Occupations for the Adolescent Aged Twelve to Fifteen Years

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4.OC.010 Land Occupations
4.OC.020 Dining
4.OC.030 Workshop
4.OC.040 Museum of Machines
4.OC.050 Community Service

 

4.OC.060 The shop
4.OC.070 Finance Management
4.OC.080 Textiles studio
4.OC.090 Hotel and Guesthouse
4.OC.100 Performing Arts

Occupations of the Adolescent Community

Purposeful work on the land within a social context

Through this work study in the humanities, sciences and technologies is enhanced. Montessori suggested that:

“….work on the land is an introduction both to nature and to civilisation and gives a limitless field for scientific and historic studies. If the produce can be used commercially this brings in the fundamental mechanism of society, that of production and exchange, on which economic life is based. This means that there is an opportunity to learn both academically and through actual experience what are the elements of social life.” (Montessori 2007 [1948]:68)

Occupations include:

  • practical daily life tasks, including maintenance of the community environment

  • working the land, including care of the natural environment, horticulture, agriculture, and animal husbandry

  • participating in the micro-enterprises of the adolescent community

  • participating in governance, as a citizen, of the adolescent community - community council

  • assisting in the preparation of nutritious meals for the community

  • considering needs and opportunities to improve community works, systems and related infrastructure

Land Occupations 4.OC.010

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 Investigate soil type & structure and this microenvironment.

.06 Identify the biology and anatomy of soil dwelling organisms and understand their biological processes.

.07 Investigate the biology and anatomy of animals, vertebrate & invertebrate. Identify animal cells, skeletal structures, biological processes

.08 Explore, compare & contrast the characteristics of a variety of types of animals, vertebrates & invertebrates; mammals, birds, reptiles, amphibians, insects, etc

.09 Explore the functioning of an ecosystem.

.10 Explore the possibilities and opportunities to utilize natural resources from the land to manufacture products or use for community projects

.11 Explore and apply knowledge gained in the study of biology to management of various land projects

.12 Explore and apply knowledge gained in the study of earth space sciences to management of various land projects

.13 Explore and apply knowledge gained in the study of chemistry to management of various land projects

.14 Explore and apply knowledge gained in the study of physics to management of various land projects

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

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

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

.18 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.

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

.20 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.

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

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

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

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

＋ Materials and Activity

Activities include:

  • Key lessons in the sciences: -
    • Biology
    • Chemistry
    • Physics
    • Earth and space
  • Key lessons in Technologies and Language Arts
  • Research projects, e.g.,
    • Particular plant or animals
    • Soil management
    • Water management
    • Landform & agriculture
  • Science and technology experimentation and modelling

  • Utilize natural resources from the land to manufacture products

  • Growing vegetables to sell at the local market garden

  • Green house
  • Vermiculture
  • Aquaculture
  • Land and water management Animal Husbandry: – birds, mammals, reptiles, insects chickens, ducks, goats, alpacas, rabbits, lizards,
  • Bee keeping – native and honeybees
  • Organic garden
  • Flower garden
  • Hydroponics
  • Vertical farming Weaving/Felting Cheese-making
  • Grow locally available plants appropriate for basket weaving and other craft projects Harvesting herbs, fruits and vegetables to be used in the Community kitchen
  • Harvesting or collecting animal products such as honey, wool, eggs and meat to be used in the Community kitchen or sold in the Market stall

Resources include:

  • Agricultural land
  • Raised or alternate garden beds; Green house
  • Pond
  • Agricultural tools and equipment
  • Science tools and equipment: -
    • Microscope
    • Soil & water testing kits
    • Mineral sample kit
  • Reference and research materials (paper-based, digital, web-based, multimedia)
  • Animals
  • Adults with specific skills in land occupations, e.g., agriculture or gardening instructor
  • Australian curriculum: Technologies – Design & Technologies
  • Australian curriculum: Science
  • Australian curriculum: English

