Students are eligible for Life Skills courses if:

• they have an intellectual disability or
• they have an imputed intellectual disability and cannot access regular course outcomes with or without adjustments.

A student with imputed intellectual disability:

• is not formally diagnosed with intellectual disability
• is supported by documented evidence that their ability to learn and participate in education is not on the same level as their peers.

​Life Skills courses are not an appropriate option for students:​

• who do not have an intellectual disability or an imputed intellectual disability​
• with significant unexpected and/or chronic health issues​
• performing below their cohort​
• who could access outcomes and content with adjustments and support
• with emotional or behavioural needs, or both.​

The NSW Education Standards Authority (NESA)’s ACE Rule 11 provides more detailed information on eligibility requirements for Life Skills Stage 5 and Life Skills Stage 6.

The Collaborative curriculum planning process is used to decide whether Life Skills is the best option for a student.

The Collaborative curriculum planning process is used to decide curriculum options and adjustments to support the student. This includes Life Skills courses and imputing intellectual disability. Schools must have evidence to support this.

This proces involves the student (where appropriate), parents, carers and teachers.

Schools should reference the department’s Curriculum, planning and programming, assessing and reporting to parents K-12  policy and associated policy standards when delivering a Life Skills course.

The Life Skills curriculum does not need a formal assessment process. However, students should be given a range of opportunities to demonstrate achievement of outcomes. Schools should ensure assessments are accessible for students who need adjustments to do the tasks.

Reporting on students with disability may have different requirements. The 5-point achievement scale is not required for reporting on student achievement in relation to Life Skills outcomes.

More advice is available on the department’s Reporting advice webpage. This includes samples for students with disability and students working to below stage outcomes.

Life Skills courses in Stage 6 will result in an HSC credential without an ATAR. All indicative hour requirements must be met when programming Life Skills courses. This ensures the courses count towards and are credentialled on the Record of Student Achievement (RoSA) and HSC.​

Each Stage 6 Life Skills course has an indicative hour requirement of:

• 120 hours in Year 11
• 120 hours in Year 12.

The exception is the Studies of Religion Life Skills Stage 6 (2010) course which requires 60 indicative hours in both Year 11 and Year 12.

It may be necessary to vary the time allocated by increasing the number of hours of study for a course. When considering whether an increase in time is necessary, schools should ensure that indicative hour requirements for each enrolled course are met. (ACE 11.2.4.21-23)

Integrated curriculum planning is a multi-tiered approach that helps teachers plan for the diverse needs of students. This process helps teachers:

• see the variety of students’ learning abilities in their classrooms

• plan for flexible learning experiences
• consider each student’s stage and Life Skills outcomes and content
• support high expectations for all students.

Universal strategies are quality-differentiated teaching practices used to optimise learning and engagement for all students. Teachers build on universal strategies and intensify support through targeted differentiation and personalised learning and support to meet identified student needs.  

A multi-tiered approach to curriculum planning is a strategic and efficient way for teachers to increase learning outcomes for every student. It involves increasingly intensified support across 3 tiers. 

• Tier 1 – universal – a proactive approach to support inclusive design of the whole learning environment. 
• Tier 2 – targeted differentiation – the direct and intentional response of teachers to meet identified needs of individuals or groups of students, in addition to broad universal planning. 
• Tier 3 – personalised learning and support – a collaborative process that responds to the individual needs of students with disability in addition to universal planning and targeted differentiation. 

[Text on screen: NSW Department of Education. The Why - background to the integrated programming approach.]

[Text on screen: “We may be different, but everyone is still valued, has a role and is needed by their community” Richard Clark Milkiri Inclusion in Culture program (Ngemba) on disability inclusion and cultural connection in schools.]

[Screen shows a yarning circle symbol. Accompanying text: Symbol - Aboriginal Ways of Knowing Being and Doing by Kayleb Waters, 2025. Used with permission.]

