← Training Centre Certificate III Support-unit pathway

SM-SCH-001 · 1.0.0-school-review-candidate

Smiling Monad School-Based Curriculum Package

A complete Stage 4–6 curriculum that teaches communication, rights, life management, Circles of Support, digital citizenship, wellbeing, community participation, work readiness and care-team coordination through the same app pathways students can use in adult life.

Every lesson is now a complete teaching document

Open any lesson tile to access a print-ready two-page document: teacher support on page one and a student worksheet on page two. Each document includes explicit app navigation, modelling steps, assessment evidence, reasonable adjustments and Kimi boundaries.

Curriculum position

The school programme sits between the six-unit Smiling Monad foundation package and optional Certificate III or related VET pathways.

Supplementary school curriculum resource. It is not a NESA-endorsed course, a qualification or nationally recognised training. Schools retain responsibility for syllabus selection, programming, assessment, duty of care, privacy, child safety and approval of technology use.

stages

units

120

lesson documents

300

nominal hours

program outcomes

support outcomes

Whole-program outcomes

Outcomes and stage indicators

SMC-01

Identity, strengths and agency

Understands and communicates identity, strengths, preferences, goals and support needs.

Stage 4

identifies strengths, preferences and goals; creates a supported personal profile

Stage 5

explains how strengths, needs and goals influence decisions and support arrangements

Stage 6

uses a strengths-based profile to guide transition, participation and support decisions

SMC-02

Communication and expression

Communicates for different purposes using speech, writing, visuals, signing, AAC, demonstration or digital media.

Stage 4

shares information in a preferred mode and adjusts a message for a familiar audience

Stage 5

produces clear multimodal communication for different audiences and purposes

Stage 6

communicates confidently in meetings, workplace simulations and formal or digital contexts

SMC-03

Rights, consent and respectful relationships

Recognises rights, consent, boundaries, dignity, responsibilities and safe relationship practices.

Stage 4

recognises choice, consent, boundaries and trusted-help pathways in familiar scenarios

Stage 5

applies rights, consent, privacy and relationship principles to varied scenarios

Stage 6

justifies decisions using rights, consent, dignity of risk, safety and role boundaries

SMC-04

Circle of Support and teamwork

Builds, understands and participates in a purposeful Circle of Support with clear roles and information pathways.

Stage 4

identifies Circle members and describes simple roles and who needs particular information

Stage 5

designs a fictional or approved Circle with roles, communication rules and review points

Stage 6

coordinates an approved practice team or personal care team with governance and review processes

SMC-05

Planning and self-management

Uses goals, routines, schedules, reminders and backup plans to manage learning, life and participation.

Stage 4

creates a balanced weekly plan with reminders and a simple backup plan

Stage 5

uses goals, schedules, task breakdown and contingency planning with increasing independence

Stage 6

manages a multi-step project or transition plan with milestones, evidence and contingencies

SMC-06

Wellbeing, health information and help-seeking

Uses trustworthy information and practical strategies to support wellbeing, safety and timely help-seeking.

Stage 4

identifies reliable supports and uses at least two wellbeing or help-seeking strategies

Stage 5

evaluates sources of health information and selects appropriate support or escalation pathways

Stage 6

applies risk recognition, help-seeking, incident escalation and wellbeing strategies within role limits

SMC-07

Community participation and inclusion

Identifies community opportunities, barriers, supports and actions that increase belonging and participation.

Stage 4

maps local places and identifies one barrier and one support for participation

Stage 5

plans an inclusive community activity and explains reasonable supports or adjustments

Stage 6

co-designs, delivers and evaluates an inclusive community project with stakeholders

SMC-08

Money, services and life administration

Applies practical numeracy to budgets, purchases, services, transport, time, records and everyday decisions.

Stage 4

uses time, money and simple data to make an everyday decision

Stage 5

prepares and reviews a realistic budget, service comparison and basic administrative record

Stage 6

manages a transition budget, work-related calculations and service or resource records

SMC-09

Digital citizenship, privacy and AI literacy

Uses digital systems and AI safely, ethically, critically and with appropriate privacy controls.

Stage 4

protects login details, recognises personal information and explains that Kimi is AI

Stage 5

evaluates privacy, bias, reliability and appropriate AI assistance in school and community tasks

Stage 6

documents ethical AI use, protects data and evaluates digital systems for accessibility and safety

SMC-10

Work readiness and care-sector awareness

Explores work, training and care-sector roles and demonstrates safe, respectful workplace behaviours.

Stage 4

identifies work roles, safe behaviour and personal strengths relevant to future work

Stage 5

demonstrates workplace communication, teamwork, safety and reflective practice in simulation

Stage 6

demonstrates pre-vocational behaviours and explains pathways into care, community or related work

SMC-11

Documentation, handover and accountability

Creates objective, relevant and audience-appropriate records, messages and handovers.

Stage 4

separates observation from opinion and creates a short respectful message

Stage 5

creates objective notes, targeted messages and structured handovers from a scenario

Stage 6

produces professional-standard practice documents while protecting privacy and relevance

SMC-12

Applied problem-solving, leadership and transition

Plans, completes and evaluates authentic projects, team responses and post-school transition actions.

Stage 4

completes a guided team challenge and reflects on contribution and next steps.

Stage 5

solves an applied problem, documents decisions and evaluates outcomes against criteria.

Stage 6

presents a capstone portfolio showing readiness, reflection, leadership and next-step planning.

Scope, sequence and complete lesson documents

Twelve units and 120 linked lessons

Each lesson tile opens its own teacher plan and student worksheet. The lesson document uses the existing curriculum focus and evidence indicator while adding a full teaching sequence and explicit School Mode task instructions.

Stage 4

4 units · 160 lesson pages

S4.1 · Stage 4

My Voice, My Choices

25 hours; 10 lessons

Students learn that their preferences, communication and choices are central to safe and respectful support. The unit establishes School Mode, safe AI use and a strengths-based personal profile.

Major assessment

Personal Communication Passport and short student-led presentation in a preferred communication mode.

Open the 10 lesson plans and worksheets

S4.1.1 · Teacher page + student page

Welcome to School Mode

Identify the purpose of the app, school-safe boundaries and the difference between AI support and human responsibility. App/game task: Complete a guided Kimi orientation and locate the human-help button.

