and
interests of students.
Stage 6 Community and Family Studies Life Skills Draft Syllabus Consultation Report
5.6 Module 4: Specific groups in society
Summary
Respondents felt that the content in this module is appropriate and relevant for students with
special education needs. The content adequately covers the scope of the objective and
outcomes and is well sequenced. Respondents indicated that the examples appropriately
support and clarify the content and appreciated the opportunity for students to engage in
further research.
Consultation supported the following content in this module:
 the range of examples of specific groups
 the range of services available for specific groups.
Quantitative analysis
The sequence of content for this module is logical and appropriate.
Nil response
1
9%
Strongly
agree
5
45%
Agree
Unsure
4
36%
1
9%
Disagree
Strongly
disagree
Disagree
Strongly
disagree
The content adequately describes the scope of each outcome.
Nil response
1
9%
Strongly
agree
5
45%
Agree
Unsure
5
45%
The content provides sufficient scope for developing programs for students with special
education needs.
Nil response
1
9%
Strongly
agree
4
36%
Agree
Unsure
Disagree
3
27%
2
18%
1
9%
20
Strongly
disagree
Stage 6 Community and Family Studies Life Skills Draft Syllabus Consultation Report
Qualitative analysis
Key matters raised and writing team action
Key matters raised
Source/s
Action
The nature and detail of this module may be too
difficult for students with high support needs.
Survey x3,
CM
The modules, outcomes and
content have been developed
to cater for the full range of
students with special
education needs and are
selected based on the needs
and abilities of the students.
Additional examples have
been included.
The wording of specific
content points has been
revised.
The list of specific groups
and terminology used is
consistent with the Stage 6
Community and Family
Studies Syllabus.
Outcome 4.1
Include ‘culture’, ‘religion’ and ‘gender’ as
examples of what people in a group have in
common.
CM
The term ‘economic status’ is too complex. Consider
revising this term to ‘financial circumstances’.
AASE
Include isolated communities as an example of a
group in society that has specific needs.
CM
Revise terminology in relation to the specific groups
to strengthen the concept of the individual.
CAFSRG
Replace ‘societies’ with ‘local communities’ in
‘explore ways in which societies can support groups
with specific needs …’
CM
21
Stage 6 Community and Family Studies Life Skills Draft Syllabus Consultation Report
5.7 Module 5: Transition to adulthood
Summary
Respondents indicated that the content of this module is well sequenced and relevant for
students with special education needs. They appreciated the practical nature of the content,
indicating that this enabled the content to be inclusive of the full range of students.
Respondents reported that the content provides sufficient scope to develop teaching and
learning programs relevant to students transitioning to post-school environments.
Consultation supported the following content in this module:
 legal rights and responsibilities
 independent living and personal skills
 decision making
 post-school changes and transitions
 support network
 personal safety.
Quantitative analysis
The sequence of content for this module is logical and appropriate.
Nil response
2
18%
Strongly
agree
6
55%
Agree
Unsure
Disagree
Strongly
disagree
Disagree
Strongly
disagree
3
27%
The content adequately describes the scope of each outcome.
Nil response
2
18%
Strongly
agree
6
55%
Agree
Unsure
3
27%
The content provides sufficient scope for developing programs for students with special
education needs.
Nil response
2
18%
Strongly
agree
5
45%
Agree
Unsure
4
36%
22
Disagree
Strongly
disagree
Stage 6 Community and Family Studies Life Skills Draft Syllabus Consultation Report
Qualitative analysis
Key matters raised and writing team action
Key matters raised
Source/s
Action
The content does not relate well to the draft
amendments of the Stage 6 Community and Family
Studies Syllabus. Content such as decision making
and rights and responsibilities has been removed
from the draft amendments.
CM
Some content within this module is specific to the
Life Skills syllabus and could not be delivered in an
integrated setting.
Survey
Content is required in relation to common issues in
personal relationships.
Survey
Content in relation to gaining employment should be
more inclusive of the full range of students with
special education needs and include ‘community
participation’.
CM
The content has been
reviewed for better alignment
with the draft amendments of
the Stage 6 Community and
Family Studies Syllabus.
Schools wishing to deliver the
syllabus in an integrated
setting can select modules and
content to suit available
resources as well as the needs
of the students.