Speaker

 We acknowledge the Traditional Custodians of the lands on which we meet and pay our respects to Elders, past and present. We recognise the enduring strength, knowledge and diversity of Aboriginal and Torres Strait Islander peoples and their ongoing connection to Country. Guided by this understanding, we commit to inclusive, culturally safe learning environments that promote equity, accessibility and high expectations for students with disability, valuing the strengths of every learner and fostering belonging within our school communities.

Welcome. We would like to share with you the integrated programming approach and template jointly developed by Curriculum and Disability Inclusion teams.

This tool is designed to support teachers in planning inclusive and high-quality learning sequences for all students, including students with intellectual disability.

Our goal, as outlined in the New South Wales Plan for Public Education, is that "Every learner receives a high-quality education that enables them to excel."

This programming approach supports planning for learning that is meaningful, engaging and tailored for all students, including those working towards Life Skills outcomes and content.

[Screen shows NESA’s Life Skills support webpage scrolling down, a smiling student working with their teacher and the contents page of the Disability Standards for Education 2005.]

The template aligns with key pieces of legislation as well as core department policies, including the Disability Standards for Education 2005, and the Curriculum planning and programming, assessment and reporting policy.

It also aligns with Life Skills eligibility requirements as outlined by the New South Wales Education Standards Authority.

[Screen shows NESA’s Life Skills ACE Rules webpage.]

This programming approach is a vital step in working towards the Disability Royal Commission's recommendations, reflecting a commitment to the establishment of safe, inclusive and respectful learning environments.

The template is one approach that teachers can use to plan integrated learning experiences linking Life Skills outcomes and content with stage curriculum outcomes; track student progress while ensuring learning is personalised and inclusive and share strategies across teams to promote collaboration and continuous improvement.

[Screen shows the multi-tiered approach from the template, highlighting the 3 tiers.]

The template uses a multi-tiered approach to planning and programming and supports the delivery of engaging, compliant and high-quality learning programs that empower every student to succeed.

The multi-tiered approach is a simple framework that can streamline and strengthen differentiation of classroom practice and inclusive practice.

[Screen shows the multi-tiered approach logo – a stacked Venn diagram of increasing levels of support through the 3 tiers: Universal, Targeted differentiation and Personalised learning and support.]

It involves 3 tiers or levels of support. Each of these 3 tiers involves increasingly intensified support for learners in the classroom.

It is important to remember that students may potentially receive support from each tier.

To understand the multi-tiered approach in greater detail, please read more on the Supporting students with disability in the curriculum webpage.

By incorporating these evidence-based strategies, we can ensure that all students have an equitable and inclusive playing field to participate and succeed in their learning.

[Text on screen: This resource contains artworks, symbols and/or icons © Kayleb Waters, Gomeroi artist and Cultural mentor, 2024-26, used with permission. Some artworks, symbols and/or icons in this resource represent the Indigenous Cultural and Intellectual Property (ICIP) of the artist Kayleb Waters and/or the Gomeroi Community. While created by a Gomeroi artist, their meanings may vary among Aboriginal Peoples.]

[End of transcript.]

[Text on screen: NSW Department of Education. The How – the integrated programming approach.]

[Screen shows a yarning circle symbol. Accompanying text: Symbol - Aboriginal Ways of Knowing Being and Doing by Kayleb Waters, 2025. Used with permission.]

[Text on screen: “Inclusion is about valuing all students and giving them the support they need to succeed.” Professor Linda Graham, Inclusive Education Australia.]

Speaker

 We acknowledge the Traditional Custodians of the lands in which we meet and pay our respects to Elders, past and present. We recognise the enduring strength, knowledge and diversity of Aboriginal and Torres Strait Islander peoples and their ongoing connection to Country. Guided by this understanding, we commit to inclusive, culturally safe learning environments that promote equity, accessibility and high expectations for students with disability, valuing the strengths of every learner and fostering belonging within our school communities.

The Integrated programming template reflects one approach to planning and programming for both Life Skills outcomes and content and stage-based syllabus.