＋ Links to Australian Curriculum (ACv9)

  • Design & Technologies
    AC9TDE8K04
    AC9TDE10K04
  • Design & Technologies
    AC9TDE8P01
    AC9TDE10P01
  • Design & Technologies
    AC9TDE8K04
    AC9TDE10K04
  • English
    AC9E7LY05
    AC9E8LY05
  • English
    AC9E7LY05
    AC9E8LY05
  • Biological Science
    AC9S7U01
    AC9S7U02
    AC9S8U01
    AC9S8U02
    AC9S9U02
  • Biological Science
    AC9S7U01
    AC9S7U02
    AC9S8U01
    AC9S8U02
    AC9S9U02
  • English
    AC9E7LY05
    AC9E8LY05
  • Biological Science
    AC9S7U01
    AC9S7U02
    AC9S8U01
    AC9S8U02
    AC9S9U02
  • Biological Science
    AC9S7U01
    AC9S9U02
  • Biological Science
    AC9S7U01
    AC9S7U02
  • EarthSpace science
    AC9S7U03
    AC9S9U03
  • Technologies: Design & Technologies
    AC9TDE8K01
    AC9TDE8K03
    AC9TDE8K04
    AC9TDE8K06
    AC9TDE10K01
    AC9TDE10K03
    AC9TDE10K04
    AC9TDE10K06
  • Earth & Space sciences
    AC9S8U04
  • Biological sciences
    AC9S7U01
    AC9S7U02
    AC9S8U01
    AC9S8U02
    AC9S9U01
    AC9S9U02
  • Earth & Space sciences
    AC9S7U03
    AC9S8U03
    AC9S8U04
    AC9S9U03
  • Chemical sciences
    AC9S7U05
    AC9S7U06
    AC9S8U06
    AC9S8U07
    AC9S9U06
    AC9S9U07
  • Physical sciences
    AC9S7U04
    AC9S8U05
    AC9S9U04
    AC9S9U05
  • Design & Technologies
    AC9TDE8K04
    AC9TDE10K04
  • Design & Technologies
    AC9TDE8K01
    AC9TDE8K02
    AC9TDE10K01
    AC9TDE10K02
  • Design & Technologies
    AC9TDE8P04
    AC9TDE10P04
  • Design & Technologies
    AC9TDE8K01
    AC9TDE8K02
    AC9TDE8K04
    AC9TDE10K01
    AC9TDE10K02
    AC9TDE10K04
  • Design & Technologies
    AC9TDE8K04
    AC9TDE10K04
  • Design & Technologies
    AC9TDE8P02
    AC9TDE10P02
  • English
    AC9E7LY02
    AC9E8LY02
    AC9E9LY02
  • Design & Technologies
    AC9TDE8P03
    AC9TDE10P03
  • Design & Technologies
    AC9TDE8P01
    AC9TDE8P02
    AC9TDE8P03
    AC9TDE8P04
    AC9TDE8P05
    AC9TDE10P01
    AC9TDE10P02
    AC9TDE10P03
    AC9TDE10P04
    AC9TDE10P05
  • English
    AC9E7LY02
    AC9E8LY02
    AC9E9LY02
  • Design & Technologies
    AC9TDE8P05
    AC9TDE10P05

Dining 4.OC.020

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.

＋ Materials and Activity

Activities include:

  • Key lessons in the sciences, technologies and language arts
  • Research projects, e.g.,
    • Chemistry & food preparation
    • Food chemistry & nutrition
    • Kitchen & food preparation technologies
  • Kitchen setup
  • Meal preparation for adolescent community
  • Café evenings & project presentations
  • Preserves and jam making
  • Bake sale or other community catering opportunities
  • Excursions to local cafes/restaurants
  • Guest chefs
  • Reputational damage within the community including parents and providers

Resources will include:

