Work Studies

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Introduction

The 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.

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Rationale

Work 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.

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Aims

The 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

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Nature of work studies

Applied learning
Practically-based learning in realistic contexts is recognised internationally as being important for students in preparing for the world of work.

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Structure

The 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.

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PDF documents

Resources and support materials for the Australian Curriculum: Work Studies are available as PDF documents. 
Work Studies: Sequence of content
Work Studies: Sequence of achievement 

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Glossary

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Options

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

Overview

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.

Collaborate with industry/business and/or community, individuals or groups to plan a work-related project (ACWOP040 - Scootle )
Literacy

Composing texts through speaking, writing and creating
  • Compose texts
  • Use language to interact with others
  • Compose spoken, written, visual and multimodal learning area texts

Text knowledge
  • Use knowledge of text structures

Word Knowledge
  • Understand learning area vocabulary

Personal and Social Capability

Social management
  • Work collaboratively

Social awareness
  • Contribute to civil society
  • Appreciate diverse perspectives

Critical and Creative Thinking

Generating ideas, possibilities and actions
  • Seek solutions and put ideas into action
  • Consider alternatives

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

  • collaborating with industry partners, team members and other stakeholders to identify and plan a work-related project, including recognising and responding appropriately to different perspectives and identifying resources for example, time, information, materials and equipment, financial considerations
  • establishing appropriate communication protocols such as the professional use of social media and other online communication
  • using digital tools to develop project plans including goals, methodology, communication, timelines, roles and responsibilities, and finances
Complete the work-related individual or group project plan in collaboration with industry/business and/or community partners, individuals or groups (ACWOP041 - Scootle )
Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Generating ideas, possibilities and actions
  • Seek solutions and put ideas into action
  • Consider alternatives

Personal and Social Capability

Social awareness
  • Contribute to civil society
  • Appreciate diverse perspectives

Social management
  • Work collaboratively

Literacy

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts
  • Use language to interact with others

Text knowledge
  • Use knowledge of text structures

Word Knowledge
  • Understand learning area vocabulary

  • applying decision-making processes in relation to their roles and responsibilities in the collaborative project and adapting to changing situations as required
  • using digital tools and technologies for communicating, tracking progress, conducting progress meetings, clarifying problems and generating solutions
  • locating, gathering, evaluating and organising relevant information and resources to implement the project and delegating work tasks in accordance with project plans
Communicate the school–industry cooperative project outcomes to an audience (ACWOP042 - Scootle )
Personal and Social Capability

Social management
  • Communicate effectively

Self-awareness
  • Develop reflective practice

Self-management
  • Work independently and show initiative

Social awareness
  • Contribute to civil society

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Reflecting on thinking and processes
  • Reflect on processes

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

Generating ideas, possibilities and actions
  • Imagine possibilities and connect ideas

Literacy

Composing texts through speaking, writing and creating
  • Compose texts
  • Deliver presentations
  • Use language to interact with others
  • Compose spoken, written, visual and multimodal learning area texts

Word Knowledge
  • Understand learning area vocabulary

Text knowledge
  • Use knowledge of text structures

  • reflecting on decisions made and identifying what can be learned
  • reflecting on the meaning of the collaborative project for their career development and updating their personal profile
  • reporting on the school–industry cooperative project to an audience

Overview

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.

Identify contemporary work challenges and opportunities relevant to changing 21st century work contexts and arrangements (ACWOP043 - Scootle )
Literacy

Text knowledge
  • Use knowledge of text structures

Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts
  • Navigate, read and view learning area texts

Word Knowledge
  • Understand learning area vocabulary

Critical and Creative Thinking

Generating ideas, possibilities and actions
  • Consider alternatives

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

Reflecting on thinking and processes
  • Reflect on processes

Personal and Social Capability

Social awareness
  • Understand relationships
  • Contribute to civil society

  • identifying contemporary work challenges and opportunities at the local, national, regional or global level from a range of sources
  • analysing the factors contributing to the challenge or opportunity
  • identifying the stakeholders involved and assessing how they are affected
  • engaging in stakeholder consultation to seek their views on the opportunities and challenges they perceive and possible solutions they propose to address the challenges
Investigate responses from stakeholders to address the challenge/opportunity (ACWOP044 - Scootle )
Critical and Creative Thinking

Analysing, synthesising and evaluating reasoning and procedures
  • Evaluate procedures and outcomes
  • Apply logic and reasoning

Generating ideas, possibilities and actions
  • Consider alternatives

Reflecting on thinking and processes
  • Think about thinking (metacognition)
  • Reflect on processes

