1
Year 7 HASS Term 2
Economics and Business – Producing and Consuming
Weeks 5–7 - 'Work' (12x 1hr lessons)
Overarching Inquiry Questions
Prior Learning: Weeks 1-4
What is work and why do we work?
How consumers rely on businesses to meet their needs and wants.
How do we value work?
How businesses respond to the demands of consumers.
What is the future of work?
Why businesses might set a specific price for a product and adjust the price according to demand.
Characteristics of entrepreneurs, including the behaviours and skills they bring to their businesses.
Key Concepts
Learning Goals - Curriculum links
Specialisation and Trade
Why individuals work - Investigating the contribution that work can make to an individual (e.g., earning an
income, contributing to an individual's self-esteem, contributing to the community, material and non-material living
standards and happiness) (ACHEK020)
Making choices
Different types of work - (e.g., full-time, part-time, casual, at home, paid, unpaid, volunteer) (ACHEK020)
Abbreviations
Text - Oxford Big Ideas (OBI)
General Capabilities (GC)
Cross-Curriculum Priorities (CCP)
See-Think-Wonder (STW)
3:2:1: Recalls: Insights: Question (RIQ)
Think-Pair-Share (TPS)
Gradual Release of Responsibility (GRR)
Economics Teachers Association (ETAWA)
Reserve Bank of Australia (RBA)
Initial Stimulus Material (ISM)
Assessments
Diagnostic: Lesson 1 TPS, Lesson 2 Contemporary work influences, Lesson 5 Four-Corners debate,
Formative: Lesson 1 3:2:1 RIQ, Lesson 4 Quiz Workplace Basics, Lesson 5 TPS How footballers work skills are
valued, Lesson 10 Post-it-note summary - the biggest change to work in the 4th Industrial Revolution
Summative: Lesson 12 – 'The Future of Work' group presentation and worksheet (lessons 7-11 prep)
Lesson 1
Week 5
2
Knowledge and
understanding
Why individuals
work
(ACHEK020)
Different types
of work
(ACHEK020)
Specific Objectives
Students will be
able to:
•
•
•
E&B Concepts
Specialisation
and Trade
Making choices
HASS skills,
GCs, CCPs
HASS skills
Questioning
Communicating
and reflecting
GCs
Personal and
social capability
Critical and
creative thinking
Literacy
•
Define what
'work' is.
Reflect on
concepts about
entrepreneurs
and business.
Identify the
reasons why
people work.
Formulate
questions about
work that they
want to know
more about
Teaching points - Learning Activities
Resources
Assessment
Differentiation
Q What is work and why do we work?
ISM: Enterprising People Turtle Camp (video)
Aboriginal eco-tourism enterprise to engage
inquiry about types of work and motivations.
Class discussion questions:
Q What work are people are doing?
Q Why do you think they chose that work?
PP 1 – Unit outline
PP 2 – Lesson
outcomes
PP 3 – Guided
viewing, video of
Enterprising People Turtle Camp
General Program
Differentiations:
Scaffolding for low
literacy and EAL/D:
Ensure instructions
are both written
and read aloud to
assist
comprehension and
decoding.
Review last lesson: Entrepreneurs
Class discussion on characteristics and
behaviours of entrepreneurs, e.g., vision, purpose,
problem-solving, innovation. Prompt students to
apply to Turtle Camp enterprise and use
vocabulary charts.
Student activity - T-P-S (test prior knowledge)
Think: Students work individually to brainstorm
their ideas of what is work, and why people work
(in their notebooks).
Pair: Students work with a partner to share.
Share: Select pairs to share ideas and capture on
the whiteboard.
Teaching points: Reasons why people work
Step students through definitions of work, and
reasons people work, using examples:
• Work is the physical or mental effort directed
towards the provision of a good or service.
Paid or unpaid.
Diagnostic
assessment
TPS - prior
knowledge
PP 4 – Teaching
points - Reasons why
people work
E&B Vocabulary
chart – prompt use
Prompt use of
highlighter pens for
key or new
terminology or
heavy text.
Prompt use of E&B
vocabulary chart to
record new words,
definitions, and
examples.
Use a mix of
individual, pair, and
group work - work
at their level, feel
3
•
CCPs
Aboriginal and
Torres Strait
Islander histories
and cultures
Evaluation of student learning:
Diagnostic assessment - TPS
Formative assessment 3:2:1 RIQ
Self-Evaluation:
safe, learn from
each other.
Consumers require money and most 17-65yrs
earn through providing labour to employers.
• Other reasons people work described as 'work
satisfaction' e.g., relationships, contributing,
security, success, self-esteem, happiness.