Additional content and
examples have been included.
Some examples have been
removed as suggested.
Terminology has been
revised.
Content is presented
progressively to facilitate
achievement by students with
a range of abilities.
Repetition of content provides
opportunities for students to
generalise knowledge,
understanding and skills in a
range of contexts.
Outcomes can be selected and
integrated as appropriate.
Outcome 5.1
Revise terminology in relation to ‘stages of life’ for
greater consistency with the draft amendments of the
Stage 6 Community and Family Studies Syllabus.
CAFSRG
Combine content points in relation to identifying and
sequencing the stages of life.
Survey
Include content relating to identifying challenges and
positive experiences of life transitions.
CM
Outcome 5.2
Provide greater focus on voting.
CM
Include financial rights and responsibilities, such as
obtaining/paying for credit.
CM
Include access to health care in the examples of the
ways in which rights are regulated.
CM
Include financial responsibilities and safe sex as
examples of responsibilities people have as adults.
CM
Change ‘consequences’ to ‘outcomes’ in relation to
sexual relationships and remove examples.
CAFSRG
Outcome 5.3
Content included in outcome 5.3 is covered in other
syllabuses.
CM
Include accessing goods and services as an example
of skills that can assist a person to live independently
in outcome 5.3.
CM
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Stage 6 Community and Family Studies Life Skills Draft Syllabus Consultation Report
Key matters raised
Source/s
Outcome 5.4
Integrate content in relation to decision making with
other outcomes.
CM
Include content in relation to consequences related to
decision making.
CM
Content in relation to the significance of making
decisions and the steps involved in the decisionmaking process requires further elaboration.
CM
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Action
Stage 6 Community and Family Studies Life Skills Draft Syllabus Consultation Report
5.8 Module 6: Work and the individual
Summary
Respondents reported that the content of this module covers key issues for students with
special education needs. It was indicated that the content provides sufficient scope to meet
the needs of the full range of students. Respondents felt that the content provides
opportunities for students to develop knowledge, understanding and skills required to
transition from school to working life and appreciated the opportunities for students to
engage in practical experiences. Respondents appreciated the connection to current Stage 6
Life Skills syllabuses, particularly Work and the Community Life Skills.
Consultation supported the following content in this module:
 practical skills required for work environments
 technology, particularly in relation to appropriate use of technology.
Quantitative analysis
The sequence of content for this module is logical and appropriate.
Nil response
1
9%
Strongly
agree
6
55%
Agree
Unsure
3
27%
1
9%
Disagree
Strongly
disagree
Disagree
Strongly
disagree
The content adequately describes the scope of each outcome.
Nil response
1
9%
Strongly
agree
5
45%
Agree
Unsure
5
45%
The content provides sufficient scope for developing programs for students with special
education needs.
Nil response
1
9%
Strongly
agree
6
55%
Agree
Unsure
3
27%
1
9%
25
Disagree
Strongly
disagree
Stage 6 Community and Family Studies Life Skills Draft Syllabus Consultation Report
Qualitative analysis
Key matters raised and writing team action
Key matters raised
Source/s
Action
Content in relation to technology should also be
included in other modules.
Survey, CM
Technology content could be incorporated into
outcome 6.2.
CM
Some content within this module is specific to the
Life Skills syllabus and could not be delivered in an
integrated setting.
Survey
Content is too broad and requires refining.
Survey
More explicit reference to employability skills is
required.
Survey (AIS)
Additional content and
examples have been included.
Schools wishing to deliver the
syllabus in an integrated
setting can select modules and
content to suit available
resources as well as the needs
of the students.
Content has been reviewed to
improve consistency,
cohesion and specificity.
The outcome and content in
relation to maintaining a
balanced lifestyle have been
reviewed to more accurately
reflect the intended learning
of the module.
Outcome 6.1
Include ‘shift work’, working in remote places and
‘supported employment’ as examples of types of
work.
CAFSRG,
AASE
Include content in relation to identifying types of
work they would like to do.
CAFSRG
Remove ‘adulthood’ from ‘recognise work as a
significant aspect of adulthood’. Integrate this
content with the needs met by work.
CM
CAFSRG
Include content in relation to the value of work to the
individual and how work meets the needs of
individuals.