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Personal and Social Capability

Social management
  • Work collaboratively
  • Communicate effectively

Social awareness
  • Understand relationships
  • Appreciate diverse perspectives
  • Contribute to civil society

Literacy

Word Knowledge
  • Understand learning area vocabulary

Text knowledge
  • Use knowledge of text structures

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Interpret and analyse learning area texts
  • Navigate, read and view learning area texts

  • outlining the current response(s) to manage the challenge or opportunity
  • explaining the impacts of the challenge/opportunity on stakeholders and of the responses to it on stakeholders
Analyse alternative responses and their likely impact over the short to medium and long term (ACWOP045 - Scootle )
Literacy

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Comprehending texts through listening, reading and viewing
  • Navigate, read and view learning area texts
  • Comprehend texts
  • Interpret and analyse learning area texts

Text knowledge
  • Use knowledge of text structures

Word Knowledge
  • Understand learning area vocabulary

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Reflecting on thinking and processes
  • Reflect on processes
  • Think about thinking (metacognition)

Analysing, synthesising and evaluating reasoning and procedures
  • Evaluate procedures and outcomes

Generating ideas, possibilities and actions
  • Consider alternatives

Personal and Social Capability

Social awareness
  • Contribute to civil society
  • Understand relationships

  • communicating the results of the investigation and recommendations
  • preparing a detailed report outlining the scope and breadth of the challenge/opportunity, methods used to gather and assess information and data, evidence-based conclusions and recommendations
  • delivering the findings to relevant stakeholders in appropriate communication forums

Overview

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.

Use digital technologies to communicate with their peers to identify and agree on a collaborative project that is environmentally sustainable (ACWOP046 - Scootle )
  • Sustainability
Literacy

Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts

Word Knowledge
  • Understand learning area vocabulary

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Comprehend texts
  • Navigate, read and view learning area texts

Text knowledge
  • Use knowledge of text structures

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Generating ideas, possibilities and actions
  • Seek solutions and put ideas into action

Information and Communication Technology (ICT) Capability

Investigating with ICT
  • Select and evaluate data and information
  • Define and plan information searches
  • Locate, generate and access data and information

Managing and operating ICT
  • Select and use hardware and software

Creating with ICT
  • Generate solutions to challenges and learning area tasks

Communicating with ICT
  • Collaborate, share and exchange

Personal and Social Capability

Social awareness
  • Appreciate diverse perspectives
  • Contribute to civil society
  • Understand relationships

Social management
  • Work collaboratively

  • exploring cultural similarities and differences and their implications for communicating with their peers via digital technologies, including consideration of audience, purpose and contextual factors
  • communicating with students in states or countries or the region to identify possible enterprises and using decision-making processes to choose an enterprise project
  • using digital tools for collaboratively developing project plans, including goals, methodology, communication, timelines, roles and responsibilities, finances and sustainable management
    • Sustainability
Negotiate project outcomes and plans and their implementation (ACWOP047 - Scootle )
Literacy

Grammar knowledge
  • Express opinion and point of view

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Navigate, read and view learning area texts
  • Comprehend texts

Text knowledge
  • Use knowledge of text structures

Composing texts through speaking, writing and creating
  • Use language to interact with others
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts

Word Knowledge
  • Understand learning area vocabulary

Personal and Social Capability

Social management
  • Negotiate and resolve conflict
  • Work collaboratively

Social awareness
  • Contribute to civil society
  • Appreciate diverse perspectives

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Generating ideas, possibilities and actions
  • Consider alternatives
  • Seek solutions and put ideas into action

  • using digital tools to monitor project progress, conducting meetings, clarifying problems and generating solutions, adjusting plans and related actions with team members, tracking finances and projected expenditure
  • liaising with mentors to help with cross-cultural communication and translation
  • evaluating and reporting project outcomes
Communicate the cross-cultural project and its outcomes to an audience (ACWOP048 - Scootle )
Personal and Social Capability

Social awareness
  • Contribute to civil society

Social management
  • Communicate effectively

Self-awareness
  • Develop reflective practice

Self-management
  • Work independently and show initiative

Literacy

Composing texts through speaking, writing and creating
  • Use language to interact with others
  • Deliver presentations
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Interpret and analyse learning area texts
  • Navigate, read and view learning area texts

Text knowledge
  • Use knowledge of text structures

Word Knowledge
  • Understand learning area vocabulary

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Organise and process information

Generating ideas, possibilities and actions
  • Imagine possibilities and connect ideas

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

Reflecting on thinking and processes
  • Reflect on processes

  • preparing a report describing the cross-cultural collaborative enterprise and its outcomes
  • communicating a summary of the cross-cultural collaborative enterprise to an audience

Overview

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.