Students add terms to their E&B vocabulary chart.
Student activity: 3:2:1 RIQ
Explore work and why people work.
Stage 1 Teacher steps students through 3:2:1
stages to scaffold, prompt thinking. Students
complete 3:2:1 individually in their notebooks.
Stage 2 students work with a partner and share
their 3:2:1. Encourage students to ask each other
questions and attempt to answer.
Stage 3 Calls on pairs to share their 3:2:1, keep
accountable and consolidate understanding.
PP 5 - 3:2:1 RIQ
Instructions -explore
why people work.
Student voice – 'Exit’ ticket (20-30 words)
Task: Students receive a paper exit ticket and
write 20-30 words on Q What would you like
covered in this unit about work to make it
relevant to you? Students hand to teacher as
their exit ticket to leave.
Exit ticket Exit ticket link (print)
Formative
assessment
3:2:1 RecallsInsightsQuestion (RIQ)
Explore work
and why
people work
Lesson specific:
Keep students
accountable by
calling on students
randomly to share
but provide RIQ
examples and
scaffold responses
where students are
confused.
Lesson 2
Week 5
4
Knowledge and
understanding
Why individuals
work
(ACHEK020)
Different types
of work
(ACHEK020)
Specific Objectives
Students will be
able to:
•
•
•
E&B Concepts
Specialisation
and Trade
Making choices
HASS skills,
GCs, CCPs
HASS skills
Questioning and
Researching
Evaluating
Communicating
and reflecting
GCs
Numeracy
Literacy
Information and
Communication
•
•
Recall the
reasons why
people work,
what motivates
them.
Explore different
types of work.
Identify the main
industries where
people work.
Research
information
about different
categories of
work.
Communicate
research
information
through peer-topeer teaching
Teaching points - Learning Activities
Resources
Assessment
Differentiation
Q What is work and why do we work?
ISM: Digital careers: 'Growth hacking' (video)
Guide students’ viewing with questions on work
motivations and required skills/knowledge.
Q Why do you think they chose this work? Q
what knowledge and skills are needed?
PP 1 – Learning
outcomes
General program
differentiations:
PP 2 – Guided
viewing, video of
Digital careers
Scaffold literacy:
1.Instructions
written and read
aloud.
2.Highlight new
text.
3.Prompt use of
E&B vocabulary
chart.
4.Mix of individual,
pair, group work.
Review last lesson: Reasons people work
Teacher lead reflection on last lesson to
consolidate learnings. Q Apart from money,
what are some of the other reasons people
work?
Prompt students to recall work satisfactions, e.g.,
relationships, contributing, security, success,
personal development, self-esteem, happiness.
Exit slip actions: Note ideas
Teacher to note ideas on the exit slips and outline
how they can be covered during this unit.
Teacher input: Types of Work
Step students through National Skills Commission
data ‘Jobs 2020 report. Highlight main industries
(employers) and work e.g., healthcare. Step
students through infographic, highlight work types
in each industry.
PP 3 - Key industries
people work in across
Australia.
Jobs 2020 report
Prompt students to
add to vocabulary
chart (used in
previous lessons)
Lesson specific:
Be aware of
culturally diverse
perspectives and
experiences of
family work or
unemployment, and
ensure language is
inclusive.
5
Technology (ICT)
capability
CCPs
Nil
Evaluation of student learning:
Self-Evaluation:
Student Activity: Jigsaw strategy
Number students off from 1-4 to form 4 ‘expert’
groups. Linking on their laptops to the ‘Jobs 2020’
report, assign each expert group an industry to
research occupation groups: 1. Labourers, 2.
Machinery Operators and Drivers, 3.
Professionals, 4. Community and Personal
Service Workers. Expert groups work together to
find information and all experts record information:
Q The top employing occupations?
Q The % who are aged 15-24yrs?
Q The % who are 55yrs and over?
Q Are qualifications needed?
Q The % of males and females?
Allow enough time to find and record the
information in their notebooks. ‘Experts’ then rejoin their home groups and take turns to ‘teach’
what they have discovered.
PP 4 – Jigsaw
strategy instructions
and questions
Close: Confidence checker Exit ticket
Q How well do you feel you understood
today’s lesson?
Q What is one thing you would like explained
more clearly?
Exit ticket (printed)
Confidence checker
Arrange expert
groups with mixed
abilities to assist
with peer-to-peer
learning.
Lesson 3
Week 5
6
Knowledge and
understanding
Why individuals
work
(ACHEK020)
Different types
of work
(ACHEK020)
E&B Concepts
Specialisation
and Trade
Making choices
HASS skills,
GCs, CCPs
HASS skills
Questioning and
Researching
Analysis
GCs
Literacy
Information and
Communication
Technology (ICT)
capability
CCPs
Specific Objectives
Students will be
able to:
•
•
•
Explore different
types of work.