Evidence indicator: Explains that Kimi is AI and identifies a trusted staff member.

Open complete two-page lesson document

S4.1.2 · Teacher page + student page

Strengths, interests and identity

Explore strengths, interests, values, culture, identity and belonging. App/game task: Create an identity board in My Office using words, images or symbols.

Evidence indicator: Identifies at least three strengths or interests.

Open complete two-page lesson document

S4.1.3 · Teacher page + student page

Preferences and sensory needs

Distinguish likes, dislikes, comfort, sensory preferences and support needs. App/game task: Build a preference card and choose what is private or shareable.

Evidence indicator: Communicates preferences and applies a privacy choice.

Open complete two-page lesson document

S4.1.4 · Teacher page + student page

Communication beyond speech

Explore speech, writing, body language, visuals, Key Word Sign and AAC. App/game task: Use Kimi to convert one message into two accessible formats.

Evidence indicator: Selects a communication mode suited to purpose.

Open complete two-page lesson document

S4.1.5 · Teacher page + student page

Choice and consent

Recognise genuine choice, asking permission, changing one’s mind and saying no. App/game task: Complete a game scenario involving consent and pressure.

Evidence indicator: Identifies valid consent and a safe response.

Open complete two-page lesson document

S4.1.6 · Teacher page + student page

Speaking up and asking for help

Practise assertive communication and help-seeking. App/game task: Create a “When I need help” action card.

Evidence indicator: Uses a clear help-seeking phrase, symbol or action.

Open complete two-page lesson document

S4.1.7 · Teacher page + student page

Trusted people

Identify trusted adults and role-based help. App/game task: Create a fictional trusted-person map.

Evidence indicator: Chooses an appropriate person for a given concern.

Open complete two-page lesson document

S4.1.8 · Teacher page + student page

Rights and responsibilities

Connect personal rights with responsibilities to self and others. App/game task: Sort rights/responsibility cards in the game.

Evidence indicator: Explains one right and one linked responsibility.

Open complete two-page lesson document

S4.1.9 · Teacher page + student page

Build the Communication Passport

Combine strengths, communication, preferences, support and emergency contact pathways. App/game task: Publish a school-controlled passport using fictional or approved information.

Evidence indicator: Produces a clear, relevant and respectful profile.

Open complete two-page lesson document

S4.1.10 · Teacher page + student page

Showcase and reflection

Present the passport and identify future improvements. App/game task: Record a reflection with Kimi, then review with a teacher.

Evidence indicator: Responds to feedback and sets one next goal.

Open complete two-page lesson document

Unit outcomes, evidence and adjustments

Outcomes: SMC-01, SMC-02, SMC-03, SMC-09

Faculty opportunities: English; PDHPE; Creative Arts; Languages

Authenticity: Student demonstrates, explains or defends the work using a preferred communication mode.
Knowledge and reasoning: Relevant concepts are applied accurately to the task and scenario.
Practical app use: Student completes the selected workflow and checks the result.
Safety, ethics and privacy: Consent, audience, role limits and information protection are evident.
Reflection: Student identifies feedback, learning and a next step.

S4.2 · Stage 4

My Circle and Safe Relationships

25 hours; 10 lessons

Students learn how safe relationships and coordinated teams help people live well. They practise selecting the right people, messages and privacy levels without exposing students to unknown adults.

Major assessment

Fictional Circle of Support map, role cards and a targeted communication challenge.

Open the 10 lesson plans and worksheets

S4.2.1 · Teacher page + student page

What is a Circle of Support?

Compare friendship, family, school, professional and community support roles. App/game task: Explore a fictional Circle in the Operations Centre.

Evidence indicator: Identifies at least three types of support relationship.

Open complete two-page lesson document

S4.2.2 · Teacher page + student page

Roles and responsibilities

Describe what different Circle members can and cannot do. App/game task: Match participant, family, teacher, worker and professional role cards.

Evidence indicator: Matches role, responsibility and boundary.

Open complete two-page lesson document

S4.2.3 · Teacher page + student page

Safe and respectful relationships

Recognise respect, trust, boundaries, repair and warning signs. App/game task: Complete relationship-safety scenarios.

Evidence indicator: Identifies safe, unsafe and uncertain behaviour.

Open complete two-page lesson document

S4.2.4 · Teacher page + student page

Who needs to know?

Select recipients based on relevance, safety and privacy. App/game task: Route five messages to the correct fictional Circle members.

Evidence indicator: Sends information only to people who need it.

Open complete two-page lesson document

S4.2.5 · Teacher page + student page

Privacy and confidentiality

Distinguish private, sensitive, shareable and urgent information. App/game task: Use app permission labels on sample information.

Evidence indicator: Applies an appropriate sharing level.

Open complete two-page lesson document

S4.2.6 · Teacher page + student page

Inviting, changing and leaving

Learn that Circle membership requires purpose, consent and review. App/game task: Draft a fictional invitation and removal message.

Evidence indicator: Uses respectful language and gives a clear reason.

Open complete two-page lesson document

S4.2.7 · Teacher page + student page

Meetings that include everyone

Practise agendas, turn-taking, AAC access and action lists. App/game task: Run a five-minute Circle meeting in the game.

Evidence indicator: Contributes, listens and records one agreed action.

Open complete two-page lesson document

S4.2.8 · Teacher page + student page

Disagreement and repair

Use calm communication, pause, clarify and seek help. App/game task: Resolve a simulated disagreement between Circle members.

Evidence indicator: Selects a safe repair or escalation strategy.

Open complete two-page lesson document

S4.2.9 · Teacher page + student page

Build a fictional Circle

Design a Circle around a fictional student or community member. App/game task: Create roles, permissions and a contact plan.

Evidence indicator: Produces a coherent and safe team structure.

Open complete two-page lesson document

S4.2.10 · Teacher page + student page

Circle challenge

Respond to a change requiring targeted messages and teamwork. App/game task: Complete a timed handover mission.

Evidence indicator: Communicates accurate information to the right audience.

