A Life Skills component has been included to support the education of a small number of secondary aged students. It was considered important to include a section on Life Skills for a variety of reasons:

  • A high percentage of students with disabilities are enrolled mainstream classes and some secondary aged students with an intellectual disability or learning difficulty may require the selection of Life Skills outcomes to fulfil curriculum requirements.
  • Teachers may perceive that Life Skills is a separate subject and too onerous and unrealistic to manage in a regular class with up to 29 other students.
  • Schools may need support in identifying students who could access one or more subjects with Life Skills outcomes.
  • Life Skills can support retention at school for students who are at risk of failing and disengaging from studies by providing an appropriate and accessible program.
  • Implementation of Life Skills options supports adherence to our national teaching standards (AITSL).

Life Skills outcomes 7-10 are embedded in the regular curriculum. Life Skills outcomes and content are developed from the objectives of the syllabus.

Teacher helping a student make a cake

Excerpt from BOSTES New Syllabuses for the Australian Curriculum

In order to provide a relevant and meaningful program of study that reflects the needs, interests and abilities of each student, schools may integrate Years 7–10 Life Skills outcomes and content across a variety of school and community contexts.

Teacher and student counting money at a supermarket cash register

The following points need to be taken into consideration:

  • specific Life Skills outcomes will be selected on the basis that they meet the particular needs, goals and priorities of each student
  • students are not required to complete all outcomes
  • outcomes may be demonstrated independently or with support.

The Years 7–10 Life Skills content forms the basis for learning opportunities. Content should be selected based on the abilities, needs and interests of the students. Students will not be required to complete all of the content to demonstrate achievement of an outcome.

When it has been decided that a student should access Life Skills outcomes and content in one or more subjects, school planning to support the student in the learning process should address:

  • the selection of appropriate personnel to be involved in the design and implementation of the pattern of study for the student
  • the selection of Life Skills outcomes and content that will form the basis of the student’s program of study in a particular subject
  • the most appropriate contexts for the student to demonstrate achievement of outcomes, eg school, community or workplace
  • the time needed for addressing outcomes and content
  • the resources required to assist the school in meeting the needs of the student
  • teaching strategies that are appropriate to the age and abilities of the student
  • adjustments to teaching, learning and assessment experiences that may be required to enable the student to access the Life Skills outcomes and content
  • strategies for monitoring the student’s progress
  • ongoing collaborative planning to assist the student’s successful transition through school to adult life.

Schools do not need to ask permission from BOSTES for students to access Life Skills outcomes and content, nor is it necessary to submit planning documentation.