Recognise the
changes in skills
required for
work.
Research and
locate the
required
knowledge,
skills, and
training for
different types of
work.
Teaching points - Learning Activities
Resources
Assessment
Differentiation
Q What is work and why do we work?
ISM: Image of interesting work
Students to build explanations and interpretations
as a whole class activity. Class discussion:
Q What do you think these people do?
PP 1 - Learning
outcomes
PP 2 – ISM interesting
image of work
Recap on last lesson:
Cover the exit tickets from last lesson, cover
areas where students wanted greater clarity.
Teaching points: Work changes
Provide overview with questions to prompt deeper
thinking.
• Decades ago, people stayed in the same job
most of their life. The average Australian today
will work in 17 different jobs before they retire!
• Work has changed over time from being
mostly manual to now requiring more
skills/training.
Q What caused this change?
• Technology advances are reshaping work.
• Largest growth is in jobs that require the
highest skills, and the smallest growth is in low
skilled jobs –
Q why is this? why is this important to us?
(low skill jobs prone to automation e.g., selfserve checkout)
PP 3 – Teaching
points: Technology
has reshaped work.
PP 4 – Teaching
points and class
discussion questions
Ref: Text OBI 14.5
Prompt students to
add to vocabulary
chart (used in
previous lessons)
General program
differentiations:
Scaffold literacy:
1.Instructions
written and read
aloud.
2.Highlight new
text.
3.Prompt use of
E&B vocabulary
chart.
4.Mix of individual,
pair, group work.
7
•
•
Post-school education and training is
important for obtaining skills; skilled people
are less likely to be unemployed. Higher
skilled jobs often receive higher wages.
1980’s 25% of working age had university
degree, this has increased now to 50%. But
university can be expensive and does not
guarantee a job. Q Why is this?
Student Activity: Using ‘attribute organiser’
GRR: Build and practice research skills, organise
information, develop knowledge about the skills
and training needed for various types of work.
Teacher: Demonstrate finding and using National
Careers Institute on main screen for class.
Together: Link students to site and repeat steps
on main screen with students following on laptops.
Students: Work with their partner to fill out the
'Attribute Organiser' worksheet, using dot points.
Extension: Students ready for next activity work
with partner to explore 'Your Future Career' tool,
which links interests and skills with types of work
Closing: Class discussion - Q Did you find
anything surprising or interesting?
Evaluation of student learning:
Self-Evaluation:
PP 5 – Instruction for
using ‘Attribute
Organiser’ to search
National Careers
Institute information.
Lesson specific:
Students taking
longer to complete
their worksheet can
continue.
Students ready for
the next activity can
move on to
extension activity
Extension activity:
Your Future Career Tool
Lesson 4
Week 5
8
Knowledge and
understanding
Why individuals
work
(ACHEK020)
Different types
of work
(ACHEK020)
Specific Objectives
Students will be
able to:
•
•
•
E&B Concepts
Specialisation
and Trade
Making choices
HASS skills,
GCs, CCPs
HASS skills
Questioning and
Researching
Communicating
and reflecting
Evaluating
GCs
Literacy
•
Reflect on why
work matters to
individuals and
economy.
Understand new
learning area
vocabulary.
Explore different
the different
ways people are
employed and
hours they work.
Summarise
learnings about
different ways
people work
Teaching points – Learning Activities
Resources
Assessment
Differentiation
Q What is work and why do we work?
ISM: Chalk-Talk/ Ink-Think: Silent Discussion
Silent ‘discussion’ writing on whiteboard. Teacher
instructs that it is a silent activity, writes inquiry
question in a circle. Students one by one handed
a marker to add ideas, linked by an arrow.
Teacher circles some ideas students write, to
branch off to another focus. Q Why does work
matter?
Teacher input: Different ways people work.
Step students through the key teaching points and
instruct students to note definitions in their
vocabulary chart in their own words. Ask students
to contribute examples of ways people work.
• People work in ways described as casual,
part-time, full-time, consultant, self-employed.
• Full-time – 35 hours or more a week, 7.5
hours
• Part-time – regular, less than 35 hours weekly
• Casual – work is ongoing, but irregular hours.
• Contract – for a project or fixed period of time.
• Self-employment- work for own business
Class discussion: Q What are some examples
of these?
PP 1 - Learning
outcomes
Whiteboard activity
requires several
whiteboard pens.
PP 2 – Teaching
points: Different ways
people work.