Investigate concepts of self-identity from Aboriginal and Torres Strait Islander perspectives and the significance of these in work, life and culture (ACWOP049 - Scootle )
  • Aboriginal and Torres Strait Islander Histories and Cultures
Personal and Social Capability

Social awareness
  • Understand relationships
  • Contribute to civil society
  • Appreciate diverse perspectives

Literacy

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Comprehending texts through listening, reading and viewing
  • Navigate, read and view learning area texts
  • Comprehend texts
  • Interpret and analyse learning area texts

Word Knowledge
  • Understand learning area vocabulary

Text knowledge
  • Use knowledge of text structures

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

Generating ideas, possibilities and actions
  • Consider alternatives

Reflecting on thinking and processes
  • Reflect on processes

Intercultural Understanding

Recognising culture and developing respect
  • Investigate culture and cultural identity
  • Explore and compare cultural knowledge, beliefs and practices

  • explaining Aboriginal and Torres Strait Islander belief systems and practices in land, air, and water management (such as ‘Caring for Country’) and how these relate to work and workplaces
    • Aboriginal and Torres Strait Islander Histories and Cultures
    • Sustainability
  • comparing and contrasting differing views of Aboriginal and Torres Strait Islander People to various industries, such as mining, and explaining reasons for opposition or support
    • Aboriginal and Torres Strait Islander Histories and Cultures
Identify Aboriginal and Torres Strait Islander Peoples’ connections to communities and working life (ACWOP050 - Scootle )
  • Aboriginal and Torres Strait Islander Histories and Cultures
Literacy

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Comprehending texts through listening, reading and viewing
  • Navigate, read and view learning area texts
  • Comprehend texts
  • Interpret and analyse learning area texts

Text knowledge
  • Use knowledge of text structures

Word Knowledge
  • Understand learning area vocabulary

Critical and Creative Thinking

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Intercultural Understanding

Recognising culture and developing respect
  • Explore and compare cultural knowledge, beliefs and practices
  • Develop respect for cultural diversity

Personal and Social Capability

Social awareness
  • Contribute to civil society

  • identifying traditional Aboriginal and Torres Strait Islander approaches to work and community life
    • Aboriginal and Torres Strait Islander Histories and Cultures
  • identifying a variety of Aboriginal and Torres Strait Islander contemporary professionals, role models and workers, both at a community and individual level
    • Aboriginal and Torres Strait Islander Histories and Cultures
  • developing a portfolio of case studies, presenting the portfolio and evaluating contributions of individuals and communities to the world of work
  • using digital tools to present information about Aboriginal and Torres Strait Islander professionals and associations, including backgrounds, aims, achievements, and challenges confronted
    • Aboriginal and Torres Strait Islander Histories and Cultures
Investigate the impact of a significant work-related event on employment and work opportunities for Aboriginal and Torres Strait Islander Peoples (ACWOP051 - Scootle )
Critical and Creative Thinking

Generating ideas, possibilities and actions
  • Consider alternatives

Inquiring – identifying, exploring and organising information and ideas
  • Identify and clarify information and ideas
  • Pose questions
  • Organise and process information

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

Reflecting on thinking and processes
  • Reflect on processes
  • Think about thinking (metacognition)

Intercultural Understanding

Recognising culture and developing respect
  • Investigate culture and cultural identity
  • Develop respect for cultural diversity
  • Explore and compare cultural knowledge, beliefs and practices

Personal and Social Capability

Social management
  • Work collaboratively
  • Communicate effectively

Social awareness
  • Understand relationships
  • Contribute to civil society

Literacy

Text knowledge
  • Use knowledge of text structures

Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts

Comprehending texts through listening, reading and viewing
  • Interpret and analyse learning area texts
  • Navigate, read and view learning area texts
  • Comprehend texts

Word Knowledge
  • Understand learning area vocabulary

  • using sources of online information, written text, audio-visual, and other data research tools and outlining the context of the work-related event; for example, the Wave Hill Strike in the Northern Territory or the Stolen Wages and Savings reparations case in Queensland
    • Aboriginal and Torres Strait Islander Histories and Cultures
  • analysing any positive and unintended consequences of the event and its impact on Aboriginal and Torres Strait Islander employment and community wellbeing
    • Aboriginal and Torres Strait Islander Histories and Cultures
  • identifying ongoing challenges faced by Aboriginal and Torres Strait Islander People in work and the strategies designed to overcome them
    • Aboriginal and Torres Strait Islander Histories and Cultures

Overview

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.

