1、Work EducationYears 710SyllabusJune 2003 2003 Copyright Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales.This document contains Material prepared by the Board of Studies NSW for and on behalf of the State of New South Wales. The Material is protected by Cr
2、own copyright.All rights reserved. No part of the Material may be reproduced in Australia or in any other country by any process, electronic or otherwise, in any material form or transmitted to any other person or stored electronically in any form without the prior written permission of the Board of
3、 Studies NSW, except as permitted by the Copyright Act 1968. School students in NSW and teachers in schools in NSW may copy reasonable portions of the Material for the purposes of bona fide research or study. When you access the Material you agree: to use the Material for information purposes only t
4、o reproduce a single copy for personal bona fide study use only and not to reproduce any major extract or the entire Material without the prior permission of the Board of Studies NSW to acknowledge that the Material is provided by the Board of Studies NSW not to make any charge for providing the Mat
5、erial or any part of the Material to another person or in any way make commercial use of the Material without the prior written consent of the Board of Studies NSW and payment of the appropriate copyright fee to include this copyright notice in any copy made not to modify the Material or any part of
6、 the Material without the express prior written permission of the Board of Studies NSW.The Material may contain third party copyright materials such as photos, diagrams, quotations, cartoons and artworks. These materials are protected by Australian and international copyright laws and may not be rep
7、roduced or transmitted in any format without the copyright owners specific permission. Unauthorised reproduction, transmission or commercial use of such copyright materials may result in prosecution.The Board of Studies has made all reasonable attempts to locate owners of third party copyright mater
8、ial and invites anyone from whom permission has not been sought to contact the Copyright Officer, ph (02) 9367 8289, fax (02) 9279 1482.Published byBoard of Studies NSWGPO Box 5300Sydney NSW 2001AustraliaTel: (02) 9367 8111Fax: (02) 9367 8484Internet: www.boardofstudies.nsw.edu.auJune 2003ISBN 1 740
9、9 9270 92003171Contents1 Introduction .51.1 The K10 Curriculum51.2 Students with Special Education Needs.62 Rationale83 The Place of the Work Education Years 710 Syllabus in the HSIE K12 Curriculum.94 Aim105 Objectives116 Outcomes.127 Content 147.1 Organisation of Content.147.2 Content for Years 710
10、198 Life Skills Outcomes and Content 578.1 Outcomes .578.2 Content.589 Continuum of Learning in Work Education K10629.1 Stage Statements 6210 Assessment 6510.1 Standards6510.2 Assessment for Learning .6510.3 Reporting .6710.4 Choosing Assessment Strategies .6811 Understanding Key Terms in the Work E
11、ducation Syllabus 72AcknowledgementsPage 72, footnote 4Prime Ministers Community Business Partnership website, Partnerships Making Them Work. .au/Pages 72, 73, 74, 77, 78, footnotes 5, 6, 10, 19, 23MCEETYA Task Force on VET in Schools, 2000, New Framework for Vocational Education in Schools, MCEETYA
12、, pp 12, 17, 18, 21. Reproduced with the permission of Ministerial Council on Education Employment Training and Youth Affairs.Page 73, footnote 7Reproduced with the permission of MCEETYA, Melbourne.Page 73, footnote 9National Centre for Vocational Education Research, 2001, Review of Research: Generi
13、c Skills for the New Economy, NCVER, South Australia, p 28. Reproduced with the permission of Australian National Training Authority.Page 74, footnote 12Curriculum Corporation, 2002, Enterprise Education in Secondary Schools, Commonwealth Department of Education, Science and Training, Canberra, p 4.