Ref: ETAWA
General program
differentiations:
Scaffold literacy:
1.Instructions
written and read
aloud.
2.Highlight new
text.
3.Prompt use of
E&B vocabulary
chart.
4.Mix of individual,
pair, group work.
9
Personal and
social capability
CCPs
Teaching points: continued
• Some workplaces allow workers to vary times,
e.g., parent finishes work early to care for child
• Some work is outside standard hours e.g.,
mine site work occurs day or night, 12-hour
shifts.
Class discussion: Q What other work happens
outside normal hours? Q Why does this work
happen outside usual workdays and times?
Student task: Quiz online
Workplace Basics (Fair Work Australia).
Students work in pairs to read case studies and
answer the quiz questions to learn more and
consolidate knowledge of different ways people
work.
Teacher guidance – Students do one case study
question at a time then pause. Teacher addresses
whole class after each question using information
in quiz answer to consolidate understanding.
Close: Elevator Chat
Students stand and face a partner, pretending
they are in an elevator. Each has 30 seconds to
recall two learnings from today’s lesson. Student
speaking second tries to say two different
learnings. Use bell for S2B and swap speaker.
Evaluation of student learning: Formative assessment – Quiz online – Workplace Basics
Self-Evaluation:
Prompt students to
add to vocabulary
chart (used in
previous lessons)
Quiz online
Workplace Basics
(Fair Work
Australia).
Bell sound for S2B
Formative
assessment
Provides
students with
feedback
about their
progress, and
teacher.
Lesson specific:
Pre-reading
strategy: ‘Walk
through’ online quiz
with EALD or low
literacy students to
see the format and
what is required.
Lesson 5
Week 6
10
Knowledge and
understanding
Why individuals
work
(ACHEK020)
Different types
of work
(ACHEK020)
Specific Objectives
Students will be
able to:
•
•
E&B Concepts
Specialisation
and Trade
•
Making choices
HASS skills,
GCs, CCPs
HASS skills
Analysis
Evaluating
Communicating
and reflecting
•
•
GCs
Ethical
understanding
Numeracy
Critical and
creative thinking
Recall concepts
about
satisfaction from
work.
Reflect on
person values
and ethics
around
comparative
salaries.
Consider diverse
perspectives.
Identify key
concepts to
explain the
monetary value
of work, i.e.,
scarcity, supply
and demand,
markets.
Summarise,
communicate,
explain ideas.
Teaching points – Learning Activities
Resources
Assessment
Differentiation
Diagnostic
assessment:
‘Four-Corners’
debate
General program
differentiations:
Q How do we value work?
ISM: ‘Four-Corners’ debate
Teacher uses PP slide showing top footballer
receiving far greater salary than UK Prime
Minister.
Q Is a footballer’s work worth more
money than a Prime Minister?
Do students 1. Strongly agree 2. Agree 3.
Disagree or 4. Strongly disagree.
Students move to the corner of the room
corresponding to their stance, and teacher
facilitates debate of views and reasoning.
PP 1 - learning
outcomes
Student activity: FourCorners’ debate
Review last lesson: Different ways of working.
Teacher outlines activities and content covered
seeks feedback from students about any
questions or thoughts they have about the lesson.
Teacher input: Key concepts to explain the
monetary value of work.
Prompt students to write highlighted terms into
vocabulary charts and note example in own words
• Recap concepts and linkages between supply
and demand, scarcity (limited resources) and
apply to work skills.
• Clubs employing footballers make enormous
profits from work performed, causing footballer
skills to increase in value.
PP 2 – Teaching
points: Explain why
footballer’s salaries
are more than a PM
(Ref: Bank of
England)
Prompt students to
add to vocabulary
Scaffold literacy:
1.Instructions
written and read
aloud.
2.Highlight new
text.
3.Prompt use of
E&B vocabulary
chart.
4.Mix of individual,
pair, group work.
11
CCPs
•
•
Clubs compete to employ top skilled
footballers (scarce) by offering higher salaries.
Apply concept of availability of skilled workers
affecting the value employers pay for skills
and the profits skills generate for employers
Student activity: T-P-S’ Icon prompt’ worksheet:
How footballers work skills are valued
Think: Individually, students work on Icon Prompt
worksheet. Read questions, highlight keywords,
work through questions using dot points.
Pair: Students partner up to discuss their dot
points and add or modify their worksheets
Share: Students repeat step, working with their
group to share points, add ideas or modify points.
chart (used in
previous lessons)
PP 3 - Instructions for
using ‘Icon Prompt’
worksheet
Extension for
students ready to
move on is to ask
for additional points
and call on them for
initial explanations.
groups.
