IntroductionThe Australian Curriculum: Work Studies, Years 9–10 has been written in response to key work-related issues facing young people today and into the future. This is a world-leading, future-oriented curriculum, equal in quality, value and rigour to more traditional academic programs.
RationaleWork has intrinsic value and is a fundamental part of everyday life. It fosters human dignity, independence and a sense of personal worth. It is recognised as a right of all people.
AimsThe Australian Curriculum: Work Studies, Years 9–10 aims to ensure that students in Years 9 and 10 develop:
knowledge of the world of work and the importance of lifelong learning
capacities to manage careers, change and transitions in an uncertain and changing future
Nature of work studiesApplied learning
Practically-based learning in realistic contexts is recognised internationally as being important for students in preparing for the world of work.
StructureThe design, organisation and structure of the Work Studies Years 9–10 curriculum provides flexibility for schools to draw on the interests, capabilities and contexts of their students. It allows schools to accommodate school structures and processes, and support middle school approaches to curriculum delivery if appropriate.
PDF documentsResources and support materials for the Australian Curriculum: Work Studies are available as PDF documents.
Work Studies: Sequence of content
Work Studies: Sequence of achievement
Options Level Description
Options provide opportunities for teachers and students to customise the curriculum based on students’ aspirations and interests and local circumstances. The order and detail in which the strands, sub-strands and options are taught are programming decisions and can be studied in any order or pattern. Core content can be integrated within an option.
Options Content Descriptions
Schools form a partnership with businesses and other community organisations whereby business, industry or educational representatives advise or liaise with students doing a practical work-related or community-based project. The project may involve an existing school–industry program, or schools may establish a new school–industry program such as a workplace induction program.
Students identify and explore contemporary work challenges and opportunities, and generate innovative solutions for a particular industry/business. Students investigate the background of the contemporary work challenges/opportunities and factors that have contributed to it, and explore and propose innovative approaches to address it in the future. Challenges/opportunities might include: job losses in a particular industry or large organisation; work health and safety legislation; outsourcing; the influence of fly-in, fly-out on individuals, families and communities; changing workplace relationships; the 21st century worker and increasing use of digital technologies in work.
Students work in collaboration with those of similar age and year level in another school; for example, a school in Asia. Using digital technologies, they identify, plan and run an environmentally responsible enterprise. Students will choose a social enterprise such as fundraising to supply milk or other needs to an orphanage in an Asian country, or a sustainability project on a work-related topic.
Students explore the contribution of Aboriginal and Torres Strait Islander Peoples to work and investigate achievements and challenges overcome. They identify the opportunities presented through developing a greater understanding of Aboriginal and Torres Strait Islander cultures and histories regarding work and work-related practices.
Students critically examine relationships between gender and work by investigating occupational aspirations, participation and attainment in education and training courses, qualifications attained, employment by occupation and/or industry and unpaid work. Students reflect on the role that gender and stereotyping can play in the choices that people make in relation to work and careers. They identify the barriers and challenges this presents for informed career and life decision-making and planning. Students identify and assess existing support structures, including relevant legislation and associated agencies. They recognise and develop the dispositions, attitudes and behaviours that support males and females pursuing non-traditional educational and career pathways. Students analyse future needs regarding support structures.
This option provides students with opportunities to develop their knowledge, understanding and skills in a particular work- and career-related area and to design and develop strategies for effective learning. Students and teachers are encouraged to negotiate an area of content of relevance and interest to them that is either not studied through the other core content or options, or one they would like to explore in greater depth. Examples may include:
- literacy and numeracy for work
- community and unpaid work
- financial management and work
- cultural diversity and work.
A school-developed option must follow the structure of the Work Studies curriculum. Only one school-developed option may be studied across the two years.
- General capabilities must be identified in each of the content descriptions or content elaborations where appropriate.
- The cross-curriculum priorities must be identified in each of the content descriptions or content elaborations where appropriate and align with at least one organising idea.
- Content descriptions must align with the achievement standards of Year 9 and/or 10.The option must reflect an applied learning approach and provide opportunities for work exposure activities.