Open complete two-page lesson document

Unit outcomes, evidence and adjustments

Outcomes: SMC-02, SMC-03, SMC-04, SMC-11

Faculty opportunities: PDHPE; English; HSIE; Languages

Authenticity: Student demonstrates, explains or defends the work using a preferred communication mode.
Knowledge and reasoning: Relevant concepts are applied accurately to the task and scenario.
Practical app use: Student completes the selected workflow and checks the result.
Safety, ethics and privacy: Consent, audience, role limits and information protection are evident.
Reflection: Student identifies feedback, learning and a next step.

S4.3 · Stage 4

Planning My Week and Wellbeing

25 hours; 10 lessons

Students use time, money, routines and wellbeing strategies to create a manageable week. Planning is presented as a tool for choice and participation, not control.

Major assessment

Balanced weekly plan, simple $180 budget and personalised wellbeing/backup plan.

Open the 10 lesson plans and worksheets

S4.3.1 · Teacher page + student page

Time and routines

Read calendars, sequence activities and estimate duration. App/game task: Enter a typical day into the planner.

Evidence indicator: Sequences activities and uses an appropriate time unit.

Open complete two-page lesson document

S4.3.2 · Teacher page + student page

Using calendars and reminders

Use dates, recurring events, reminders and visual schedules. App/game task: Create a school-week calendar with two reminders.

Evidence indicator: Creates accurate appointments and reminders.

Open complete two-page lesson document

S4.3.3 · Teacher page + student page

Balance: work, rest and choice

Examine load, downtime, sleep, movement and enjoyable activity. App/game task: Use a wellbeing meter to revise an overloaded timetable.

Evidence indicator: Explains and improves balance in a plan.

Open complete two-page lesson document

S4.3.4 · Teacher page + student page

Goals and small steps

Turn a goal into achievable actions and checkpoints. App/game task: Create a three-step goal in My Office.

Evidence indicator: Writes or selects a clear goal and next action.

Open complete two-page lesson document

S4.3.5 · Teacher page + student page

Transport and appointments

Read travel information, allow buffer time and plan support. App/game task: Plan a fictional appointment trip.

Evidence indicator: Calculates a workable departure and arrival plan.

Open complete two-page lesson document

S4.3.6 · Teacher page + student page

Food, movement and sleep

Explore everyday factors that support health without diagnosis. App/game task: Use the Wellbeing Space to choose one practical routine.

Evidence indicator: Identifies a safe routine and support source.

Open complete two-page lesson document

S4.3.7 · Teacher page + student page

Relaxation and regulation

Practise breathing, sensory breaks, music, movement or quiet spaces. App/game task: Complete and rate two guided wellbeing activities.

Evidence indicator: Selects a strategy and describes when it helps.

Open complete two-page lesson document

S4.3.8 · Teacher page + student page

Backup plans

Identify likely disruptions and prepare alternatives. App/game task: Add Plan B to three weekly activities.

Evidence indicator: Creates a realistic contingency.

Open complete two-page lesson document

S4.3.9 · Teacher page + student page

A simple weekly budget

Allocate $180 across transport, food, recreation and saving. App/game task: Use the app budget tool and check totals.

Evidence indicator: Maintains the budget and explains one trade-off.

Open complete two-page lesson document

S4.3.10 · Teacher page + student page

My manageable week

Integrate timetable, budget, wellbeing and support. App/game task: Present the final plan and respond to a scenario change.

Evidence indicator: Adapts the plan while maintaining safety and priorities.

Open complete two-page lesson document

Unit outcomes, evidence and adjustments

Outcomes: SMC-05, SMC-06, SMC-08, SMC-09

Faculty opportunities: Mathematics; PDHPE; Science; TAS

Authenticity: Student demonstrates, explains or defends the work using a preferred communication mode.
Knowledge and reasoning: Relevant concepts are applied accurately to the task and scenario.
Practical app use: Student completes the selected workflow and checks the result.
Safety, ethics and privacy: Consent, audience, role limits and information protection are evident.
Reflection: Student identifies feedback, learning and a next step.

S4.4 · Stage 4

Community and Digital Citizenship

25 hours; 10 lessons

Students explore community participation and the safe use of digital tools. They learn that online systems can increase access but require privacy, critical thinking and respectful behaviour.

Major assessment

Accessible community event proposal and digital-safety campaign product.

Open the 10 lesson plans and worksheets

S4.4.1 · Teacher page + student page

My community map

Identify places, people, services and activities in the local community. App/game task: Build a fictional or general local map in the Community Hub.

Evidence indicator: Classifies community resources by purpose.

Open complete two-page lesson document

S4.4.2 · Teacher page + student page

Finding reliable services

Compare official, commercial and community information. App/game task: Search a teacher-provided directory and save verified options.

Evidence indicator: Identifies source, purpose and reliability.

Open complete two-page lesson document

S4.4.3 · Teacher page + student page

Belonging, barriers and supports

Recognise physical, communication, social, cost and transport barriers. App/game task: Redesign one activity to be more inclusive.

Evidence indicator: Identifies a barrier and a practical adjustment.

Open complete two-page lesson document

S4.4.4 · Teacher page + student page

Digital footprints

Understand that online actions can persist and affect others. App/game task: Complete a post-before-you-share scenario.

Evidence indicator: Predicts a possible consequence of sharing.

Open complete two-page lesson document

S4.4.5 · Teacher page + student page

Passwords and personal information

Use strong authentication and minimise personal data. App/game task: Complete a privacy settings checklist.

Evidence indicator: Protects credentials and recognises identifying information.

Open complete two-page lesson document

S4.4.6 · Teacher page + student page

AI, misinformation and checking

Compare AI output with reliable human or official sources. App/game task: Ask Kimi a question, then verify it using teacher-provided sources.

Evidence indicator: Names the verification steps and limits of AI.

Open complete two-page lesson document

S4.4.7 · Teacher page + student page

Respectful online communication

Practise tone, consent for images and reporting concerns. App/game task: Rewrite unsafe posts and messages.

Evidence indicator: Creates a respectful and privacy-aware message.

Open complete two-page lesson document

S4.4.8 · Teacher page + student page

Design an inclusive event

Plan purpose, audience, access, roles, budget and safety. App/game task: Use the Community Hub event template.

Evidence indicator: Creates a feasible inclusive event plan.

Open complete two-page lesson document

S4.4.9 · Teacher page + student page

Game mission: Community day

Respond to access, transport and communication changes. App/game task: Complete a team mission in the village.

Evidence indicator: Adapts roles and communicates changes.