Evaluation of student learning:
Self-Evaluation:
Lesson specific:
‘Walk through’
requirements and
an example with
individual students
as required
Provide sufficient
time.
Reflect/Share: Whole class
Teacher selects group to explain their dot points.
Use questions, elicit deeper thinking. Seek
thumbs up or down to bounce discussion between
Exit tickets: One thought
Students write one thought about either question:
Q What do you think might be the social
effects of work considered less important and
lowly paid? How the worker views their work
or themselves?
Formative
assessment:
T-P-S using
‘Icon prompt’
worksheet
Exit tickets (printed)
Lesson 6
Week 6
12
Knowledge and
understanding
Why individuals
work
(ACHEK020)
Specific Objectives
Students will be
able to:
•
•
Different types
of work
(ACHEK020)
E&B Concepts
Specialisation
and Trade
Making choices
HASS skills,
GCs, CCPs
HASS skills
Questioning and
Researching
Analysis
Evaluating
GCs
Personal and
social capability
Critical and
creative thinking
CCPs
•
Explain why
people perform
volunteer work
Explain the
difference
between
volunteering and
unpaid work
Analyse why
participation in
volunteer work
is declining
across Australia
Teaching points – Learning Activities
Resources
Assessment
Differentiation
Q How do we value work?
ISM: Volunteer story sharing
Explain to students they will be ‘yarning’ to start
the lesson. Play audio of Volunteers needed!. Ask
students to share their stories of when they
volunteered, and what it was like.
PP 1 - learning
outcomes
General program
differentiations:
PP 2 - ISM Audio of
young volunteer
Scaffold literacy:
1.Instructions
written and read
aloud.
2.Highlight new
text.
3.Prompt use of
E&B vocabulary
chart.
4.Mix of individual,
pair, group work.
Class discussion: Volunteer v unpaid work
Teacher led class discussion Q What do you
think the difference might be between
volunteering and unpaid work?
Teacher input: Volunteer and unpaid work
• Unpaid volunteer work: Service to society
• Some people want to help others in society
without being paid.
• This form of work is common in charities,
community, environmental, health, education,
and sporting organisations.
• Volunteering might benefit the local area or
can even be international e.g., Red cross.
• Across Australia 29% of people aged over
15yrs volunteered (ABS, 2019)
• This provided 600 million hours of free service
to the community in 12 months.
• But there is a decline from 36% to 29% of
people volunteering since 2010.
• Unpaid work: Domestic or job related.
PP 3 – Teaching
points: Volunteering
and unpaid work
Prompt students to
add to vocabulary
chart (used in
previous lessons)
Lesson specific:
Volunteering and
unpaid work are
Australian concepts
which may need
the nuances
interpreted for
intercultural
understanding
13
Sustainability
•
•
Is usually the work we do for other people
such as caring, domestic duties, shopping.
Unpaid work can also be work experience,
internships, and work trials.
Teacher input: Volunteer, unpaid work difference
The difference between volunteer work and
unpaid work is not always clear. Best way to think
of the difference is by the ‘intention’ of the work.
Volunteering is serving society, unpaid work is for
domestic (home) reasons, or for a job.
Evaluation of student learning:
Self-Evaluation:
Student Activity: SWOT Analysis
Working in their groups students work on a SWOT
analysis on volunteering thinking about Q Why
volunteering is declining across Australia?
Teacher prompts thinking about each area and
encourages creative and critical thinking and
reflecting on the lesson content.
PP 4 – SWOT activity
instruction
Exit ticket: Dot democracy!
Each student receives 3 sticky dots, places them
next to 3 most important points their group raised.
These points will be reflected on in the next
lesson.
Dot democracy!
Each student provided
with 3 sticky dots
Students given large
paper per group.
Divide into 4 squares
with SWOT headings.
Lesson 7
Week 6
14
Knowledge and
understanding
Why individuals
work
(ACHEK020)
Specific Objectives
Students will be
able to:
•
•
Different types
of work
(ACHEK020)
E&B Concepts
Specialisation
and Trade
Making choices
HASS skills,
GCs, CCPs
HASS skills
Questioning and
Researching
Analysis
GCs
Literacy
Personal and
social capability
Critical and
creative thinking
CCPs
•
Explain the
concept of worklife balance, and
Explain the
benefits of worklife balance to
workers and
employers.
Demonstrate
how to plan an
inquiry.
Teaching points – Learning Activities
Resources
Assessment
Differentiation
Q How do we value work?
ISM: Video ‘Better Life Index’
Teacher guidance – Index gives a big picture of
what is important to people across the world.
Q What does the index say about Australians?