  • Cooking and baking tools and equipment
  • Café or Dining area – open to school community, local community or visitors from aged care
  • Adults with specific skills in cafe occupations, e.g., cook, café manager, barista
  • Reference and research materials (paper-based, digital, web-based, multimedia)
  • Science tools & equipment
  • Australian curriculum: Technologies – Design & Technologies
  • Australian curriculum: English

＋ Links to Australian Curriculum (ACv9)

  • Design & Technologies
    AC9TDE8K05
    AC9TDE10K05
  • Design & Technologies
    AC9TDE8K05
    AC9TDE10K05
  • Design & Technologies
    AC9TDE8K05
    AC9TDE10K05
  • Design & Technologies
    AC9TDE10K05
  • Design & Technologies
    AC9TDE8P01
    AC9TDE8P02
    AC9TDE8P03
    AC9TDE10K05
    AC9TDE10P01
    AC9TDE10P02
    AC9TDE10P03
  • Design & Technologies
    AC9TDE8P01
    AC9TDE8P02
    AC9TDE8P03
    AC9TDE8P04
    AC9TDE8P05
    AC9TDE10P01
    AC9TDE10P02
    AC9TDE10P03
    AC9TDE10P04
    AC9TDE10P05
  • English
    AC9E7LY02
    AC9E8LY02
    AC9E9LY02

Workshop 4.OC.030

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 Explore and apply knowledge gained in the study of physics to production and maintenance projects

.04 Share suggested design ideas with the adolescent community

.05 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.

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

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

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

.09 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

＋ Materials and Activity

Activities include:

  • Key lessons in the sciences, technologies and language arts
  • Research projects
  • Bike repair, motor repairs Skateboard production
  • Repairs to adolescent community structures
  • Write and/or collaborate in the writing of risk assessments
  • Create short tutorial videos that explain for other students, the use of particular equipment within the school
  • Instructional filmmaking Designing, costing and building structures of use to the community e.g., pizza oven, decks

Resources include:

  • Workshop tools and equipment Local market, community or online shop
  • Adults with specific skills in workshop occupations, e.g., handcrafts, maintenance person
  • Australian curriculum: Technologies – Design & Technologies
  • Australian curriculum: English

＋ Links to Australian Curriculum (ACv9)

  • Design & Technologies
    AC9TDE8K03
    AC9TDE10K03
    AC9TDE8P01
    AC9TDE10P01
  • Design & Technologies
    AC9TDE8K03
    AC9TDE10K03
    AC9TDE8K06
    AC9TDE10K06
  • English
    AC9E7LY02
    AC9E8LY02
    AC9E9LY02
    AC9E8LY06
  • Design & Technologies
    AC9TDE8K03
    AC9TDE10K03
    AC9TDE8K06
    AC9TDE10K06
  • Design & Technologies
    AC9TDE8P01
    AC9TDE10P01
  • Design & Technologies
    AC9TDE8K03
    AC9TDE10K03
  • Design & Technologies
    AC9TDE8P01
    AC9TDE8P02
    AC9TDE8P03
    AC9TDE8P04
    AC9TDE8P05
    AC9TDE10P01
    AC9TDE10P02
    AC9TDE10P03
    AC9TDE10P04
    AC9TDE10P05
  • English
    AC9E7LY02
    AC9E8LY02
    AC9E9LY02

Museum of machines 4.OC.040

Knowledge, skills and understanding

Typically, individuals will:

01. Students explore machines from previous eras of history, by dismantling and reconstructing them to understand how they worked.

02. Based on their learning of how machines and manufacturing processes have changed, students develop designs for modern electromechanical systems that can meet a need in the community.

03. Students work collaboratively to investigate emerging technologies as potential opportunities to improve systems and materials used in the community.

04. Students work collaboratively to investigate options and develop proposals for wired, wireless and mobile networks giving consideration to the needs of the community.

05. Investigate and explain how digital systems work to process and represent data

06. Work collaboratively to compare options for cloud-based versus client-based information systems, assessing their appropriateness for the specific community needs.