Open complete two-page lesson document

S4.4.10 · Teacher page + student page

Campaign and evaluation

Create a poster, video, audio or social tile about safe inclusion. App/game task: Publish only to the moderated school space.

Evidence indicator: Evaluates product against audience, safety and accessibility criteria.

Open complete two-page lesson document

Unit outcomes, evidence and adjustments

Outcomes: SMC-07, SMC-09, SMC-12, SMC-02

Faculty opportunities: HSIE; Computing Technology; English; Creative Arts

Authenticity: Student demonstrates, explains or defends the work using a preferred communication mode.
Knowledge and reasoning: Relevant concepts are applied accurately to the task and scenario.
Practical app use: Student completes the selected workflow and checks the result.
Safety, ethics and privacy: Consent, audience, role limits and information protection are evident.
Reflection: Student identifies feedback, learning and a next step.

Stage 5

4 units · 160 lesson pages

S5.1 · Stage 5

Rights, Consent and Supported Decision-Making

25 hours; 10 lessons

Students apply rights, consent, supported decision-making and dignity of risk to realistic school, community and care scenarios. They distinguish support from control.

Major assessment

Scenario analysis and a supported decision-making plan for a fictional person.

Open the 10 lesson plans and worksheets

S5.1.1 · Teacher page + student page

Rights in everyday life

Connect human rights with school, family, community and care contexts. App/game task: Annotate rights in a fictional story.

Evidence indicator: Identifies the right, impact and responsible action.

Open complete two-page lesson document

S5.1.2 · Teacher page + student page

Choice, influence and coercion

Distinguish advice, persuasion, pressure, coercion and abuse. App/game task: Complete branching dialogue scenarios.

Evidence indicator: Explains whether a decision is genuinely voluntary.

Open complete two-page lesson document

S5.1.3 · Teacher page + student page

Consent is ongoing

Apply consent to information, touch, images, plans and participation. App/game task: Create a consent-check script.

Evidence indicator: Includes permission, understanding and withdrawal.

Open complete two-page lesson document

S5.1.4 · Teacher page + student page

Supported decision-making

Identify ways to explain, offer options, allow time and use communication supports. App/game task: Use Kimi to simplify options without choosing for the person.

Evidence indicator: Provides support while preserving the person’s decision.

Open complete two-page lesson document

S5.1.5 · Teacher page + student page

Dignity of risk and duty of care

Balance positive risk-taking with foreseeable harm and role limits. App/game task: Compare two risk-management approaches.

Evidence indicator: Justifies a least-restrictive response.

Open complete two-page lesson document

S5.1.6 · Teacher page + student page

Privacy and information rights

Apply need-to-know, consent and urgent-safety exceptions. App/game task: Set information permissions in a practice Circle.

Evidence indicator: Explains why each recipient does or does not need access.

Open complete two-page lesson document

S5.1.7 · Teacher page + student page

Complaints and advocacy

Practise raising concerns, documenting facts and seeking advocacy. App/game task: Build a complaint/help pathway.

Evidence indicator: Selects a suitable internal or external support.

Open complete two-page lesson document

S5.1.8 · Teacher page + student page

Culture, identity and respect

Examine how culture, language, disability, age and identity shape safe support. App/game task: Review a culturally unsafe scenario.

Evidence indicator: Proposes respectful questions and adjustments.

Open complete two-page lesson document

S5.1.9 · Teacher page + student page

Decision meeting simulation

Participate in a meeting where members disagree. App/game task: Use agenda, communication supports and action log.

Evidence indicator: Keeps the person’s preference central.

Open complete two-page lesson document

S5.1.10 · Teacher page + student page

Assessment case

Create a supported decision-making plan and defend choices. App/game task: Submit scenario response and reflection.

Evidence indicator: Integrates rights, consent, communication and safety.

Open complete two-page lesson document

Unit outcomes, evidence and adjustments

Outcomes: SMC-01, SMC-03, SMC-04, SMC-12

Faculty opportunities: PDHPE; HSIE; English; Commerce

Authenticity: Student demonstrates, explains or defends the work using a preferred communication mode.
Knowledge and reasoning: Relevant concepts are applied accurately to the task and scenario.
Practical app use: Student completes the selected workflow and checks the result.
Safety, ethics and privacy: Consent, audience, role limits and information protection are evident.
Reflection: Student identifies feedback, learning and a next step.

S5.2 · Stage 5

Communication, Notes and Handovers

25 hours; 10 lessons

Students learn to communicate accurately across a team, distinguish observation from interpretation and use the app to create concise notes and handovers.

Major assessment

Portfolio containing an objective note, targeted message, structured handover and communication reflection.

Open the 10 lesson plans and worksheets

S5.2.1 · Teacher page + student page

Purpose and audience

Adjust content, tone, mode and detail for different recipients. App/game task: Rewrite one event for a teacher, family member and peer.

Evidence indicator: Selects relevant content and appropriate tone.

Open complete two-page lesson document

S5.2.2 · Teacher page + student page

Observation versus assumption

Use observable details and label interpretations or uncertainty. App/game task: Sort statements and improve judgmental wording.

Evidence indicator: Produces objective, specific language.

Open complete two-page lesson document

S5.2.3 · Teacher page + student page

What changed?

Identify baseline, change, impact and action. App/game task: Complete a change-detection scenario in the game.

Evidence indicator: Records the change and why it matters.

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S5.2.4 · Teacher page + student page

Targeted messages

Decide who needs information and how urgently. App/game task: Route messages through a fictional Circle.

Evidence indicator: Uses correct audience, channel and urgency.

Open complete two-page lesson document

S5.2.5 · Teacher page + student page

Structured handover

Use What happened–What it means–What was done–What next. App/game task: Create a handover from mixed notes and images.

Evidence indicator: Includes essential information without excess detail.

Open complete two-page lesson document

S5.2.6 · Teacher page + student page

Respectful records

Avoid stigma, blame, diagnosis and irrelevant private information. App/game task: Edit a poor-quality case note.

Evidence indicator: Uses person-centred and professional wording.

Open complete two-page lesson document

S5.2.7 · Teacher page + student page

Conflicting information

Clarify discrepancies and record uncertainty. App/game task: Reconcile two contradictory handovers.