Last lesson reflection: Volunteering
Teacher recaps Dot democracy! Hot topics which
students rated most highly about volunteering
decline in Australia.
PP1 – learning
outcomes
PP2 - ISM: OECD
(Organisation for
Economic
Cooperation &
Development) Better
Life Index
Student activity: Work-life balance T-P-S
Q What is work-life balance?
Think: Students note down their individual ideas
Pair: Discuss answers with their partner
Share: Teacher selects students to share their
ideas. Teacher notes ideas on the whiteboard.
Teacher input: Work-life balance in Australia
1. People spend 12% of their whole life at work,
38% on recreation, and 33% sleeping!
2. 14% of workers perform very long hours. One
of the highest % in OECD. Australians
responding to the ‘Better Life Index’ say worklife balance is their top priority.
3. Finding a balance between long work hours
and life makes people happier and healthier
workers = good for business Q Why is it
good to have happy healthy workers?
PP 3 Teaching
points work-life
balance and
happiness.
Prompt students to
add to vocabulary
chart (used in
previous lessons)
General program
differentiations:
Scaffold literacy:
1.Instructions
written and read
aloud.
2.Highlight new
text.
3.Prompt use of
E&B vocabulary
chart.
4.Mix of individual,
pair, group work.
Lesson specific:
Work-life balance
concept may
require additional
explanation and
examples for
understanding.
15
Assessment Overview (hand out and online)
Teacher outlines the assessment and when it will
occur. Explain there will be time to work with
group in class and the remainder needs to be
done as homework. Assessment will be
undertaken in stages with support in class.
PP 4 – Assessment
overview
Assessment activity: Steps 1 & 2 Practice
Teacher guides students through instructions for
assessment step 1. Questioning and step 2.
Research’. Students to follow along reading
instructions and highlight key words. Students
spend a few minutes discussing assessment with
group and brainstorm ideas for a topic.
Student activity:
Students will read and use text OBI 13.3 to
practice planning an inquiry by:
• Developing an inquiry question
• Listing information needed
• Listing possible sources of information.
Students copy OBI 13.3 Source 1 table into their
notebooks and complete table using a practice
question e.g. What will work be like in 2030?
PP 5 – Student
activity: Practice
assessment skill
requirements (ref
textbook OBI, 13.3
Source 1 table)
Close: Assessment Discussion.
Students spend a few minutes in their group
discussing a possible inquiry question for their
presentation next week.
Evaluation of student learning:
Self-Evaluation:
Hand out paper copies
of assessment
Summative
assessment:
Introduce
Lesson 8
Week 6
16
Knowledge and
understanding
Why individuals
work
(ACHEK020)
Different types
of work
(ACHEK020)
Specific Objectives
Students will be
able to:
•
•
E&B Concepts
Specialisation
and Trade
Making choices
HASS skills,
GCs, CCPs
HASS skills
Analysis
Evaluating
Questioning and
Researching
GCs
Numeracy
Critical and
creative thinking
CCPs
•
•
Identify how
advances in
technology can
impact on work.
Explain what is
meant by the
terms
unemployed and
underemployed
Demonstrate the
skill of analysing
data to explain a
current trend.
Demonstrate the
skill of
evaluating data
to predict a
future trend
Teaching points – Learning Activities
Resources
Assessment
Differentiation
Q How do we value work?
ISM: Technological change in 80’s: a threat to
workers? (ABC video)
Class discussion: Q If you had worked in a job
that relied on your skills and knowledge, how
would you feel about new technologies that
can replace you? How can workers adapt to
new technology?
PP1 – Learning
outcomes
Teacher input: Unemployment
• Unemployment is the term used for people
who want to work but are not currently
working.
• Receive a small amount of financial support
from the government, though most people
prefer to earn income through work
• Lower self-esteem is a common problem
• There are higher unemployment rates for
young people because of the difficulty of
getting experience to land that first job.
Underemployment:
• Underemployment is when people are working
part-time or casually, but are not working as
many hours as they would like or need
PP3 – Teaching
points unemployment
and underemployment
Student activity: Analysing and evaluating.
Teacher takes students through these two skills
which will be used at Step 3 of the assessment.
PP2 - ISM: ABC
video
Prompt students to
use their vocabulary
chart and highlighter
pens for new words
General program
differentiations:
Scaffold literacy:
1.Instructions
written and read
aloud.
2.Highlight new
text.
3.Prompt use of
E&B vocabulary
chart.
4.Mix of individual,
pair, group work.
17
Analyse: Analysing means interpreting
information and relationships e.g., analysing data
in unemployment graphs to explain trends
Student task: Graph analysis
Work in pairs examine graph and table in handout
and look for a ‘trend’. Q Is it increasing or
decreasing over the last year? How much has
it changed? What else does the data tell you?
