Teacher support · Page 1 of 2 · S5.4.1
The care ecosystem
S5.4 Care Careers and Safe Work · Stage 5 · 150 minutes, or two 75-minute sessions
Faculty opportunities
Work Education; Careers; PDHPE; Science; VET preparation
School authority: Teachers add exact local syllabus outcomes, class adjustments, risk controls and assessment decisions. Use fictional or de-identified information. Kimi and app completion never replace teacher judgement, safeguarding action or human help.
Learning intention
We are learning to explore disability, aged care, health, education, community and allied roles.
Success criteria
- I can explain how at least four roles contribute differently.
- I can follow the Community and Training Hub workflow and check the result before saving.
- I can explain one accuracy, consent, privacy, safety or audience decision I made.
Outcomes and evidence
Program outcomes: SMC-06, SMC-10, SMC-11, SMC-12
Observable indicator: Explains how at least four roles contribute differently.
App task: Navigate role profiles in the game
Vocabulary: inclusion, care, ecosystem, explore, disability
Teaching and learning sequence
1. Connect and establish safety (10 min)
Activate prior knowledge about the care ecosystem, state the lesson purpose, confirm fictional/de-identified information and identify the human-help pathway.
2. Explicit teaching (20 min)
Teach and model the key concept: Explore disability, aged care, health, education, community and allied roles. Define vocabulary and use one worked example and one non-example.
3. App demonstration (20 min)
Model Community and Training Hub using the eight teacher steps below. Think aloud about accuracy, audience, consent, privacy and consequences.
4. Guided practice (35 min)
Students complete the first part with teacher prompting, visual task analysis or peer rehearsal. Pause for checks for understanding before students save anything.
5. Independent or supported application (40 min)
Students complete the approved task and produce the evidence indicator: Explains how at least four roles contribute differently.
6. Review and evidence (20 min)
Students check their result, explain a decision, complete the worksheet and submit the saved item, screenshot, demonstration or teacher-observation evidence.
7. Exit reflection (5 min)
Students identify what they learned, what support helped and one next step. Teacher records adjustments and follow-up needs.
Explicit app demonstration
Community and Training Hub → Profile and communication
- Before class, open Community and Training Hub and prepare the approved fictional or de-identified practice material.
- Project Profile and communication, identify every control students will use and show where the human-help pathway is located.
- Model the complete task while thinking aloud: Navigate role profiles in the game.
- Deliberately model one privacy, audience, accuracy or consent check before saving.
- Show students the required file name, screenshot, saved item or teacher-observation evidence.
- During guided practice, pause after each major step and check that students can explain why it is required.
- Do not treat app completion as sufficient evidence; question the student about the concept and decision.
- Close by checking that no live participant information, unknown-adult contact or unmoderated publication was created.
Checks for understanding
- Ask: “What does the care ecosystem mean in this situation?”
- Ask the student to predict what could happen if the wrong audience, information or action is chosen.
- Observe whether the student can use Profile and communication with the agreed level of support.
- Check the saved product and require the student to explain how it demonstrates: Explains how at least four roles contribute differently.
Adjustments and extension
- Offer Easy Read, visual schedule, symbol support, audio, captioned demonstration and one instruction at a time.
- Accept speech, writing, signing, AAC, selection, demonstration, role-play or supported digital production.
- Use fewer choices, a shorter fictional scenario, pre-filled fields or repeated guided practice without removing the central concept.
- Provide co-regulation, sensory breaks, additional processing time and an offline printed copy of the student page.
- Extend through a more complex scenario, student leadership, comparison of alternatives or peer explanation.
Required assessment evidence
- A saved profile and communication item, screenshot, export or teacher observation from the fictional School Mode task.
- Student explanation showing the indicator: Explains how at least four roles contribute differently.
- Completed student worksheet with a decision, safety/privacy check and reflection.
- Teacher record of prompts, adjustments, independence level and any required reteaching.
Teacher prompt for Kimi
Support the teacher to prepare S5.4.1, “The care ecosystem”, for Stage 5. Explain the concept in plain Australian English, give one fictional worked example and one non-example, suggest three checks for understanding and one Easy Read adjustment. Use only fictional or de-identified information. Do not make safeguarding, health, legal, assessment or competency decisions.