Evidence indicator: Identifies what must be checked and by whom.

Open complete two-page lesson document

S5.2.8 · Teacher page + student page

AI-assisted drafting

Use Kimi for structure and accessibility while retaining authorship and checking facts. App/game task: Compare an unverified draft with a student-reviewed final.

Evidence indicator: Declares AI assistance and corrects errors.

Open complete two-page lesson document

S5.2.9 · Teacher page + student page

Shift simulation

Complete tasks, observations and team communication across a virtual shift. App/game task: Use notes, messages and handover tools.

Evidence indicator: Maintains continuity and privacy through the shift.

Open complete two-page lesson document

S5.2.10 · Teacher page + student page

Portfolio review

Audit documents against relevance, accuracy, tone, audience and privacy. App/game task: Submit portfolio with self-assessment.

Evidence indicator: Explains improvements and remaining goals.

Open complete two-page lesson document

Unit outcomes, evidence and adjustments

Outcomes: SMC-02, SMC-04, SMC-09, SMC-11

Faculty opportunities: English; Computing Technology; Work Education; Languages

Authenticity: Student demonstrates, explains or defends the work using a preferred communication mode.
Knowledge and reasoning: Relevant concepts are applied accurately to the task and scenario.
Practical app use: Student completes the selected workflow and checks the result.
Safety, ethics and privacy: Consent, audience, role limits and information protection are evident.
Reflection: Student identifies feedback, learning and a next step.

S5.3 · Stage 5

Money, Services and Independent Living

25 hours; 10 lessons

Students apply numeracy and consumer skills to daily living, transport, services, subscriptions, work income and recordkeeping. The focus is informed choice and avoiding exploitation.

Major assessment

Four-week independent-living budget, service comparison and evidence-based recommendation.

Open the 10 lesson plans and worksheets

S5.3.1 · Teacher page + student page

Income and commitments

Distinguish regular income, variable income, fixed costs and flexible costs. App/game task: Set up a fictional monthly budget.

Evidence indicator: Classifies transactions accurately.

Open complete two-page lesson document

S5.3.2 · Teacher page + student page

Needs, wants and priorities

Use goals and values to make trade-offs. App/game task: Revise an overspent budget.

Evidence indicator: Explains and justifies changes.

Open complete two-page lesson document

S5.3.3 · Teacher page + student page

Unit pricing and comparison

Compare unit prices, fees and total costs. App/game task: Use a teacher-provided shopping and service dataset.

Evidence indicator: Calculates and selects best value for stated needs.

Open complete two-page lesson document

S5.3.4 · Teacher page + student page

Transport planning

Compare fares, time, accessibility and reliability. App/game task: Plan two routes to an appointment or workplace.

Evidence indicator: Selects a route using more than price alone.

Open complete two-page lesson document

S5.3.5 · Teacher page + student page

Bills, subscriptions and scams

Read bills, identify recurring charges and recognise pressure tactics. App/game task: Complete a scam and subscription game mission.

Evidence indicator: Identifies warning signs and a safe response.

Open complete two-page lesson document

S5.3.6 · Teacher page + student page

Work pay and basic tax awareness

Read a payslip and estimate gross and net pay without providing tax advice. App/game task: Review a fictional payslip and timesheet.

Evidence indicator: Checks hours, rate and deductions for obvious errors.

Open complete two-page lesson document

S5.3.7 · Teacher page + student page

Service agreements and consumer rights

Identify service, cost, cancellation, complaint and privacy terms. App/game task: Compare two simplified service agreements.

Evidence indicator: Finds key terms and asks relevant questions.

Open complete two-page lesson document

S5.3.8 · Teacher page + student page

Records and receipts

Organise invoices, receipts, bookings and warranties. App/game task: File records in My Office.

Evidence indicator: Stores and retrieves records using a consistent system.

Open complete two-page lesson document

S5.3.9 · Teacher page + student page

Four-week scenario

Respond to changing income, a cancelled service and an unexpected $85 cost. App/game task: Update budget and support plan.

Evidence indicator: Maintains priorities and documents decisions.

Open complete two-page lesson document

S5.3.10 · Teacher page + student page

Recommendation and reflection

Present a service and budget recommendation. App/game task: Create a concise report with tables or visuals.

Evidence indicator: Uses calculations and evidence to support the recommendation.

Open complete two-page lesson document

Unit outcomes, evidence and adjustments

Outcomes: SMC-05, SMC-07, SMC-08, SMC-09

Faculty opportunities: Mathematics; Commerce; HSIE; TAS

Authenticity: Student demonstrates, explains or defends the work using a preferred communication mode.
Knowledge and reasoning: Relevant concepts are applied accurately to the task and scenario.
Practical app use: Student completes the selected workflow and checks the result.
Safety, ethics and privacy: Consent, audience, role limits and information protection are evident.
Reflection: Student identifies feedback, learning and a next step.

S5.4 · Stage 5

Care Careers and Safe Work

25 hours; 10 lessons

Students explore diverse care and community careers and practise workplace communication, inclusion, infection awareness, hazard reporting and reflective teamwork without performing regulated care tasks.

Major assessment

Care-career simulation, safety briefing, workplace communication sample and career pathway plan.

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S5.4.1 · Teacher page + student page

The care ecosystem

Explore disability, aged care, health, education, community and allied roles. App/game task: Navigate role profiles in the game.

Evidence indicator: Explains how at least four roles contribute differently.

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S5.4.2 · Teacher page + student page

Person-centred work

Recognise that the person’s goals, communication and preferences guide support. App/game task: Compare task-centred and person-centred scenarios.

Evidence indicator: Selects the person-centred response.

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S5.4.3 · Teacher page + student page

Professional boundaries

Distinguish friendly practice from friendship, conflicts and overstepping role. App/game task: Complete boundary scenarios.

Evidence indicator: Identifies boundary and safe action.

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S5.4.4 · Teacher page + student page

Workplace communication

Practise clarification, feedback, teamwork and escalation. App/game task: Run a simulated pre-shift briefing.

Evidence indicator: Communicates clearly and confirms understanding.

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S5.4.5 · Teacher page + student page

Safety and hazards

Recognise common physical, environmental and psychosocial hazards. App/game task: Complete a virtual hazard walk.

Evidence indicator: Reports hazard, risk and immediate safe action.