Teacher input: Call on students to explain their
thoughts, and step through analysis of graph.
Evaluate: Means using data to make predictions
about future trends e.g., future unemployment rate
Student task: Graph evaluation
Students working in pairs examine graph again.
Q What might happen to unemployment in the
future? Why?
Teacher input: Call on students to explain their
thoughts, and step through evaluation of graph.
Close: Group assessment discussion
Students spend a few minutes in their group
discussing ideas for their presentation topic.
Evaluation of student learning:
Self-Evaluation:
Student activity
(Handout): Graph of
Unemployment Rate,
February 2006 –
February 2021 (%)
Lesson specific:
Encourage
students to use
highlighter pens for
key information in
graph and table
Ask open ended
additional
questions to extend
students needing
challenge
Lesson 9
Week 7
18
Knowledge and
understanding
Why individuals
work
(ACHEK020)
•
Different types
of work
(ACHEK020)
•
E&B Concepts
Specialisation
and Trade
Making choices
HASS skills,
GCs, CCPs
HASS skills
Questioning and
Researching
Communicating
and reflecting
GCs
Critical and
creative thinking
Teaching points – Learning Activities
Specific Objectives
Students will be
able to:
•
Identify how
changes in
technology and
consumer
demands will
impact on the
future of work
Examine an
issue from
several
perspectives/
viewpoints.
Develop an
inquiry question
by using a
structured
thinking tool
(PCQ)
Resources
Assessment
Differentiation
Q What is the future of work?
ISM: Picture of old technologies. Class
discussion on what they might be?
Teaching points:
• Today’s technology will soon be replaced,
many jobs today didn’t exist 10 years ago
• Work in the future will be driven by changes in
technology and consumer demands
Task: Students watch RBA video and answer in
their notebook Q Imagine you are a careers
advisor, what advice would you give to a
student choosing a future career?
Task: Students share ideas with their group
Teacher input: Assessment overview
Nobody knows exactly what work will look like in
the future. However by using E&B concepts and
skills it is possible to construct possible trends.
Assessment task worksheet – Step 1
• Students work in their groups on a ‘PCQextension analysis’ to examine the future of
work from several viewpoints/perspectives.
•
Use the PCQ process to select an interesting
topic for the assessment. E.g., types of work,
work hours, location, new skills, robots etc.
Close: Students decide group assessment topics
PP1 – learning
outcomes
General program
differentiations:
PP2 – ISM Picture of
old technologies.
Scaffold literacy:
1.Instructions
written and read
aloud.
2.Highlight new
text.
3.Prompt use of
E&B vocabulary
chart.
4.Mix of individual,
pair, group work.
PP3- Reserve Bank of
Australia – Future of
work video
PP4 – Taking students
through assessment
step 1 with
instructions on PCQ
extension analysis
Summative
assessment
Step 1.
CCPs
Evaluation of student learning: Summative assessment – Working in their group students start work on step 1, and decide on topic
Self-Evaluation:
Lesson specific:
Ask additional
questions to extend
students needing
more challenge.
Lesson 10
Week 7
19
Knowledge and
understanding
Why individuals
work
(ACHEK020)
Specific Objectives
Students will be
able to:
•
Different types
of work
(ACHEK020)
•
E&B Concepts
Specialisation
and Trade
Making choices
HASS skills,
GCs, CCPs
HASS skills
Analysis
Evaluating
•
Identify how
changes in
technology and
consumer
demands will
impact on the
future of work.
Examine an
issue from
several
perspectives/
viewpoints.
Develop an
inquiry plan to
structure
research
GCs
Personal and
social capability
CCPs
Evaluation of student learning:
Self-Evaluation:
Teaching points – Learning Activities
Resources
Assessment
Differentiation
Q What is the future of work?
ISM: Class quiz using phones or laptops
Use opinion-based questions to show how diverse
viewpoints can be on any topic or issue (answer
anonymously). Class discussion: Reflect on
yesterday’s PCQ examining viewpoints, how this
applies to group work or viewing an issue.
PP1 – Learning
outcomes
General program
differentiations:
PP2 – ISM Poll
Everywhere Class
online interactive quiz
Student activity: Mind map
Linking ideas and information during 4th Industrial
Revolution; what it means for future work.
PP3 - Mind map
(template)
Video: What does
industry 4.0 mean for
you? (video)
Scaffold literacy:
1.Instructions
written and read
aloud.
2.Highlight new
text.
3.Prompt use of
E&B vocabulary
chart.