07. Work collaboratively to create implementation documentation of digital systems designs, for record keeping and education purposes.

08. Use software to manage and analyse data from the various adolescent community production & exchange occupation activities, such as creating data bases, and developing spreadsheets

09. Explore software solutions for managing the various production & exchange occupation projects of the adolescent community.

10. Work collaboratively to use knowledge of machines and programming language to design robots to assist with simple tasks such as soil and water sampling and egg collection

11. Work collaboratively to design algorithms that can be applied to the production & exchange occupation projects of the adolescent community.

12. Work collaboratively to design, implement and maintain a website for the production and exchange activities of the adolescent community

13. Work collaboratively to design, implement and evaluate a digital product that members of the adolescent community can use to achieve their work and study goals.

14. Work collaboratively to explore and develop skills in the use of a variety of digital tools to support work and study in the adolescent community.

15. Work collaboratively to explore issues of privacy and security associated with the use of digital tools and ethical use of data and how privacy and security can be improved

16. Use specific success criteria to evaluate digital design solutions by comparing student work to ready-made solutions and deducing value via economic or community contributions.

＋ Materials and Activity

Activities include:

  • Key lessons in the sciences, technologies and language arts
  • Research projects into the scientific and technological advances over time
  • Windmill project
  • Solar Panels project
  • Irrigation on the farm
  • Classroom and House repairs and maintenance
  • Robotics projects
  • Create simple machines and test their use.
  • Investigate the Rube Goldberg Machine and its use of simple machines.
  • Create simple electrical circuits in series and parallel, drawing circuits
  • Visits to local Maker spaces
  • Computer building
  • Assisting with IT administration and management
  • Develop digital products for real world application
  • Maintenance of tool shed equipment and theatre and production equipment for
  • Coffeehouse and performance space.
  • Monitoring and surveying equipment

Resources include:

  • Museum of machines
  • Variety of old machines
  • Tools and equipment
  • Variety of Information & Communication Technology equipment
  • Adults with specific skills in machines & maintenance occupations
  • Adults with specific skills in digital technology
  • Australian curriculum: Technologies - Digital Technologies
  • Australian curriculum: Technologies – Design & Technologies
  • Australian curriculum: English

＋ Links to Australian Curriculum (ACv9)

  • Design & Technologies
    AC9TDE8K02
  • Science
    AC9S7H01
    AC9S7H02
    AC9S7H03
    AC9S7H04
    AC9S8H01
    AC9S8H02
    AC9S8H03
    AC9S8H04
    AC9S9H01
    AC9S9H02
    AC9S9H03
    AC9S9H04
  • Design & Technologies
    AC9TDE8K02
    AC9TDE10K02
    AC9TDE8K03
    AC9TDE10K03
  • Physical Sciences
    AC9S7U04
    AC9S8U05
    AC9S9U04
    AC9S9U05
  • Design & Technologies
    AC9TDE8K02
    AC9TDE8K03
  • English
    AC9E7LY05
    AC9E8LY05
  • Digital Technologies
    AC9TDI8K01
    AC9TDI8K02
    AC9TDI10K01
  • Digital Technologies
    AC9TDI8K03
    AC9TDI8K04
    AC9TDI10K02
    AC9TDI10K03
  • Digital Technologies
    AC9TDI8K02
  • Digital Technologies
    AC9TDI8K03
    AC9TDI8P05
    AC9TDI8P06
    AC9TDI8P07
    AC9TDI8P08
    AC9TDI10P05
    AC9TDI10P06
    AC9TDI10P07
    AC9TDI10P08
  • Digital Technologies
    AC9TDI8P01
    AC9TDI8P02
    AC9TDI8P03
    AC9TDI8P04
    AC9TDI10P01
    AC9TDI10P02
    AC9TDI10P03
    AC9TDI10P04
  • Digital Technologies
    AC9TDI8P03
    AC9TDI8P04
    AC9TDI10P03
    AC9TDI10P04
  • Digital Technologies
    AC9TDI8P05
    AC9TDI8P06
    AC9TDI10P05
    AC9TDI10P06
  • Digital Technologies
    AC9TDI10K02
    AC9TDI10K03
  • Digital Technologies
    AC9TDI8P07
    AC9TDI8P08
    AC9TDI8P09
    AC9TDI8P10
    AC9TDI10P07
    AC9TDI10P08
    AC9TDI10P09
    AC9TDI10P10
  • Digital Technologies
    AC9TDI8P11
    AC9TDI8P12
    AC9TDI10P11
    AC9TDI10P12
  • Digital Technologies
    AC9TDI8P13
    AC9TDI8P14
    AC9TDI10P13
    AC9TDI10P14
  • Digital Technologies
    AC9TDI8P10
    AC9TDI10P10