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S5.4.6 · Teacher page + student page

Infection awareness

Understand hand hygiene, respiratory etiquette and staying home/reporting when unwell. App/game task: Sequence a basic infection-prevention scenario.

Evidence indicator: Selects safe preventive actions within role.

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S5.4.7 · Teacher page + student page

Responding to change

Observe, document and escalate changes without diagnosing. App/game task: Complete a wellbeing-change scenario.

Evidence indicator: Reports facts and seeks appropriate help.

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S5.4.8 · Teacher page + student page

Employment pathways

Compare school, VET, traineeship, volunteering and entry-level routes. App/game task: Build a personalised pathway map.

Evidence indicator: Identifies prerequisites and next steps.

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S5.4.9 · Teacher page + student page

Virtual shift

Support three fictional characters through communication and community tasks. App/game task: Use planner, Circle, notes and handover tools.

Evidence indicator: Demonstrates teamwork, privacy and safe work behaviour.

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S5.4.10 · Teacher page + student page

Career pitch and reflection

Present a suitable care/community career and evidence of strengths. App/game task: Create a pathway profile and teacher-reviewed reflection.

Evidence indicator: Links personal attributes to realistic training and work steps.

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Unit outcomes, evidence and adjustments

Outcomes: SMC-06, SMC-10, SMC-11, SMC-12

Faculty opportunities: Work Education; Careers; PDHPE; Science; VET preparation

Authenticity: Student demonstrates, explains or defends the work using a preferred communication mode.
Knowledge and reasoning: Relevant concepts are applied accurately to the task and scenario.
Practical app use: Student completes the selected workflow and checks the result.
Safety, ethics and privacy: Consent, audience, role limits and information protection are evident.
Reflection: Student identifies feedback, learning and a next step.

Stage 6

4 units · 160 lesson pages

S6.1 · Stage 6

Person-Centred Support and Team Coordination

25 hours; 10 lessons

Students use the six-part Smiling Monad pre-vocational structure—foundations, rights, communication, applied planning, documentation and integrated reflection—to coordinate safe fictional or approved teams.

Major assessment

Coordinated support project including strengths-based profile, Circle charter, plan, meeting, handover and reflective review.

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S6.1.1 · Teacher page + student page

Person-centred foundations

Define purpose, strengths, goals and roles without reducing a person to needs. App/game task: Analyse a fictional individual plan and profile.

Evidence indicator: Identifies goals, preferences, strengths and required clarification.

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S6.1.2 · Teacher page + student page

Rights, responsibilities and boundaries

Apply consent, role limits, privacy and accountability to team coordination. App/game task: Draft a Circle charter.

Evidence indicator: Sets clear rights, responsibilities and decision rules.

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S6.1.3 · Teacher page + student page

Communication and supported decisions

Design communication access and meeting processes. App/game task: Prepare an accessible agenda and options.

Evidence indicator: Enables participation without taking over decisions.

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S6.1.4 · Teacher page + student page

Planning, resources and risk controls

Translate goals into actions, roles, resources, timing and safeguards. App/game task: Build a coordinated action plan.

Evidence indicator: Allocates roles and proportionate controls.

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S6.1.5 · Teacher page + student page

Monitoring, escalation and handover

Track progress, change and unfinished actions. App/game task: Run a weekly review and targeted handover.

Evidence indicator: Escalates relevant issues and preserves continuity.

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S6.1.6 · Teacher page + student page

Integrated simulation 1

Respond to a missed appointment and conflicting messages. App/game task: Coordinate fictional Circle actions.

Evidence indicator: Resolves gaps and documents decisions.

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S6.1.7 · Teacher page + student page

Integrated simulation 2

Respond to a new preference that changes the plan. App/game task: Revise goals, roles and schedule.

Evidence indicator: Centres the person’s decision and records changes.

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S6.1.8 · Teacher page + student page

Meeting facilitation

Chair or co-chair an inclusive meeting. App/game task: Use timer, agenda, AAC options and action log.

Evidence indicator: Supports balanced participation and clear closure.

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S6.1.9 · Teacher page + student page

Quality review

Evaluate whether the team is useful, safe, inclusive and not overcomplicated. App/game task: Audit the Circle against criteria.

Evidence indicator: Identifies evidence and improvement actions.

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S6.1.10 · Teacher page + student page

Project presentation

Present the coordinated project and reflect on leadership. App/game task: Submit portfolio and respond to questions.

Evidence indicator: Defends decisions and sets next transition step.

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Unit outcomes, evidence and adjustments

Outcomes: SMC-01, SMC-04, SMC-10, SMC-11, SMC-12

Faculty opportunities: Work Studies; Community and Family Studies; English Studies/Life Skills; Computing Technology Life Skills

Authenticity: Student demonstrates, explains or defends the work using a preferred communication mode.
Knowledge and reasoning: Relevant concepts are applied accurately to the task and scenario.
Practical app use: Student completes the selected workflow and checks the result.
Safety, ethics and privacy: Consent, audience, role limits and information protection are evident.
Reflection: Student identifies feedback, learning and a next step.

S6.2 · Stage 6

Health, Safety, Risk and Escalation

25 hours; 10 lessons

Students develop pre-vocational awareness of healthy body systems, infection prevention, workplace hazards, change recognition, emergencies and escalation while staying within student and worker role limits.

Major assessment

Risk and escalation simulation with hazard record, objective observation, communication and debrief.

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S6.2.1 · Teacher page + student page

Role limits and emergency boundaries

Know when to stop, seek help, call Triple Zero (000) and follow trained staff. App/game task: Complete emergency-boundary scenarios.

Evidence indicator: Selects immediate safe action and correct help pathway.

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S6.2.2 · Teacher page + student page

Healthy body systems overview

Explore how body systems support everyday functioning without diagnosis. App/game task: Use an interactive body-systems map.

Evidence indicator: Describes selected system functions in everyday language.

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S6.2.3 · Teacher page + student page

Recognising change

Compare baseline and change in appearance, behaviour, communication or function. App/game task: Record observations from a fictional scenario.

Evidence indicator: Uses objective detail and avoids diagnosis.

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S6.2.4 · Teacher page + student page

Infection prevention

Apply hand hygiene, respiratory etiquette, PPE awareness, cleaning and exclusion/reporting. App/game task: Complete infection-chain game mission.