14、 Reproduced with the permission of the Department of Education, Science and Training, Canberra.Pages 74, 75, footnote 13Australian Chamber of Commerce and Industry & Business Council of Australia, 2002, Employability Skills for the Future. Reproduced with the permission of the Department of Educatio
15、n Science and Training, Canberra, p 42.Pages 75, 77, footnotes 14, 22These glossary terms have been reproduced with the permission of Australian National Training Authority, the copyright owner. www.anta.gov.au/gloUtoZ.aspPage 75, footnote 15Reproduced with the permission of International Bank The W
16、orld Bank. www.worldbank.orgPage 75, footnote 16ABS data used with permission from the Australian Bureau of Statistics. Website www.abs.gov.auPage 76, footnote 17Reproduced with the permission of the Social Entrepreneurs Network. www.sen.org.auPage 76, footnote 18www.myfuture.edu.au Career Informati
17、on Service.Page 77, footnote 21Prime Ministers Youth Pathways Action Plan Taskforce, 2001, Footprints to the Future, Department of Communications Information Technology and the Arts, Canberra, p 4.Page 78, footnote 24J Greenberg & R A Baron, 1993, Behavior in Organizations, 4th edn, Allyn & Bacon, B
18、oston, p 313.Work Education Years 710 Syllabus51 Introduction1.1 The K10 CurriculumThis syllabus has been developed within the parameters set by the Board of Studies NSW in its K10 Curriculum Framework. This framework ensures that K10 syllabuses and curriculum requirements are designed to provide ed
19、ucational opportunities that: engage and challenge all students to maximise their individual talents and capabilities for lifelong learning enable all students to develop positive self-concepts and their capacity to establish and maintain safe, healthy and rewarding lives prepare all students for ef
20、fective and responsible participation in their society, taking account of moral, ethical and spiritual considerations encourage and enable all students to enjoy learning, and to be self-motivated, reflective, competent learners who will be able to take part in further study, work or training promote
21、 a fair and just society that values diversity promote continuity and coherence of learning, and facilitate the transition between primary and secondary schooling.The framework also provides a set of broad learning outcomes that summarise the knowledge, understanding, skills, values and attitudes es
22、sential for all students to succeed in and beyond their schooling. These broad learning outcomes indicate that students will: understand, develop and communicate ideas and information access, analyse, evaluate and use information from a variety of sources work collaboratively with others to achieve
23、individual and collective goals possess the knowledge and skills necessary to maintain a safe and healthy lifestyle understand and appreciate the physical, biological and technological world and make responsible and informed decisions in relation to their world understand and appreciate social, cult
24、ural, geographical and historical contexts, and participate as active and informed citizens express themselves through creative activity and engage with the artistic, cultural and intellectual work of others understand and apply a variety of analytical and creative techniques to solve problems under
25、stand, interpret and apply concepts related to numerical and spatial patterns, structures and relationships be productive, creative and confident in the use of technology and understand the impact of technology on society understand the work environment and be equipped with the knowledge, understand
26、ing and skills to evaluate potential career options and pathways develop a system of personal values based on their understanding of moral, ethical and spiritual matters.The ways in which learning in the Work Education Years 710 Syllabus contributes to the curriculum and to the students achievement
27、of the broad learning outcomes are outlined in the syllabus rationale.In accordance with the K10 Curriculum Framework, the Work Education Years 710 Syllabus takes into account the diverse needs of all students. It identifies essential knowledge, understanding, skills, values and attitudes. It enunci
28、ates clear standards of what students are expected to know and be able to do in Years 710. It provides structures and processes by which teachers can provide continuity of study for all students, particularly to ensure successful transition through Years 5 to 8 and from Year 10 to Year 11. Work Educ
29、ation Years 710 Syllabus6The syllabus also assists students to maximise their achievement in Work Education through the acquisition of additional knowledge, understanding, skills, values and attitudes. It contains advice to assist teachers to program learning for those students who have gone beyond
30、achieving the outcomes through their study of the essential content.1.2 Students with Special Education NeedsIn the K6 curriculum, students with special education needs are provided for in the following ways: through the inclusion of outcomes and content in syllabuses which provide for the full rang
31、e of students through the development of additional advice and programming support for teachers to assist students to access the outcomes of the syllabus through the development of specific support documents for students with special education needs through teachers and parents planning together to