4.Mix of individual,
pair, group work.
Student group task: Plan assessment inquiry
Using work from last lesson plan inquiry using
table headings. Refer lesson 7:
• Developing an inquiry question
• Listing information needed
• Listing sources of information to research.
• Assign inquiry, analysis, and evaluation
assessment tasks to group members.
Work on these in class/as homework to bring to
class tomorrow. Reference sources in worksheet.
‘Exit’ ticket post-it-note Q What is the biggest
change to work in 4th Industrial Revolution?
Plan assessment
inquiry (Textbook OBI
13.3 Source 1 table)
Formative
assessment
Post-it-note exit ticket.
Lesson specific:
** Remind
students to bring
ICT to next lesson
for group
presentation work
Lesson 11
Week 7
20
Knowledge and
understanding
Why individuals
work
(ACHEK020)
Different types
of work
(ACHEK020)
E&B Concepts
Specialisation
and Trade
Specific Objectives
Students will be
able to:
•
•
Summarise their
research and
analysis to share
with their group
Collaborate with
their group to
share tasks and
decide on how to
present
information
Making choices
HASS skills,
GCs, CCPs
HASS skills
Communicating
and reflecting
GCs
Information and
Communication
Technology (ICT)
capability
Literacy
Evaluation of student learning:
Self-Evaluation:
Teaching points – Learning Activities
Resources
Assessment
Differentiation
Q What is the future of work?
ISM: make videos using screen recordings e.g.
Students overlay narrative over a PowerPoint
Student group assessment work: Students
work in their groups on the content for their
worksheets and presentations. Remind students
to listen to all group members, share tasks and
ask for guidance if they need to.
Close: Student tasks for assessment
Remind students to submit their handwritten
worksheets tomorrow, and provide one copy of
their group presentation via the class google drive
(either video or in-person presentation) maximum
5 minutes.
PP1 – learning
outcomes
PP2 – ISM: Making
videos using screen
recording
Whiteboard list
checklist for
assessment 
General program
differentiations:
Scaffold literacy:
1.Instructions
written and read
aloud.
2.Highlight new
text.
3.Prompt use of
E&B vocabulary
chart.
4.Mix of individual,
pair, group work.
Lesson specific:
Lesson 12
Week 7
21
Knowledge and
understanding
Why individuals
work
(ACHEK020)
Different types
of work
(ACHEK020)
E&B Concepts
Specialisation
and Trade
Making choices
HASS skills,
GCs, CCPs
HASS skills
Communicating
and reflecting
Specific Objectives
Students will be
able to:
•
Collaborate with
project group to
present ideas
and information
on the future of
work.
Teaching points – Learning Activities
Students take their seats and presentations
commence in group number order, whether inclass presentation or video.
Teacher input: Ensure class are quiet and ready
for each video and provide supportive feedback
for presenting groups.
**Allow an opportunity for questions at the end of
all presentations. In the absence of class
questions, pose questions for groups.
Resources
Assessment
Differentiation
Summative
Teacher: Take
notes on
presentations
in-class using
marking
criteria
Close: Teacher to collect student worksheets for
assessment, check names are on the top and
group number. Marks will be available in one
week.
GCs
Information and
Communication
Technology (ICT)
capability
CCPs
Evaluation of student learning: Summative assessment – Group presentations on ‘The Future of Work’ group presentations and student worksheets
Self-Evaluation:
22
References
Australian Curriculum Assessment and Reporting Authority. (2017). Australian Curriculum. Retrieved 24
March, 2021, from https://www.australiancurriculum.edu.au/f-10-curriculum/
Australian Institute for Teaching and School Leadership (2011), Australian Professional Standards for
Teachers. Retrieved 2 March, 2021, from https://www.aitsl.edu.au/teach/standards
Council of Australian Governments Education Council (2019) Alice Springs (Mparntwe) Education
Declaration. Retrieved 24 March, 2021, from https://docs.education.gov.au/documents/alicesprings-mparntwe-education-declaration
Gordon, M. (2009). The misuses and effective uses of constructivist teaching. Teachers and Teaching,
Theory and Practice, 15(6), 737–746. https://doi.org/10.1080/13540600903357058
López, F. A. (2017). Altering the Trajectory of the Self-Fulfilling Prophecy: Asset-Based Pedagogy and
Classroom Dynamics. Journal of Teacher Education, 68(2), 193–212.
https://doi.org/10.1177/0022487116685751
School Curriculum and Standards Authority (SCSA) (2017). Kindergarten to Year 10 Outline. Government
of Western Australia. Retrieved 2 March, 2021, from https://k10outline.scsa.wa.edu.au