Course content

The Curriculum planning and programming, assessing and reporting to parents K – 12 policy standards require all government secondary schools to deliver Life Ready for a minimum indicative time of 25 hours. The program can be completed in either Year 11 or Year 12 or across both years.

Download the Life Ready course content document to access the course requirements, structure, content and advice for implementation.

Life Ready is divided into six relevant and contemporary learning contexts.

  • The selection of content, methods of delivery and the amount of time devoted to each learning context is a school-based decision which should reflect the needs of the student cohort each year.

Independence, mental health and wellbeing, respectful relationships, sexuality and sexual health, drugs and alcohol, safe travel

Life Ready aims to help prepare senior students to:

  • confidently and successfully transition to post-school employment, training or further education as well as participation and independence in the community
  • lead healthy, safe and meaningful lives which promote respect, responsibility, enjoyment, inclusion and social justice for self and others.

Students will develop knowledge, understanding, skills and attitudes to:

Objectives

Outcomes

1. Enhance their ability to think critically and creatively to take action to promote independence, health, safety and wellbeing of self and others.

1.1 Assess personal strengths and skills to achieve positive outcomes in a range of challenging and changing situations.

1.2 Critically evaluate services and resources to identify sources of reliable information and support.

1.3 Build positive thinking, self-belief and a sense of empowerment to take action to promote meaningful futures for self and others.

2. Clarify and act on a personal set of positive values, beliefs and attitudes to promote respect and inclusion.

2.1 Show respect for the ideas, feelings and contributions of others in various contexts.

2.2 Challenge inequity, discrimination and harassment based on age, sex, gender, race, religion, disability and sexuality.

3. Understand the significance of contextual factors that influence independence, relationships and health behaviours.

3.1 Evaluate how contextual factors influence attitudes, values and behaviours.

3.2 Analyse the positive and negative implications of technology and digital media on self-concepts, independence, relationships and health behaviours.

4. Plan, develop and evaluate strategies to support the independence, health, safety and wellbeing of self and others.

4.1 Demonstrate capacity to build resilience and adapt to manage current and future challenges.

4.2 Propose, apply and evaluate solutions to take action to lead and contribute to healthy, safe and meaningful lives.

5. Respond positively in challenging and changing situations.

5.1 Critically analyse situations, attitudes and behaviours that influence independence, health, safety and wellbeing in different contexts.

5.2 Recognise and respond appropriately to situations which may be limiting or harmful to self and others.

6. Communicate and interact effectively with others in a range of contexts.

6.1 Assess, adapt and apply skills to develop and maintain respectful relationships and successfully participate in education, work and community contexts.

6.2 Demonstrate behaviours that model positive values, beliefs and attitudes and promote inclusion and equity for self and others.

7. Think and behave independently and know how and where to ask for help and support.

7.1 Demonstrate financial management, digital literacy and enterprise skills to facilitate education, workplace and community engagement.

7.2 Demonstrate the capacity to seek help for self and others.

7.3 Apply skills to take personal responsibility for their actions to protect and enhance the independence, health, safety and wellbeing of others.

Life Ready skills

Skill development is central to learning in Life Ready. The development of the following skills will empower students to take positive action to be healthy, safe and well; promote positive and respectful relationships and transition confidently to post school independence, and participation in the community.

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