CM
Outcome 6.2
Include further references to unpaid work, such as
volunteering, so that the focus is not on paid work.
CM
Include examples of advocates in the range of roles
that exist in the workplace, such as union
representatives, human resource officers,
employment trainer.
CM
Include ‘taking initiative’, ‘reliability’ or ‘meeting
responsibilities’ as examples of qualities of an
effective worker.
CM
Outcome 6.3
Provide further content in relation to the responsible
use of technology.
CM
Replace ‘in the workplace’ with ‘in our working
lives’ and ‘in the workplace that can also be used for
personal purposes’ with ‘in our social lives’.
CM
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Stage 6 Community and Family Studies Life Skills Draft Syllabus Consultation Report
Key matters raised
Source/s
Group content related to the social use of technology
together and content related to using technology in
the workplace together.
CM
Include the protection of the rights of others when
using technology as an example of an issue and
challenge in using technology.
CM
Revise the factors affecting access to technology for
greater consistency with the draft amendments of the
Stage 6 Community and Family Studies Syllabus.
CAFSRG
Outcome 6.4
This outcome seems inappropriately placed in this
module.
CM
Content in relation to maintaining a balanced
lifestyle should focus on accessing facilities,
obtaining funding to support the needs of
individuals, and accessing and developing support
networks and systems.
CM
The concept of ‘balanced lifestyle’ is out of place in
this module.
CM
Review the examples presented as social/leisure
activities and responsibilities to ensure a more
balanced mix of activities and responsibilities.
AASE
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Action
Stage 6 Community and Family Studies Life Skills Draft Syllabus Consultation Report
5.9 Overall evaluation
Quantitative analysis
On balance, how would you classify the draft Stage 6 Community and Family Studies Life
Skills Syllabus?
Nil response
I like it, it needs little
or no change
It is quite good but
still needs moderate
change
2
18%
8
73%
1
9%
I don’t think it will
work well and requires
substantial
amendments
Qualitative analysis
Key matters raised and writing team action
Key matters raised
Source/s
Action
It may be difficult to deliver this syllabus in an
integrated setting.
Survey
Access to resources to support implementation is
required.
Survey
Further examples of additional support are required
in the Assessment and Reporting section.
Survey (AIS)
Embed the glossary of key terms into the modules.
Survey (AIS)
Incorporate this syllabus into Program Builder.
Survey (AIS)
Include a definition of work in the glossary that
encompasses both paid and unpaid work.
CM
Content described by ‘demonstrate’ may require
clarification as it is not an observable term.
CM
Content could be made more explicit to assist
assessment, programming and reporting.
DEC
Revise terminology to improve consistency.
CAFSRG
Strengthen opportunities for students to
demonstrate knowledge, understanding and skills
in practical ways.
CAFSRG
Schools wishing to deliver the
syllabus in an integrated setting
can select modules and content
to suit available resources as
well as needs of the students.
Existing resources aligned with
the current Stage 6 Community
and Family Studies Syllabus
can be used to support
implementation of this
syllabus. Examples of
additional support are included
on Board websites.
The presentation of the glossary
is consistent with Stage 6 Life
Skills syllabuses. The glossary
has been updated.
Program Builder is currently
only available for K–10 NSW
syllabuses for the Australian
curriculum.
The term ‘demonstrate’ is
represented in the HSC
glossary of key words.
Further examples and
elaboration have been included
to support content.
Terminology has been revised.
Further opportunities for
practical demonstration of
learning have been included.
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Stage 6 Community and Family Studies Life Skills Draft Syllabus Consultation Report
6
Respondents
6.1 Consultation meetings
Stage 6 Community & Family Studies Life Skills Draft Syllabus consultation meetings
(code: CM)
Venue
Date
Number of participants
Newcastle
30 May 2013
5
Campbelltown
6 June 2013
4
Hornsby
11 June 2013
6
Board of Studies Special Education Committee meeting on 25 June 2013
(code: SEC)
Stage 6 Community and Family Studies Reference Group meetings on 4 April 2013 and
15 August 2013 (code: CAFSRG)
6.2 Written submissions
Key groups and professional associations
Code
Australian Association of Special Education
AASE
NSW Department of Education and Communities
DEC
29