Occupations for Adolescents Aged Fifteen to Eighteen Years

Knowledge, skills and understanding

Typically, individuals will:

.01 Manage the land they work on for the successful nurturing of animals and plants, in an ethical and sustainable manner, including for the purpose of harvesting produce as well as maintaining natural ecosystems.

.02 Consider the needs of the adolescent community and seek opportunities to design solutions that will meet these needs.

.03 Investigate the needs of animals and plants to ensure their wellbeing and healthy produce

.04 Investigate biology and anatomy of plants, plant cells, skeletal structures, photosynthesis.

.05 Explore and apply knowledge gained in the study of the biological sciences as evidenced on local land

.06 Explore and apply knowledge gained in the study of the chemical sciences in relation to land based activities

.07 Explore and apply knowledge gained in the study of the physical sciences as evidenced on local land and in relation to land based activities

.08 Explore and apply knowledge gained in the study of earth space sciences as evidenced on local land and in relation to land based activities

.09 Explore and apply knowledge gained in the study of the biological sciences to compare & contrast the characteristics of a variety of organisms and their creation

.10 Explore the functioning of an ecosystem.

.11 Make decisions about water, land, plant and animal management practices; informed by traditional and contemporary management systems.

.12 Understand and consider Indigenous sustainable practices, custodianship and connection to country, especially in regard to traditional farming methods, community values and protocols.

.13 Recognise and consider impacts of past decisions and developing pathways for preferred future community objectives, comparing and contrasting local, regional, national and global enterprises.

.14 Investigate, analyse and predict long term sustainability of traditional and contemporary farm production practices, both nationally and internationally, taking into account ethical, cultural and social factors.

.15 Investigate and/or apply emerging technologies, including digital technologies, to farm production practices.

.16 Follow the design process by developing models for the purpose of testing and for communicating the idea to the adolescent community at Community Council meetings and/or School Board meetings.

.17 Follow model development and approval, apply the design solution to the real world of the farm environment.

.18 Work collaboratively with the Occupations team to manage all aspects of the project from research through implementation to evaluation within a specified time frame.

.19 Design work schedules, guides, protocols and Standard Operating Procedures which consider rights and responsibilities of all members of the Occupation work group.

.20 Research opportunities for business expansion within the expectations and opportunities within the community and environment.

Knowledge, skills and understanding

Typically, individuals will:

01. Investigate, design and prepare nutritious and well-presented dishes in the café or other hospitality setting

02. Consider the impact that a variety of preparation techniques have on the nutritional value and presentation of a meal

03. Explore opportunities to prepare meals from various cultures, using traditional preparation techniques and analysing the differences for future menu plans.

04. Develop food safety Standard Operating Procedures for kitchen and dining room, including appropriate use of preparation tools and equipment.

05. Modify menus and recipes to appropriately accommodate for community needs, including dietary requirements such as vegan, vegetarian and gluten free.

06. Work collaboratively with the dining occupation team to manage all aspects of the project from research through implementation to evaluation within a specified time frame.

Knowledge, skills and understanding

Typically, individuals will:

01. Design products for the local market e.g. Candle- making, wooden spoons, chopping boards, handmade cosmetics, bottled water

02. Design and implement solutions for repair and maintenance of the adolescent learning environment, e.g., agriculture tools and structures, work desks & chairs, pathways & recreational areas, kitchen & dining facilities

03. Share suggested design ideas with the adolescent community

04. Develop hand tooling skills and knowledge of other related equipment for craft projects and make choices about materials, components, tools and techniques to engage for the project.

05. Use design thinking to develop products that respond to community needs

06. Use product life cycle thinking to evaluate sustainability of design solutions with consideration of characteristics and properties of materials used.

07. Further develop understanding of equipment and safe practices in the workshop

08. Work collaboratively with the workshop occupation team to manage all aspects of the project from research through implementation to evaluation within a specified time frame

Knowledge, skills and understanding

Typically, individuals will:

.01 Participate in the local community or an international community through the provision of service and products, based around handcrafts, plant/animal care, food or construction of environments.

.02 Investigate and evaluate past design solutions.

.03 Explore and critique the social accessibility of local community facilities and develop appropriate design solutions for the relevant local community context.

.04 Where practical present design solutions to the appropriate local community organisation

.05 Investigate and determine how the design of digital systems and technology affect users with diverse needs.

.06 Create simple digital systems to model real life problems, identifying and describing key elements.

.07 Consider sustainability of digital design solutions and effects of e-waste on the community.

Knowledge, skills and understanding

Typically, individuals will:

.01 Investigate and apply the concepts contained within the study of economics and business, including: -

• supply and demand,

• role & characteristics of producers and consumers, workers, business owners, managers, and entrepreneurs, and

• ethical business practices and financial record keeping    

.02 In relation to the economic and business practices associated with operating the Shop of the adolescent community, use appropriate tools to investigate, plan, implement strategies, report and reflect upon outcomes, and make informed decisions to adjust to changing market conditions.

.03 Help with financial management including:

• Preparation of quarterly and annual budget statements

• Preparation of accounting records for income and expenditure

• Banking income and paying for outsourced products and services

.04 Develop marketing and brand identity for Student enterprise

.05 Project manage microeconomy to build income and community engagement.

.06 Make predictions for growth and potential in the Micro economy with consideration to product life cycle.

.07 Make informed decisions about production and exchange practices by evaluating professions and their contributions to society.

.08 Use databases and visualisation software to organise information, summarise, analyse, model and make predictions regarding financial aspects of the shop.

.09 Use digital systems to create advertising material and maintain a website, including video and graphic representations for micro economy products and services.

Knowledge, skills and understanding

Typically, individuals will:

.01 With the support of an adult finance specialist, develop informed financial options/advice in relation to operating the production and exchange projects of the adolescent community.