32、ensure that syllabus outcomes and content reflect the learning needs and priorities of students.Students with special education needs build on their achievements in K6 as they progress through their secondary study and undertake courses to meet the requirements for the School Certificate.It is neces
33、sary to continue focusing on the needs, interests and abilities of each student when planning a program for secondary schooling. The program will comprise the most appropriate combination of courses, outcomes and content available. Life SkillsFor most students with special education needs, the outco
34、mes and content in sections 6 and 7 of this syllabus will be appropriate but for a small percentage of these students, particularly those with an intellectual disability, it may be determined that these outcomes and content are not appropriate. For these students the Life Skills outcomes and content
35、 in section 8 and the Life Skills assessment advice below can provide the basis for developing a relevant and meaningful program.Access to Life Skills outcomes and content in Years 710A decision to allow a student to access the Work Education Years 710 Life Skills outcomes and content should include
36、 parents/carers and be based on careful consideration of the students competencies and learning needs. The decision should establish that the outcomes and content in sections 6 and 7 of the Work Education Years 710 Syllabus are not appropriate to meet the needs of the student. Consideration should b
37、e given to whether modifications to programs and to teaching, including adjustments to learning activities and assessment, would enable the student to access the syllabus outcomes and content.As part of the decision to allow a student to access the Work Education Years 710 Life Skills outcomes and c
38、ontent, it is important to identify relevant settings, strategies and resource requirements that will assist the student in the learning process. Clear time frames and strategies for monitoring progress, relevant to the age of the student, need to be identified and collaborative plans should be made
39、 for future needs.Work Education Years 710 Syllabus7It is not necessary to seek permission of the Office of the Board of Studies for students to undertake the Work Education Years 710 Life Skills outcomes and content, nor is it necessary to submit planning documentation. Life Skills assessmentEach s
40、tudent undertaking a Work Education Years 710 Life Skills course will have specified outcomes and content to be studied. The syllabus content listed for each outcome forms the basis of learning opportunities for students.Assessment should provide opportunities for students to demonstrate achievement
41、 in relation to the outcomes and to generalise their knowledge, understanding and skills across a range of situations or environments including the school and the wider community. Students may demonstrate achievement in relation to Work Education Years 710 Life Skills outcomes independently or with
42、support. The type of support will vary according to the particular needs of the student and the requirements of the activity. Examples of support may include: the provision of extra time physical and/or verbal assistance from others the provision of technological aids.Work Education Years 710 Syllab
43、us82 RationaleThe world and the communities in which we live are continually evolving. Changes in work, technology, training, education and the community mean that new skills and knowledge are required in order to succeed in these environments. For young people moving through the early transition st
44、ages of their lives, this is particularly the case. All young people need a range of knowledge, skills, values and attitudes that enables them to participate in their local community and the wider Australian community as active and informed citizens. The Work Education syllabus provides students wit
45、h an opportunity to develop knowledge and a contemporary understanding of the world of work, the diverse sectors within the community, and the roles of education, employment and training systems. Both paid and unpaid work will be explored through a range of contexts and issues. This includes volunte
46、er work, casual or part-time employment, changes in industry, the changing nature of work in a local and global arena, workplace legislation, and the rights and responsibilities of employees and employers. The roles of local and Australia-wide organisations across all sectors will be examined throug
47、h discussion of concepts such as corporate accountability, social responsibility, partnerships and developing social capital. Students understanding of education, employment and training systems and the opportunities they provide will be developed through the investigation of current initiatives and
48、 recent reforms.Students will develop employability, enterprise and pathways planning skills. Understanding and development of employability skills will assist students to achieve the flexibility required for the workplaces of today and of the future. These skills will be underpinned by the integrat
49、ion of the key competencies throughout the syllabus. The development of enterprising capabilities will empower students with the skills necessary to succeed in a labour market that is increasingly characterised by self-employment and part-time or casual work. Students will learn to successfully plan and manage life transitions including post-school pathways. This process is assisted by students self-development, which is enhanced through the application of self-evaluation, goal-setting, and decision-
