Stage 6 Life Skills Courses - The Profile of Student Achievement
- Introduction
- How to use the Profile
- Individual syllabus outcomes in the Profile of Student Achievement
- Elements of the Profile of Student Achievement
- Verification Requirements
Download these documents
Download the complete set as an Acrobat file (63
pages, 273KB)
Download the complete set as an MS Word 97 file (63
pages, 408KB)
Download the individual files in MS Word 97 format
- Introduction
- Student details and course verification forms
- English Life Skills
- Mathematics Life Skills
- Science Life Skills
- Technological and Applied Studies Life Skills
- Creative Arts Life Skills
- PDHPE Life Skills
- Citizenship and Society Life Skills
- Work and the Community Life Skills
Introduction
The Profile of Student Achievement is intended to be a permanent record of all the syllabus outcomes achieved by students undertaking the Stage 6 Life Skills courses during their Preliminary and HSC years.
It is intended that the Profile will be available to students when they leave school, whether in the Preliminary or HSC year.
How to use the Profile
A Profile of Student Achievement should be developed for each student enrolled in a Life Skills course. The Profile will contain a list of all Stage 6 Life Skills syllabus outcomes that have been incorporated into the student's pattern of study in both the Preliminary and HSC years.
Teachers can create the Student's Profile from the modules and outcomes files provided in this folder. The files comprise:
- Student details and course verification forms
- English Life Skills
- Mathematics Life Skills
- Science Life Skills
- Technological and Applied Studies Life Skills
- Creative Arts Life Skills
- PDHPE Life Skills
- Citizenship and Society Life Skills
- Work and the Community Life Skills.
As a student demonstrates achievement of a syllabus outcome, the teacher will certify that the outcome has been achieved. The person(s) responsible for coordinating the student's pattern of study will need to ensure that a backup copy of the student's achievements is maintained.
It should be emphasised that, in order to protect the integrity of this Profile, syllabus outcomes should not be certified until the appropriate teacher(s) are completely satisfied that the student has achieved the syllabus outcomes. Where a student demonstrates partial achievement of an outcome, the appropriate teacher(s) should certify against the content points that the student has achieved. Where a student demonstrates achievement of an outcome with support, the appropriate teacher(s) will certify on the outcome indicating the type of support required.
Prior to a student leaving school, whether in the Preliminary or HSC year, the Profile will be verified by the school principal as a true and accurate record of all syllabus outcomes achieved to date by the student in the Stage 6 Life Skills courses.
Schools will not be required to submit the Profile of Student Achievement to the Board of Studies, but will be asked to submit details of all Stage 6 Life Skills courses undertaken by each student so that this information is included on the student's Record of Achievement.
Individual syllabus outcomes in the Profile of Student Achievement
Only a teacher can verify achievement on the Profile. However, parents, carers, workplace supervisors and other community personnel may provide valuable evidence concerning the student's ability to generalise knowledge, skills, and values and attitudes in a range of adult environments.
Elements of the Profile of Student Achievement
The Profile of Student Achievement is to be used to report student achievement of the outcomes contained in the Stage 6 Life Skills courses based on the individual transition-planning process for students.
The profile is divided into 5 columns:
- Syllabus Outcomes
- Achieved Independently
- Achieved with Support as Indicated
- Date
- Teacher's Initials
The Syllabus Outcomes column lists each of the outcomes contained in the syllabuses. Under each outcome, space is provided for teachers to list relevant content points from the syllabuses. Partial achievement of outcomes or progress made towards outcomes may be shown by listing the content points that the student has been assessed as working towards or having achieved (see example next page).
If students achieve relevant syllabus outcomes independently, teachers will indicate this in the Achieved Independently column next to the relevant outcome.
For example:
| Syllabus Outcomes | Achieved Independently | Achieved with Support as Indicated | Date | Teacher's Initials |
|---|---|---|---|---|
| 1.1 gives attention to another person, an object or an event in their environment |  |
10/6/2000 | R Stanstead |
The column titled Achieved with Support as Indicated provides an opportunity for teachers to indicate the type of support required by some students, according to their particular needs and requirements of the task. Types of support that may be annotated in this column include:
- the provision of specific amounts of extended time
- verbal and/or physical assistance from others
- the provision of specific technological aids
- adjustment of the environment based on specific needs of individual students.
Any of the support types listed may be used to reflect the extent of achievement of the outcomes contained in the syllabuses and/or 'achievement'of tasks directly related to the content points listed under each outcome.
For example:
| Syllabus Outcomes | Achieved Independently | Achieved with Support as Indicated | Date | Teacher's Initials |
|---|---|---|---|---|
| 1.1 gives attention to another person, an object or an event in their environment | ...requires some physical assistance on occasions to lift his head and maintain eye contact. | 12/7/2000 | P Jarman |
Partial achievement of outcomes may be shown by listing the relevant content points from the syllabuses that have been achieved by students independently or with support as indicated. Teachers will indicate partial achievement by certifying against the content points in either the Achieved Independently column or Achieved with Support as Indicated next to the relevant content points.
For example:
| Syllabus Outcomes | Achieved Independently | Achieved with Support as Indicated | Date | Teacher's Name |
|---|---|---|---|---|
| 1.1 gives attention to another person, an object or an event in their environment | ||||
| Relevant Content Points | |
Requires verbal prompt to position himself | 1/11/2000 | W Linton |
| Stand or position themselves appropriately to indicate giving attention to another person | ||||
| Make eye contact with known people in response to initiation from others | 1/11/2000 | W Linton |
Verification Requirements
The columns titled Date and Teacher's Name are provided for teachers to date when students achieve outcomes independently, with support and/or any relevant content points, and to verify the accuracy of the comments made in relation to the achievement of the outcomes and content points.