.02 Investigate the characteristics and features of finance?

• What is finance?

• What is the financial sector of an economy?

• Elements of a financial system:

  • Lenders & borrowers

  • Financial intermediaries

  • Financial instruments

  • Financial markets

  • Money creation

  • price discovery

• How does the financial sector work?

• Why do we need a financial sector?

.03 Explore where money comes from:-

• Earned from work rendered to an employer business

• Earned from self-employment or business ownership

• Earned from investing in other ventures – share market, Government bonds, micro- investments, currency (Fiat & Crypto)

• Inheritance

• Gambling

• Government grants for business projects

• Government welfare payments (unemployment & disability)

.04 Explore where money goes:-

• Purchase raw materials for production

• Purchase physical goods & services

• Purchase financial products

• Investing

• Speculating

• Gambling

• Taxation

.05 Develop financial management skills

• Planning

• Controlling

• Organising & directing

• Decision making

• Increasing income while limiting expenditure

• Making wise financial decisions

• Managing financial risk

• Overcoming financial mistakes

.06 Apply financial knowledge:

• Investigate, plan, and suggest implementable financial strategies for the successful management of income and expenditure.

• Present information to help in the process of making a financial decision.

• Create and present financial reports including budget statement, and income and expenditure statement based upon real financial data for a particular situation.

• Reflect upon the outcomes of a real financial project and offer suggestions for future improvement.

• Present options for personal financial wellbeing.

Knowledge, skills and understanding

Typically, individuals will:

.01 Design and produce textile products to be sold in the adolescent community shop or to be used in the adolescent community. For example, clothing, furnishings, baskets.

.02 Explore design technologies from a variety of cultures, past and present, including aspects of their sustainability, and ethical production techniques.

.03 Develop skills and knowledge in the use of equipment & materials for specific projects.

.04 Use design thinking to develop products that respond to community needs.

.05 Further develop understanding of equipment and safe practices within the sewing and textiles environment.

.06 Work collaboratively with the textiles studio occupation team to manage all aspects of the project from research through implementation to evaluation within a specified time frame.

Knowledge, skills and understanding

Typically, individuals will:

.01  Investigate and apply the concepts contained within the study of economics and politics, including supply and demand and ethical financial record keeping

.02  In relation to the economic and business practices associated with operating the hostel/guesthouse project of the adolescent community, use appropriate tools to investigate, plan, implement strategies, report and reflect upon outcomes, and make informed decisions to adjust to changing market conditions.

03 Work collaboratively to manage and carry out all the activities essential for the successful operation of a boarding students hostel and/or visitors guesthouse. This includes helping to create a comfortable and clean living environment, attending to the aesthetics of the environment such as textiles, colour schemes, ornamentation, housekeeping, meals, building maintenance and helping with the financial management.

.04 Help with meals preparation includes:-

• Investigate, design and prepare nutritious and well- presented dishes in the café or other hospitality setting

• Consider the impact that a variety of preparation techniques have on nutritional value and presentation.

• Explore opportunities to prepare meals from various cultures, using traditional preparation techniques and analysing the differences for future menu plans.

• Develop food safety Standard Operating Procedures for kitchen and dining room, including appropriate use of preparation tools and equipment.

• Modify menus and recipes to appropriately accommodate for community needs, including dietary requirements such as vegan, vegetarian and gluten free.

• Explore opportunities to prepare meals from various cultures, using traditional preparation techniques and analysing the differences for future menu plans.

.05 Attending to the Aesthetics of the environment includes:-

• Design and produce textile products to be used in the adolescent community hostel or guesthouse. For example, furnishings and ornaments.

• Develop skills and knowledge in the use of equipment for specific projects.

• Use design thinking to develop products that respond to community needs.

• Further develop understanding of equipment and safe practices within the sewing and textiles environment.

.06 Helping with maintenance of the environment includes:-

• Design and implement solutions for repair and maintenance of the adolescent learning environment, e.g., agriculture tools and structures, work desks & chairs, pathways & recreational areas, kitchen & dining facilities

• Share suggested design ideas with the adolescent community

• Develop hand tooling skills and knowledge of other related equipment for craft projects and make choices about materials, components, tools and techniques to engage for the project.

• Use design thinking to develop products that respond to community needs

• Use product life cycle thinking to evaluate sustainability of design solutions with consideration of characteristics and properties of materials used

• Further develop understanding of equipment and safe practices in the workshop

.07 Helping with financial management:-

• Helping to prepare quarterly and annual budget statements

• Accounting for income and expenditure

• Banking income and paying for outsourced services

• Helping with marketing and community enrolments

• Reporting on the hostel/guesthouse project to the appropriate community leaders

Knowledge, skills and understanding

Typically, individuals will:

.01 Apply discipline specific skills to create a presentation or performance for a selected audience.

.02 Create appropriate props and theatre sets

.03 Develop skills in lighting design

.04 Develop skills in sound design

.05 Develop skills in the use of digital systems in creating and managing a production

.06 Attend to marketing, ticketing, and managing audience comfort

.07 Work collaboratively with the Performing Arts occupation team to manage all aspects of the project from research through implementation to evaluation within a specified time frame.

Knowledge, skills and understanding

Typically, individuals will:

.01 Explore the local sky to describe features and characteristics from an astronomical perspective.

.02 Explore the cosmology of the greater universe within which we live and the evidence for this in then local sky.

.03 Investigate the variety of scientific opinions about the origin of the universe across cultures

.04 Explore the influence of celestial bodies on earth systems

Knowledge, skills and understanding

Typically, individuals will:

.01 Subject specific knowledge, skills and understanding is gained by working alongside a professional specialist in a community-based organisation.

.02 Gain an understanding of subject skills and knowledge as they are applied in the wider community.