Investigate the effects of socialisation and culture on education and career choices (ACWOP052 - Scootle )
Literacy

Comprehending texts through listening, reading and viewing
  • Navigate, read and view learning area texts
  • Interpret and analyse learning area texts
  • Comprehend texts

Text knowledge
  • Use knowledge of text structures

Composing texts through speaking, writing and creating
  • Compose texts
  • Compose spoken, written, visual and multimodal learning area texts

Word Knowledge
  • Understand learning area vocabulary

Critical and Creative Thinking

Generating ideas, possibilities and actions
  • Consider alternatives

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

Reflecting on thinking and processes
  • Reflect on processes
  • Think about thinking (metacognition)

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas
  • Pose questions

Personal and Social Capability

Social awareness
  • Contribute to civil society

  • examining ‘traditional’ perceptions of male and female and the impact of stereotyping and expectations on education and career choices in society
  • identifying the factors contributing to the perpetuation of these perceptions and formulating ideas to redress the perceptions
  • reflecting on own perceptions and misconceptions relating to education and career choices and how these may inhibit personal choices and options
  • revising career preferences and plans by expanding the range of career and course options being considered to include non-traditional options on the basis of gender
Analyse the impact of gender on subject choice, work aspirations, further education, career choices and resultant outcomes (ACWOP053 - Scootle )
Critical and Creative Thinking

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

Reflecting on thinking and processes
  • Think about thinking (metacognition)
  • Reflect on processes

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Generating ideas, possibilities and actions
  • Consider alternatives

Personal and Social Capability

Social awareness
  • Understand relationships
  • Contribute to civil society

Literacy

Comprehending texts through listening, reading and viewing
  • Comprehend texts
  • Interpret and analyse learning area texts
  • Navigate, read and view learning area texts

Word Knowledge
  • Understand learning area vocabulary

Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts

Text knowledge
  • Use knowledge of text structures

Intercultural Understanding

Recognising culture and developing respect
  • Develop respect for cultural diversity
  • Explore and compare cultural knowledge, beliefs and practices

Reflecting on intercultural experiences and taking responsibility
  • Challenge stereotypes and prejudices

Interacting and empathising with others
  • Consider and develop multiple perspectives

  • analysing education and employment data indicating the breakdown into male and female participation in a range of subjects/courses and occupations
  • exploring the implications for the individual and society of non-participation by males and females in certain subjects/courses and occupations
Analyse the impact of gender imbalance on the workplace and the community (ACWOP054 - Scootle )
Literacy

Word Knowledge
  • Understand learning area vocabulary

Comprehending texts through listening, reading and viewing
  • Navigate, read and view learning area texts
  • Comprehend texts
  • Interpret and analyse learning area texts

Composing texts through speaking, writing and creating
  • Compose spoken, written, visual and multimodal learning area texts
  • Compose texts

Text knowledge
  • Use knowledge of text structures

Critical and Creative Thinking

Reflecting on thinking and processes
  • Think about thinking (metacognition)
  • Reflect on processes

Inquiring – identifying, exploring and organising information and ideas
  • Organise and process information
  • Identify and clarify information and ideas

Analysing, synthesising and evaluating reasoning and procedures
  • Apply logic and reasoning

Generating ideas, possibilities and actions
  • Consider alternatives

Ethical Understanding

Exploring values, rights and responsibilities
  • Examine values

Reasoning in decision making and actions
  • Reflect on ethical action

Understanding ethical concepts and issues
  • Explore ethical concepts in context

Intercultural Understanding

Reflecting on intercultural experiences and taking responsibility
  • Challenge stereotypes and prejudices

Recognising culture and developing respect
  • Develop respect for cultural diversity

Interacting and empathising with others
  • Consider and develop multiple perspectives

Personal and Social Capability

Social awareness
  • Contribute to civil society

  • identifying the types of gender imbalance occurring in the workplace such as career advancement opportunities, earnings capacity
  • examining the factors that contribute to gender imbalance in the workplace
  • exploring the relevant legislation and the associated agencies that deal with gender imbalance such as equal opportunity and anti-discrimination
  • proposing strategies to address gender imbalance in the workplace

Overview

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.
A maximum of 4–5 content descriptions. Content description must commence with a verb (ACWOP055 - Scootle )
  • A maximum of 4–5 elaborations for each content description
  • Content elaborations must commence with a verb in the present continuous tense