Community Service 4.OC.050

Knowledge, skills and understanding

Typically, individuals will:

01. Participate in the local 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.

＋ Materials and Activity

Activities include:

  • Key lessons in the technologies and language arts
  • Intergenerational programs: with RACF (dementia and aged care) and early childhood/primary-aged children’s services
  • Parks and Wildlife/Royal National Park Conservation projects: help with conservation designs and projects
  • Local Council projects
  • Design solutions for improved access to public areas

Resources include:

  • Local community places & projects
  • Adults with specific skills in the community service occupations
  • Australian curriculum: Technologies – Design & Technologies & Digital Technologies
  • Australian curriculum: English

＋ Links to Australian Curriculum (ACv9)

  • Design & Technologies
    AC9TDE8K02
    AC9TDE10K02

  • Design & Technologies
    AC9TDE8K01
    AC9TDE10K01

  • Design & Technologies
    AC9TDE8P01
    AC9TDE8P02
    AC9TDE8P03
    AC9TDE8P04
    AC9TDE10P01
    AC9TDE10P02
    AC9TDE10P03
    AC9TDE10P04

  • English
    AC9E7LY05
    AC9E8LY05

  • English
    AC9E7LY02
    AC9E8LY02
    AC9E9LY02

  • Design & Technologies
    AC9TDE8P01
    AC9TDE10P01

  • Digital Technologies
    AC9TDI8P04 AC9TDI10P04
  • Design & Technologies
    AC9TDE8K01
    AC9TDE10K01

The shop 4.OC.060

Knowledge, skills and understanding

Typically, individuals will:

01. Investigate and apply the concepts contained within the study of economics and business, 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 the shop to build income and community engagement.

06. Make predictions for growth and potential in the shop 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.

＋ Materials and Activity

Activities include:

  • Key lessons in economics, business, language arts and mathematics
  • Manage the shop/market stall
  • Boarding student’s manage and operate their hostel
  • Day students manage and operate the daily work/study environment
  • Manage and operate the hotel/guesthouse for overnight visitors
  • Work alongside adults to establish and maintain a retail service
  • Conduct budgeting, accounting & bookkeeping activities
  • Develop and apply techniques to forecast supply & demand
  • Develop policies & procedures Source products, onsite production & local suppliers
  • Product display & pricing Marketing
  • Manage workers & work rosters
  • Develop managerial & worker roles, skill sets and expectations

Resources include:

  • The shop
  • Suppliers
  • Software applications
  • Adults with specific skills in shop management occupations, e.g., business manager
  • Australian curriculum: Technologies - Design & Technologies & Digital Technologies
  • Australian curriculum: Economics & Business
  • Australian curriculum: Technologies - Digital Technologies
  • Australian Curriculum: Mathematics
  • Australian Curriculum: English

＋ Links to Australian Curriculum (ACv9)