[Screen shows the cover page of the integrated program of learning template.]

This approach showcases an example of an inclusive and equitable model of support for all students. Let's explore how it works.

The template is divided into 5 sections.

[Screen shows text: Rational/Introduction, Multi-tiered approach, About this resource, Overview of the unit/Unit outcomes, Integrated lesson sequence walkthrough.]

As this is a programming template, some sections provide advice on evidence-based programming elements, while others are specifically related to the integrated model. You may choose to pause and review the content as you progress.

[Screen shows a heading: RationaleIintroduction. Four bubbles appear below the heading: Multi-tiered approach, Collaborative curriculum planning, Explicit teaching strategies, Eligibility.]

The Rationale and Introduction provide the context of this approach and outlines how the integrated teaching and learning model meets the needs of diverse learners.

[Screen shows the multi-tiered approach logo – a stacked Venn diagram of increasing levels of support through the 3 tiers: Universal, Targeted differentiation and Personalised learning and support.]

It details the key elements in this programming approach, including the multi-tiered approach the collaborative curriculum planning process and explicit teaching strategies as well as Life Skills eligibility requirements, including assessment of learners.

This section is also a useful reference point throughout the planning and programming process with links to key policies, processes, resources and supports.

[Text on screen: Rationale, Introduction.]

Grounded in the multi-tiered approach, this programming model integrates both Life Skills and Stage outcomes and includes three tiers of support.

Tier 1 is universal support: strategies to engage all learners in an inclusive classroom.  Tier 2 provides targeted support: this is differentiated support for individuals or groups. And Tier 3 personalised support: which has tailored collaborative support for students on individualised learning plans.

By understanding learner variability, teachers can plan flexible learning experiences that allow every student to engage, feel included and succeed.

The next 2 sections titled About this resource and Overview of the unit provides key information about the subject, class, duration of learning and syllabus information. There are also suggested learning activities to support a multi-tiered approach.

[Screen shows a blank unit outcomes template.]

The unit outcomes table places Life Skills and Stage outcomes side by side. This ensures both Life Skills and Stage outcomes are integrated from the start.

[Text on screen: Integrated lesson sequence walkthrough. 1 Outcomes/LISC, 2 Universal activities, 3 Targeted activities, 4 Universal closure.]

The Integrated lesson sequence is the core of the template and constitutes the program. At all times, Life Skills and stage-based content is side by side.

[Text on screen: 1 Outcomes/LISC.]

[Screen shows Table 2 from the Integrated program of learning.]

In Table 2, outcomes and content are developed into targeted and differentiated learning Intentions and success criteria. These guide the lesson and should reflect high expectations in clear, student-friendly language.

Tables 3 through 5 outline the flow of a lesson: a universal activity, targeted activities and a universal closure activity. These phases may occur more than once throughout the lesson with students moving between universal and targeted learning as required.

Table 3 begins with a universal activity that all students can participate in. This is a planned inclusive experience or task designed to support all students to learn the main idea of the lesson, that is, the Learning Intention. This activity or activities should focus on the process of how all students can access this main idea. This is consolidated by the Evidence of learning, which is the observable proof of what students have learned and can do, aligned to the activity. This could be a 'check for understanding' or formative assessment style activity.

[Text on screen: 3 Targeted activities.]

[Screen shows Table 4 from the Integrated program of learning.]

In the second phase of the lesson, Table 4 provides learning that is differentiated to provide explicit and targeted processes that align to specific outcomes and content. This assists students in meeting the success criteria. The evidence of learning should be clearly defined to allow you to determine what students have learned and can do.

[Text on screen: 4 Universal closure.]

[Screen shows Table 5 from the Integrated program of learning.]

The final stage in the learning sequence, Table 5, is the universal closure. Here we see the learning come back to the focus on the lesson's concept, idea or content area as a structured opportunity for all students to reflect and communicate their learning progress, understanding and next steps. For the teacher, it also informs areas for further instructional adjustments and areas to support ongoing learning.

