Assessment and reporting

Assessment

Students studying Life Skills courses work towards achieving selected outcomes, which are identified through collaborative curriculum planning. Teachers assess students based on achievement in relation to the selected outcomes. The syllabus outcomes and content guide the student’s learning and assessment.

Students may also demonstrate achievement of Life Skills outcomes from additional courses that they are not enrolled in.

Assessment should provide opportunities for students to demonstrate achievement in relation to the selected outcomes. Assessment can occur in a range of situations or environments, such as school and the wider community. Evidence of achievement can be based on:

• formative assessment opportunities
• summative assessment opportunities.

Formal assessment tasks are not required for Life Skills outcomes. Stage 6 Life Skills courses do not have external examinations.

To assist with programming, download Developing Integrated Teaching, Learning and Assessment Activities (PDF 347.3KB). This resource shows how to include ongoing assessment in teaching. 

Levels of achievement

Life Skills outcomes can be:

• achieved independently, or
• achieved with support.

Achieved independently

Some students may demonstrate achievement in relation to outcomes either:

• without adjustments
• with adjustments. 

Adjustments are determined during the collaborative curriculum planning process. They vary according to the student’s needs and the activity requirements. Adjustments should enable the student to demonstrate achievement during assessment opportunities on the same basis as their peers. 

Examples of adjustments include:

• the positioning of a student in a classroom
• more time to communicate
• use of assistive technology
• provision of alternative formats. For example, large print or Braille
• provision of a reader or writer.

Achieved with support

Some students may only demonstrate achievement if given additional support. 

Examples of additional support include:

• gestural prompts
• verbal prompts
• visual prompts
• modelling
• physical prompts
• physical assistance
• provision of partial responses.

Teachers may record the support needed by the student to demonstrate achievement in relation to the outcome. 

Reporting

Schools are not required to use the Common Grade Scale (A–E) or equivalent to report student achievement for Life Skills courses. Schools should:

• decide the most appropriate way to report student achievement
• consult with their sector or system
• keep records of which Life Skills outcomes a student has achieved. 

Life Skills outcomes worksheets are available with each syllabus to record student progress and achievement. You can also find personalised worksheets for Stage 5 and Stage 6 Life Skills courses on Schools Online.