  • Economics & Business
    AC9HE7K01
    AC9HE7K02
    AC9HE7K03
    AC9HE7K04
    AC9HE7K05
    AC9HE8K01
    AC9HE8K02
    AC9HE8K03
    AC9HE8K04
    AC9HE8K05
    AC9HE9K01
    AC9HE9K02
    AC9HE9K03
    AC9HE9K04
    AC9HE9K05
    AC9HE10K01
    AC9HE10K02
    AC9HE10K03
    AC9HE10K04
    AC9HE10K05
  • Economics & Business
    AC9HE8K05
    AC9HE9K04
    AC9HE9K05
    AC9HE10K05
    AC9HE7S01
    AC9HE7S02
    AC9HE7S03
    AC9HE7S04
    AC9HE7S05
    AC9HE8S01
    AC9HE8S02
    AC9HE8S03
    AC9HE8S04
    AC9HE8S05
    AC9HE9S01
    AC9HE9S02
    AC9HE9S03
    AC9HE9S04
    AC9HE9S05
    AC9HE10S01
    AC9HE10S02
    AC9HE10S03
    AC9HE10S04
    AC9HE10S05
  • Maths
    AC9M7N01
    AC9M7N02
    AC9M7N03
    AC9M7N04
    AC9M7N05
    AC9M7N06
    AC9M7N07
    AC9M7N08
    AC9M7N09
  • Economics & Business
    AC9HE8K05
    AC9HE7S01
    AC9HE7S02
    AC9HE7S03
    AC9HE7S04
    AC9HE7S05
    AC9HE8S01
    AC9HE8S02
    AC9HE8S03
    AC9HE8S04
    AC9HE8S05
    AC9HE9S01
    AC9HE9S02
    AC9HE9S03
    AC9HE9S04
    AC9HE9S05
    AC9HE10S01
    AC9HE10S02
    AC9HE10S03
    AC9HE10S04
    AC9HE10S05
  • Maths
    AC9M7N09
    AC9M8A03
    AC9M8M07
    AC9M9A05
    AC9M9M05
    AC9M10A04
    AC9M9N01
    AC9M7N01
    AC9M7N02
    AC9M7N03,
    AC9M7N04
    AC9M7N05
    AC9M7N06
    AC9M7N07
    AC9M7N08
    AC9M7N09
  • Digital Technologies
    AC9TDI8P01
    AC9TDI8P02
    AC9TDI8P03
    AC9TDI10P01
    AC9TDI10P02
    AC9TDI10P03
  • English
    AC9E7LY05
    AC9E8LY05
    AC9E8LY06
    AC9E9LY06
  • Digital Technologies
    AC9TDI10K02
    AC9TDI10K03

Financial Management 4.OC.070

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.

＋ Materials and Activity

Activities include:

  • Key lessons in economics, business, language arts and mathematics
  • Research projects, possible topics:
    • An element of the finance system
    • Currencies – Fiat & crypto
    • Investment, Speculation & Gambling
    • Micro-investments
    • Personal financial wellbeing
    • Ethics & finance practices
  • Develop a lexicon of financial words & concepts
  • Play one or a variety of financial games and simulations
  • Manage a real personal financial portfolio
  • Present to a peer audience informed financial options/advice in relation to personal financial wellbeing.
  • With the support of a finance specialist, develop informed financial options/advice in relation to operating the production and exchange projects of the adolescent community:
    • investigate, plan, and suggest implementable strategies for the successful operation of the adolescent community micro- economy.
    • Inform decisions in relation to the operation of the adolescent micro- economy.
    • Create financial reports for the micro- economy including budget statement, and income and expenditure statement based upon the financial reports from each of the production & exchange occupations of the adolescent community for each quarter.
    • Present financial reports for the quarter at the Adolescent Community council meetings.
    • Reflect upon outcomes and offer suggestions for to the next group of micro-economy financial managers.