Evidence indicator: Selects controls appropriate to the scenario.

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S6.2.5 · Teacher page + student page

Work health and safety

Identify hazards, assess likelihood/consequence and apply hierarchy thinking at an introductory level. App/game task: Complete virtual workplace inspection.

Evidence indicator: Records hazard, risk and control clearly.

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S6.2.6 · Teacher page + student page

Mental health and wellbeing support

Recognise distress, listen, maintain boundaries and access human help. App/game task: Practise supportive language and referral.

Evidence indicator: Responds calmly without counselling or diagnosing.

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S6.2.7 · Teacher page + student page

Incident communication

Use concise, factual, timely escalation and preserve privacy. App/game task: Make a simulated phone handover and written record.

Evidence indicator: Includes who, what, when, where, action and current status.

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S6.2.8 · Teacher page + student page

Debrief and responder wellbeing

Reflect, access support and learn from incidents. App/game task: Use a structured debrief tool.

Evidence indicator: Identifies impact, support and improvement action.

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S6.2.9 · Teacher page + student page

Integrated risk simulation

Respond to multiple hazards and a change in wellbeing. App/game task: Complete team scenario with role allocation.

Evidence indicator: Prioritises safety and communicates effectively.

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S6.2.10 · Teacher page + student page

Assessment and review

Submit evidence and explain role boundaries. App/game task: Complete practical simulation and reflection.

Evidence indicator: Applies safe process consistently and accepts feedback.

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Unit outcomes, evidence and adjustments

Outcomes: SMC-03, SMC-06, SMC-10, SMC-11

Faculty opportunities: Science; Health and Movement Science/Life Skills; Work Studies; VET preparation

Authenticity: Student demonstrates, explains or defends the work using a preferred communication mode.
Knowledge and reasoning: Relevant concepts are applied accurately to the task and scenario.
Practical app use: Student completes the selected workflow and checks the result.
Safety, ethics and privacy: Consent, audience, role limits and information protection are evident.
Reflection: Student identifies feedback, learning and a next step.

S6.3 · Stage 6

Inclusive Community Project

25 hours; 10 lessons

Students co-design an authentic community initiative that improves participation. They use research, budgeting, communication, accessible design, project management and evaluation.

Major assessment

Team project with consultation evidence, project plan, budget, accessible communication product, implementation evidence and evaluation.

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S6.3.1 · Teacher page + student page

Define the participation challenge

Use evidence and stakeholder voice to define a genuine, manageable problem. App/game task: Create a project brief.

Evidence indicator: States problem, audience and intended benefit.

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S6.3.2 · Teacher page + student page

Consultation and co-design

Plan accessible consultation and avoid tokenism. App/game task: Conduct teacher-approved interviews or surveys.

Evidence indicator: Uses consent and records diverse views.

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S6.3.3 · Teacher page + student page

Research and options

Compare community, government and service responses. App/game task: Build an evidence board with source checks.

Evidence indicator: Evaluates source relevance and reliability.

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S6.3.4 · Teacher page + student page

Project plan and roles

Create milestones, responsibilities, dependencies and contingencies. App/game task: Use the app project planner.

Evidence indicator: Produces a feasible plan and role allocation.

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S6.3.5 · Teacher page + student page

Budget and resources

Prepare a realistic budget and in-kind resource list. App/game task: Build a budget, including a 10% contingency.

Evidence indicator: Calculates totals and explains priorities.

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S6.3.6 · Teacher page + student page

Accessible communication and promotion

Design information using plain language, captions, alt text and multiple modes. App/game task: Create campaign materials.

Evidence indicator: Meets accessibility and privacy criteria.

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S6.3.7 · Teacher page + student page

Safety, permissions and risk

Complete school approval, risk and consent processes. App/game task: Prepare risk register and permission checklist.

Evidence indicator: Identifies controls and decision authority.

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S6.3.8 · Teacher page + student page

Deliver or simulate

Implement the project or complete a high-fidelity simulation. App/game task: Use team updates and issue log.

Evidence indicator: Adapts to change and maintains communication.

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S6.3.9 · Teacher page + student page

Measure outcomes

Collect participation, satisfaction and learning evidence. App/game task: Create a simple data display.

Evidence indicator: Interprets evidence and limitations.

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S6.3.10 · Teacher page + student page

Community presentation

Present results, acknowledge contributors and recommend next steps. App/game task: Publish to a school-controlled audience.

Evidence indicator: Evaluates impact, inclusion and sustainability.

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Unit outcomes, evidence and adjustments

Outcomes: SMC-02, SMC-07, SMC-08, SMC-09, SMC-12

Faculty opportunities: HSIE; Commerce; Mathematics; Creative Arts; Computing Technology

Authenticity: Student demonstrates, explains or defends the work using a preferred communication mode.
Knowledge and reasoning: Relevant concepts are applied accurately to the task and scenario.
Practical app use: Student completes the selected workflow and checks the result.
Safety, ethics and privacy: Consent, audience, role limits and information protection are evident.
Reflection: Student identifies feedback, learning and a next step.

S6.4 · Stage 6

Transition Portfolio and Care-Team Capstone

25 hours; 10 lessons

Students consolidate evidence of communication, life management, teamwork and work readiness. Where appropriate and approved, students create or review their own real-world care team using verified adults and school/family controls.

Major assessment

Transition portfolio and capstone conference. Products include personal profile, goals, schedule, budget, support map, communication plan, work pathway and review record.

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S6.4.1 · Teacher page + student page

Transition strengths and goals

Review evidence and define post-school priorities. App/game task: Update strengths-based profile and goals.

Evidence indicator: Uses evidence to identify realistic priorities.

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S6.4.2 · Teacher page + student page

My supports and services

Map informal, school, community and professional supports. App/game task: Create a transition support map.

Evidence indicator: Explains purpose, access and boundaries of supports.

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S6.4.3 · Teacher page + student page

Creating a care team safely

Follow consent, verification, permissions and school/family approval. App/game task: Build a fictional team or approved real team in restricted mode.

Evidence indicator: Includes only appropriate people with clear purpose.

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S6.4.4 · Teacher page + student page

Communication and meeting plan

Set preferred communication, accessibility, frequency and urgent pathways. App/game task: Create a team communication protocol.