[Text on screen: Differentiation and adjustments.]

[Screen shows Differentiation and adjustment table from the integrated program of learning.]

The section for Differentiation and adjustments is specific to the class and student context. It records adjustments that may support a student's personalised learning support plan and/or extension activities.

[Text on screen: Registration and Evaluation notes.]

[Screen shows Registration and Evaluation table from the Integrated program of learning.]

The final section captures Registration and evaluation notes to reflect on program effectiveness, record adjustments for future delivery and include head teacher or supervisor comments.

[Text on screen: Integrated programming template.]

This template provides a framework for building inclusive learning programs that intentionally create opportunities for every student to succeed.

[Text on screen: This resource contains artworks, symbols and/or icons © Kayleb Waters, Gomeroi artist and Cultural mentor, 2024-26, used with permission. Some artworks, symbols and/or icons in this resource represent the Indigenous Cultural and Intellectual Property (ICIP) of the artist Kayleb Waters and/or the Gomeroi Community. While created by a Gomeroi artist, their meanings may vary among Aboriginal Peoples.]

[End of transcript.]

[Text on screen: NSW Department of Education – A modelled approach.]

[Screen shows a yarning circle symbol. Accompanying text: Symbol - Aboriginal Ways of Knowing Being and Doing by Kayleb Waters, 2025. Used with permission.]

Speaker

We acknowledge the Traditional Custodians of the lands in which we meet and pay our respects to Elders, past and present. We recognise the enduring strength, knowledge and diversity of Aboriginal and Torres Strait Islander Peoples and their ongoing connection to Country. Guided by this understanding, we commit to inclusive, culturally safe learning environments that promote equity, accessibility and high expectations for students with a disability, valuing the strengths of every learner and fostering belonging within our school communities.

In this video, we'll explore two sample lessons to show how the integrated learning template can incorporate outcomes and adjustments in a learning sequence.

[Screen shows two classrooms side by side. The left video shows a high school science classroom with a teacher assisting students look through a microscope. The right video shows two high school students looking at a worksheet.]

These examples illustrate practical ways the template can support programming for diverse learners engaging with Life Skills and mainstream syllabuses.

Our first example introduces a Year 7 Science lesson to a universal topic: How do scientists work?

The first element is to map out the outcomes from the science syllabus, aligning Life Skills and Stage 4 outcomes and content. Both syllabus outcomes align to the overarching lesson topic of the role of observations in the study of science.

[Screen shows a completed Table 2 from the integrated program for learning. It highlights the words in the 2 learning outcomes, Learning intentions and Success criteria.]

Using the outcomes as the foundation for the lesson, learning intentions are then developed to outline the shared purpose. Note the similarities in purpose and content and how the language becomes differentiated for each learning strand. In Life Skills, we see the verb 'notice'; for the Stage 4, this becomes 'make careful observations.'

The Success Criteria shows the level of response that could be achieved for each tier. From simple sensory statements to comparative descriptive language in - I can: 'share what I see, hear, smell or feel'... 'compare the properties.'

This ensures lesson expectations are clear and appropriately scaled for all learners.

[Text on screen: Universal Activities.]

[Screen shows the multi-tiered approach logo as a stacked Venn diagram highlighting the 3 tiers as universal, targeted differentiation, and personalised learning and support]

The universal activities enable all students to engage with the core concepts or idea of the lesson: 'Scientists begin their work by making observations. Observations are what we notice when using our senses.'

[Screen shows a completed Table 3 from the integrated Program for learning. It highlights the sentences as they are read.]

Visual supports for the five senses are used along with a whole class activity where students identify which sense is needed for the different objects.

Teacher modelling is written in two levels to reflect the differentiated language demands.

Optional strategies are also included for further support.

[Text on screen: Targeted activities.]

As the learning progresses, it requires targeted activities and the template separates between Life Skills and mainstream activities.

[Screen shows a completed Table 4 from the integrated program for learning. It highlights the sections of the table.]