Resources include:

＋ Links to Australian Curriculum (ACv9)

  • Economics & Business AC9HE9K01
    AC9HE9K02
    AC9HE9K03
    AC9HE7S01
    AC9HE7S02
    AC9HE7S03
    AC9HE7S04
    AC9HE7S05
  • English
    AC9E7LY05
    AC9E8LY05
  • Economics & Business
    AC9HE7K04
    AC9HE8K02
    AC9HE8K03
    AC9HE8S01
    AC9HE8S02
    AC9HE8S03
    AC9HE8S04
    AC9HE8S05
  • Economics & Business
    AC9HE8K01
    AC9HE7K04
  • Economics & Business
    AC9HE7K05
    AC9HE8K05
    AC9HE9K02
    AC9HE9K05
  • Economics & Business
    AC9HE7S01
    AC9HE7S02
    AC9HE7S03
    AC9HE7S04
    AC9HE7S05
    AC9HE8S01
    AC9HE8S02
    AC9HE8S03
    AC9HE8S04
    AC9HE8S05
    AC9HE9S01
    AC9HE9S02
    AC9HE9S03
    AC9HE9S04
    AC9HE9S05
    AC9HE10S05
  • English
    AC9E8LY06
    AC9E9LY06
    AC9E7LY07
    AC9E8LY07
    AC9E9LY07
  • Maths
    AC9M7N09
    AC9M8A03
    AC9M8M07
    AC9M9A05
    AC9M9M05
    AC9M10A04
    AC9M9N01
    AC9M7N01
    AC9M7N02
    AC9M7N03
    AC9M7N04
    AC9M7N05
    AC9M7N06
    AC9M7N07
    AC9M7N08
    AC9M7N09

Textiles Studio 4.OC.080

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.

＋ Materials and Activity

Activities include:

  • Key lessons in the technologies and language arts
  • Creating clothing, indoor & outdoor furnishings
  • Spinning yarn
  • Costume design for Coffeehouse performance
  • Design, manufacture and upkeep of community linens (serviettes and placemats, dishcloths and tea towels, aprons.
  • Pattern and print designs
  • Sustainable bags or baskets – sewn/knit/woven/plarn

Resources include:

  • Sewing/Textile’s studio or space
  • Supply of materials
  • An adult with specific skills in textiles occupations, e.g., clothes designer, basket maker
  • Australian curriculum: Technologies - Design & Technologies
  • Australian curriculum: English

＋ Links to Australian Curriculum (ACv9)

  • Design & Technologies
    AC9TDE8P01
    AC9TDE8P02
    AC9TDE8P03
    AC9TDE8P04
    AC9TDE10P01
    AC9TDE10P02
    AC9TDE10P03
    AC9TDE10P04
  • Design & Technologies
    AC9TDE8K01
    AC9TDE8K02
    AC9TDE8K04
    AC9TDE10K01
    AC9TDE10K02
    AC9TDE10K04
  • English
    AC9E7LY05
    AC9E8LY05
  • Design & Technologies
    AC9TDE8P03
    AC9TDE10P03
  • Design & Technologies
    AC9TDE8P01
    AC9TDE8P02
    AC9TDE8P03
    AC9TDE8P04
    AC9TDE10P01
    AC9TDE10P02
    AC9TDE10P03
    AC9TDE10P04
  • Design & Technologies
    AC9TDE8P03
    AC9TDE10P03
  • Design & Technologies
    AC9TDE8P05
    AC9TDE10P05

Hostel & Guesthouse 4.OC.090

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

＋ Materials and Activity

Activities include:

  • Key lessons in the technologies, economics, business, mathematics and language arts
  • Organise the living space
  • Create or obtain ornamentation
  • Attend to housekeeping duties such as washing and cleaning
  • Contribute to meal preparation and clean up
  • Help with accounting and financial management such as bills payment
  • Help with maintenance of the buildings and environment

Resources include:

  • Space for boarding
  • A guesthouse
  • Adults with specific skills in management of boarding hostels and guesthouses, maintenance activities and financial/business management
  • Australian curriculum: Technologies - Design & Technologies & Digital Technologies
  • Australian curriculum: Economics & business
  • Australian curriculum: English