Evidence indicator: Specifies audience, channel, timing and backup.

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S6.4.5 · Teacher page + student page

Life and work schedule

Integrate study, work, appointments, transport, wellbeing and support. App/game task: Create a four-week transition calendar.

Evidence indicator: Produces a realistic, balanced and adaptable plan.

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S6.4.6 · Teacher page + student page

Transition budget

Estimate income, transport, food, communication, recreation and saving. App/game task: Build and test a monthly budget.

Evidence indicator: Uses accurate calculations and contingency.

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S6.4.7 · Teacher page + student page

Work pathway evidence

Prepare resume/profile, training research and workplace examples. App/game task: Use Kimi for feedback, not authorship.

Evidence indicator: Presents authentic evidence and declares assistance.

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S6.4.8 · Teacher page + student page

Capstone scenario

Respond to a change in work, transport or support availability. App/game task: Coordinate team communication and plan revision.

Evidence indicator: Maintains choice, safety and continuity.

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S6.4.9 · Teacher page + student page

Capstone conference

Lead a teacher/family/approved-team review where suitable. App/game task: Present portfolio and request feedback.

Evidence indicator: Communicates goals, asks questions and records actions.

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S6.4.10 · Teacher page + student page

Exit review and next steps

Confirm ownership, permissions, record transfer and future learning. App/game task: Complete transition checklist and reflection.

Evidence indicator: Identifies next actions and who is responsible.

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Unit outcomes, evidence and adjustments

Outcomes: SMC-01, SMC-04, SMC-05, SMC-08, SMC-10, SMC-12

Faculty opportunities: English Studies/Life Skills; Work and the Community Life Skills; Careers; VET preparation

Authenticity: Student demonstrates, explains or defends the work using a preferred communication mode.
Knowledge and reasoning: Relevant concepts are applied accurately to the task and scenario.
Practical app use: Student completes the selected workflow and checks the result.
Safety, ethics and privacy: Consent, audience, role limits and information protection are evident.
Reflection: Student identifies feedback, learning and a next step.

Faculty integration

Where the curriculum fits

English

Communication for purpose and audience; multimodal texts; listening and speaking; objective notes; reports; advocacy; reflection.

Priority units: S4.1, S4.2, S5.2, S6.1, S6.4

Evidence: Communication passport; targeted message; handover portfolio; capstone presentation.

Mathematics

Time, schedules, rates, budgeting, unit pricing, payslips, data displays, project contingency and decision-making.

Priority units: S4.3, S5.3, S6.3, S6.4

Evidence: Weekly budget; service comparison; project budget; transition budget.

Science

Body systems, health information, infection chains, evidence, observation, risk, environmental conditions and responsible conclusions.

Priority units: S4.3, S5.4, S6.2

Evidence: Health-information check; hazard record; change observation; risk simulation.

HSIE

Community systems, citizenship, rights, law, services, participation, work, economics and social inclusion.

Priority units: S4.4, S5.1, S5.3, S6.3

Evidence: Community map; rights case; consumer decision; community project.

PDHPE

Identity, belonging, self-management, relationships, consent, wellbeing, help-seeking, health services and safety.

Priority units: S4.1–S4.3, S5.1, S5.4, S6.2

Evidence: Wellbeing plan; consent scenario; safety response; reflective plan.

TAS / Computing Technology

Systems thinking, user experience, accessibility, data, privacy, ethical AI, app workflow, project design and evaluation.

Priority units: S4.3, S4.4, S5.2, S6.1, S6.3

Evidence: Privacy audit; accessible interface proposal; project workflow; data display.

Creative Arts

Identity, storytelling, visual communication, music and wellbeing, inclusive campaign design and community presentation.

Priority units: S4.1, S4.4, S6.3

Evidence: Identity board; campaign product; accessible exhibition or performance.

Languages

Communication across language and culture, interpreter awareness, respectful interaction and accessible multimodal messages.

Priority units: S4.1, S4.2, S5.2

Evidence: Bilingual/multimodal message; role-play; cultural communication reflection.

Work Education / Careers

Nature of work, transitions, communication, teamwork, rights, responsibilities, safety, career planning and work experience preparation.

Priority units: S5.4, S6.1, S6.2, S6.4

Evidence: Career pathway plan; virtual shift; workplace documents; transition portfolio.

VET bridge

Pre-vocational habits and concepts that prepare students to enter, but do not replace, nationally recognised training.

Priority units: Stage 6 units

Evidence: Readiness portfolio linked to CHC33021 themes; no competency judgement or credit claim.

App integration

How School Mode is used safely

Kimi in School Mode

Explanations, rehearsal, accessible versions, reflection prompts and draft feedback.

Evidence: Prompt log, student corrections, reflection, declared assistance.

Control: Teacher-approved tasks; visible AI identity; human-help pathway.

My Office

Personal profile, goals, planner, portfolio and task organisation.

Evidence: Plans, schedules, evidence folders and reflections.

Control: Restricted school account; minimal personal information.

Circle Operations Centre

Fictional or approved Circles, roles, permissions, meetings and action logs.

Evidence: Circle map, charter, agenda, action list and review.

Control: No unknown adults; verified invitations; consent and review.

Game / village

Scenario practice, team roles, handovers, consequences and career exploration.

Evidence: Mission records and teacher observation.

Control: No uncontrolled chat or public marketplace.

Wellbeing Space

Guided relaxation, music, movement and self-regulation choices.

Evidence: Strategy trial and reflection.

Control: Age-appropriate links; staff supervision and content approval.

Community Hub

Community mapping, events and moderated publication.

Evidence: Event plan, campaign and evaluation.

Control: Moderated or closed publishing; no public contact by default.

Notes, reports and handovers

Objective writing, audience selection, relevance and continuity.

Evidence: Portfolio of fictional/de-identified records.

Control: No real client records unless separately approved and governed.

Planner, budget and records

Time, money, services, transport and transition planning.

Evidence: Budgets, calendars, comparisons and evidence filing.

Control: School-created fictional datasets or approved personal use.

Certificate III bridge

Pre-vocational preparation without false equivalence

The school programme develops concepts, habits and app fluency that prepare students for later vocational learning. It does not claim credit, workplace competence or unit equivalence.

Open Certificate III pathway