Note that both learning strands remain side by side, showing they are both on equal playing fields. The learning and high expectations are the same, but how the learning is structured and delivered requires careful and deliberate differentiation.

In this example, the Life Skills activities emphasise the naming senses and sharing simple observations in pairs, while the Stage 4 activities add structured scaffolds, such as observation tables and descriptive word lists, to build comparison skills.

The evidence of learning allows students to show the progression from stating an observation to explaining a comparison using descriptive language.

[Text on screen: Universal activities, Targeted activities.]

While the learning may move back and forth between universal and targeted phases throughout a lesson, having a universal reflection is an effective way to bring the class back together and share learning and inform the next steps.

[Text on screen: Reflection, Next Steps.]

[Screen shows a completed Table 5 from the Integrated program for learning. The screen highlights the text as it is read.]

In this example, the reflection task allows students to present one observation and one comparison. In this way, the template prompts teachers to make the learning pathways explicit by connecting this lesson to the next step.

The second example demonstrates how the same structures can apply to a year 7 English lesson exploring the features of a narrative.

[Text on screen: Year 7 English Lesson.]

The common outcome ECA-01 has been chosen for this lesson. Note the alignment between Life Skills and Stage 4 outcome, which focuses on the common content of composing and creating text.

[Screen shows a completed Table 2 from the integrated program for learning. It highlights the words in the 2 learning outcomes, Learning intentions and success criteria.]

The learning intentions highlight the shared focus on understanding narrative structure and expressing ideas using descriptive language. Differentiated levels of access can be seen through skills for both Life Skills and Stage 4: 'understand'... 'revise and build upon', 'create'... 'develop', 'practice'... 'express' and through the knowledge and understanding: 'familiar experiences'... 'personal experiences', 'descriptive language'... 'range of complex language devices'.

The application of these skills and knowledge is reinforced by the Success Criteria where the verbs are the same: 'identify' and 'use', but how these are applied is distinctly differentiated: '3 main parts'... 'all elements', 'language'... 'increasing complex language', 'a personal experience'... 'reflects my personal ideas'.

[Text on screen: Universal Activities.]

The universal activity outlines the core learning experience for all students.

These include a whole class discussion about narratives, retrieval of prior knowledge and using graphic organisers such as a story map or a story mountain.

[Screen shows a completed Table 3 from the integrated Program for learning. It highlights the sentences as they are read.]

Teacher modelling is used to demonstrate the construction of an orientation paragraph before the learning has become targeted for each group.

[Text on screen: Targeted Activities.]

Life Skills syllabus activities include sequencing cutouts, co-constructing a paragraph, and using sentence starters, visuals and alternative models of expression.

[Screen shows a completed Table 4 from the integrated program for learning. It highlights the sections of the table.]

Stage 4 syllabus activities require drafting an orientation independently, incorporating descriptive language and using glossary terms for Specific literary techniques.

The evidence of learning reflects the expected progression in language complexity and narrative control for each.

[Text on screen: Reflection, Next Steps.]

[Screen shows a completed Table 5 from the integrated program for learning. The screen highlights the text as it is read.]

The lesson concludes the universal opportunity for students to share their writing and receive feedback. The 'next step' section frames how this learning will progress to planning and developing further stages of a narrative.

[Text on screen reads: Year 7 Science lesson and Year 7 English lesson. And then: Integrated programming template.]

These examples illustrate how the programming template can be applied across subjects to plan for inclusive and equitable learning activities that encompass high expectations for all learners.

[Text on screen: This resource contains artworks, symbols and/or icons © Kayleb Waters, Gomeroi artist and Cultural mentor, 2024-26, used with permission. Some artworks, symbols and/or icons in this resource represent the Indigenous Cultural and Intellectual Property (ICIP) of the artist Kayleb Waters and/or the Gomeroi Community. While created by a Gomeroi artist, their meanings may vary among Aboriginal Peoples.]

[End of transcript]