＋ Links to Australian Curriculum (ACv9)

  • Design & Technologies
    AC9TDE8P01
    AC9TDE8P02
    AC9TDE8P03
    AC9TDE8P04
    AC9TDE8P05
    AC9TDE10P01
    AC9TDE10P02
    AC9TDE10P03
    AC9TDE10P04
    AC9TDE10P05
  • English
    AC9E7LY02
    AC9E8LY02
    AC9E9LY02
  • Design & Technologies
    AC9TDE8K05
    AC9TDE10K05
  • Design & Technologies
    AC9TDE8K06
    AC9TDE10K06
  • Design Technologies
    AC9TDE8K06
    AC9TDE10K06
  • English
    AC9E7LY02
    AC9E8LY02
    AC9E9LY02
    AC9E8LY06
    AC9E9LY06
  • Economics & Business
    AC9HE7S01
    AC9HE7S02
    AC9HE7S03
    AC9HE7S04
    AC9HE7S05
    AC9HE8S01
    AC9HE8S02
    AC9HE8S03
    AC9HE8S04
    AC9HE8S05
    AC9HE9S01
    AC9HE9S02
    AC9HE9S03
    AC9HE9S04
    AC9HE9S05
  • English
    AC9E8LY06
    AC9E9LY06

Performing Arts 4.OC.100

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.

＋ Materials and Activity

Activities include:

  • Key lessons in the creative arts, language arts and the technologies
  • Participate and manage all aspects of creating and executing a production that may include one or all of :-
    • Music Concert
    • Live theatre
    • Film production
    • Dance performance
  • Build theatre sets
  • Create theatre backdrops & props
  • Design and create costumes
  • Participate in accounting and financial management
  • Design and implement a marketing campaign

Resources include:

  • Performance space
  • Props
  • Light equipment
  • Sound equipment
  • Specialist tutors
  • Computer equipment
  • Digital software
  • Australian Curriculum: The Arts
  • Australian Curriculum: Technologies
    • Design & Technologies, and
    • Digital Technologies
  • Australian Curriculum: English

＋ Links to Australian Curriculum (ACv9)

  • Dance
    AC9ADA8C01
    AC9ADA8C02
    AC9ADA8P01

  • Drama
    AC9ADR8C01
    AC9ADR8C02
    AC9ADR8P01

  • Media Arts
    AC9AMA8C01
    AC9AMA8C02
    AC9AMA8P01

  • Music
    AC9AMU8C01
    AC9AMU8C02
    AC9AMU8P01

  • Visual Arts
    AC9AVA8C01
    AC9AVA8C02
    AC9AVA8P01

  • Dance
    AC9ADA10C01
    AC9ADA10C02
    AC9ADA10P01

  • Drama
    AC9ADR10C01
    AC9ADR10C02
    AC9ADR10P01

  • Media Arts
    AC9AMA10C01
    AC9AMA10C02
    AC9AMA10P01

  • Music
    AC9AMU10C01
    AC9AMU10C02
    AC9AMU10P01

  • Visual Arts
    AC9AVA10C01
    AC9AVA10C02
    AC9AVA10P01

  • English
    AC9E7LY07
    AC9E8LY07
    AC9E9LY07

  • Design & Technologies
    AC9TDE8P01
    AC9TDE8P02
    AC9TDE8P03
    AC9TDE8P04
    AC9TDE8P05
    AC9TDE10P01
    AC9TDE10P02
    AC9TDE10P03
    AC9TDE10P04
    AC9TDE10P05
  • Music
    AC9AMU8E01
    AC9AMU10E01
  • Digital Technologies
    AC9TDI8P11
    AC9TDI8P12
    AC9TDI10P11
    AC9TDI10P12

  • Design & Technologies
    AC9TDE8P05
    AC9TDE10P05

  • English
    AC9E7LY02
    AC9E8LY02
    AC9E9LY02

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